“ASTUDY ON TRAINING & DEVELOPMENT PROCESS WITH

REFERENCETO Society of Human Resource Management India”

Submitted in partial fulfilment of the requirement for the Award of

degree of

BACHELOR OF BUSINESS ADMINISTRATION OF

BANGALORE UNIVERSITY

BY

(REG NO. B1914892)

UNDER THE GUIDANCE OF

Mr.B.A Ravish

(Assistant professor)

AL-AMEEN INSTITUE OF MANAGEMENT STUIDES

HOSUR ROAD BANGALORE-560027

(AFFILIATED TO BANGALORE UNIVERSITY)

2019-2022
 ACKNOWLEDGEMENT

I would like to take the pride and immense pleasure to express my sincere gratitude to all
those who were instrumental in the preparation of this project report.

I am also highly thankful to SHRM, Bangalore for providing an opportunity to do my

Dissertation in the company. I am also thankful to the staff members who helped me to make
this dissertation project successful.

I would also like to thank Principal, Dr. B.A.ANURADHA and the Staff members of Al-
Ameen Institute Of Management Studies for providing necessary guidance and help for
successfully completing this project.

I would also like to thank Prof.B.A Ravish Project Guide, Faculty at Al-Ameen Institute of
Management Studies for his support, encouragement and motivation.

Lastly I would like to express my profound gratitude towards my family members, and
friends whose help and support has played major role in completing this dissertation Project
successful

Date: Shinu Davood

Place: Bangalore (B1914892)

 DECLARATION

I hereby declare that the Project Report entitled “STUDY ON TRAINING &
DEVELOPMENT WITH REFERENCE TO Society of Human Resource
Management India”submitted in partial fulfilment for the award of Bachelor of
Business Administration to Bangalore University is a record of independent
research work carried out by me under the guidance of Prof.B.A Ravish
Faculty, Department of BBA, Al-Ameen Institute of Management Studies, near
Lal-Bagh, Hosur Road, Bangalore.

I also declare that this report is a result of my own effort and has not been submitted earlier
for the award of any degree / diploma / associate ship / prize by Bangalore University or
any other University.

Date: Shinu Davood

Place: Bangalore (B1914892)

 COLLEGE CERTIFICATE

This is to certify that the project report titled “A STUDY ON TRAINING &
DEVELOPMENT WITH REFERENCE TO Society of Human Resource
Management India” isbased on original survey conducted by Shinu Davood.
(Reg. no. B1914892) this project report is submitted in partial fulfillment of the
award of degree in BACHELOR OF BUSINESS ADMINISTRATATION
(BBA) for the academic
year 2019-2022

This Project Report has not formed a basis for the award of anyDegree/

Diploma/ Fellowship or other similar title before.

Date: Principal

Place: Bangalore Dr. B.A. ANURADHA

 GUIDE CERTIFICATE

This is to certify that this dissertation entitled “A STUDY ON

TRAINING & DEVELOPMENT WITH REFERENCE TO Society of
Human Resource Management India” has been successfully completed
by SHINU DAVOOD (Reg. no. B1914892) under my guidance. This
dissertation was done in partial fulfillment for the award of Bachelor
of Business Administration (BBA) degree and it has not formed a
basis of the award of any other Degree, by Bangalore University or any
other University.

Date: Mr. B.A Ravish

Place: Bangalore
 TRAINING & DEVELOPMENT SURVEY at SHRM

HEAD OF THE DEPARTMENT CERTIFICATE

This is to certify that this dissertation entitled “A STUDY ON TRAINING &

DEVELOPMENT WITH REFERENCE TO Society of Human Resource Management
India”” has been successfully completed by Shinu Davood (Reg. no. B1914892) under my
guidance. This dissertation was done in partial fulfillment for the award of Bachelor of
Business Administration (BBA) degree and it has not formed a basis of the award of any
other Degree, by Bangalore University or any other University.

HOD

Date: Mrs. Saira Banu Neelgar

Place: Bangalore MBA, M.com (Ph.D)

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TABLE OF CONTENT

1. Executive summary
2. Introduction to Training and Development
3. Introduction to the company
4. Importance of Training and Development
5. Need for the study
 Title of the project
 Statement of the problem
 Purpose of the study
 Scope of the study
 Objectives of the study
6. Research methodology
 Sampling plan
 Area covered
 Methodology
7. Data collection
 Primary data
 Secondary data
8. Data Analysis
 Statistical tool
 Statistical package
9. Limitation of the study
10. Theoretical aspects of training and development
11. Analysis and interpretation
12. Findings
13. Suggestions
14. Conclusion
15. Bibliography

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TRAINING & DEVELOPMENT SURVEY AT SHRM

Strongly Somewhat Neither Some Strongly

S.N QUESTIONS disagree disagree agree nor what agree
disagree agree
Training helps in increasing productivity of 1 2 3 4 5
1.
employees, to achieve organizational goals.
2. Training programs are well-planned. 1 2 3 4 5

3. Training programs are of sufficient duration. 1 2 3 4 5

Training is periodically evaluated and 1 2 3 4 5
4.
improved.
Training programs emphasis on developing 1 2 3 4 5
5. technical & managerial capabilities of
employees.
Training of workers is given adequate 1 2 3 4 5
6.
importance in your organization.
Employees are sponsored for training 1 2 3 4 5
7. programs after carefully identified
developmental needs.
Those who are sponsored for the training 1 2 3 4 5
8.
programs take the training seriously
9. Employees in the organization participate in 1 2 3 4 5
determining the training they need.
The quality of training programs in your 1 2 3 4 5
10.
organization is excellent.
External training programs are carefully 1 2 3 4 5
11. chosen after collecting enough information
about their quality and suitability.
There is a well-designed and widely shared 1 2 3 4 5
1.
training policy in the company.

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EXECUTIVE SUMMARY

In this changing and globalization environment organization have to upgrade their work
methods, works norms, technical and managerial skills, and employees motivation to
face the challenges due to which an employee training is most important in the changing
environment because a need for highly specialized workmen is felt in the global way.
Organisation and individual should develop and progress simultaneously for their
survival and attainment of mutual goals. So every modern management has to develop
the organisation through human resource development. Employee training is the
important sub-system of human resource development.

Training is a process through which a person enhances and develops his efficiency,
capacity and effectiveness at work by improving and updating his knowledge and
understanding the skills relevant to perform his or her job.

Training also helps a person cultivate appropriate and desired behavior and attitude
towards the work and people. Unless training is provided, the jobs and lives of employees
in organizations are at stake.

It gives people an awareness of the Rules & Procedures to guide their behavior. It is an

application of knowledge to improve the performance on the Current job or to prepare

one for an intended job.

Organization & individual for their survival & attainment of mutual goals should

develop & progress simultaneously; this can be done mainly through training technique

because training is the most important technique & it is a value addition to the

organization through Human Resource Development for the development of the

employee. The employee she/he been selected, placed & introduced in an organization

should be provided with training facilities in order to adjust & make them suitable for the

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Job as no organization can get a candidate who exactly matches with the job &

organizational requirements.

The trained employees are the valuable assets to any organization. Training at SHRM is

given when there is a difference between the job requirements & employees present

specifications. Thus employee training is the most important sub-system, specialized &

one of the fundamental operative functions of Human Resource Development.

Organizational efficiency, productivity, progress & development, also organization

viability, stability & growth to greater extent depend on training. If the required training

is not provided it leads to the performance failure of the employees. Training enhances

the Competence, Commitment, and Creativity & Contribution to the organization.

The first step in my study is to find out the effectiveness of training and development in

achieving the goals of the company, to study the different methods of training followed at

SHRM, The basis on which training programmees are planned and scheduled and how

theperformance appraisal helps in identifying training needs.

The second step was data collection through various sources I used both primary and

secondary data for the study as both are quiet essential in any type of survey.

primary data was collected through survey and personal interview, whereas secondary

data made use of certain reports from the HRD department provided the information as to
the total no of employees, schedule of training programs, number of persons attending it

and other such things. The secondary data also included textbooks, company data,
internet.

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The analysis of the questionnaire was carried out through which the purpose of the study

was served. The analysis was done by using statistical tool in which the study made use

of two test that is : frequency test and correlation.

These tests gave the clear idea about the most significant factors which are positively

correlated and those factors which are not so significant and are not positively correlated.

Hence it helped the study to identify the important factors which are quiet essential for

effective training and development in the organization.

This study gives a detailed idea about the employee’s attitude towards the training

program and how the employees apply the knowledge, skills and attitude in job

performance.

Therefore through the analysis the study could be interpreted that the training and

development programs are quiet effective but still needs to be improved on some of the

aspects mentioned above.

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INTRODUCTION TO TRAINING AND DEVELOPMENT

HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manage
organization. It comprises of the functions and principles that are applied to retaining,
training, developing, and compensating the employees in organization. It is also
applicable to non-business organizations, such as education, healthcare, etc Human
Resource Management is defined as the set of activities, programs, and functions that are
designed to maximize both organizational as well as employee effectiveness……………
……………………
Scope of HRM without a doubt is vast. All the activities of employee, from the time of
his entry into an organization until he leaves, come under the horizon of HRM.The
divisions included in HRM are Recruitment, Payroll, Performance Management, Training
and Development, Retention, Industrial Relation, etc. Out of all these divisions, one such
important division is training and development.

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TRAINING AND DEVELOPMENT is a subsystem of an organization. It ensures that

randomness is reduced and learning or behavioral change takes place in structured
format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND

DEVLOPMENT

Traditional Approach – Most of the organizations before never used to believe in training.
They were holding the traditional view that managers are born and not made. There were
also some views that training is a very costly affair and not worth. Organizations used to
believe more in executive pinching. But now the scenario seems to be changing.

The modern approach of training and development is that Indian Organizations have
realized the importance of corporate training. Training is now considered as more of
retention tool than a cost. The training system in Indian Industry has been changed to
create a smarter workforce and yield the best results

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the
availability of a skilled and willing workforce to an organization. In addition to that, there
are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives – help employees in achieving their personal goals, which in turn,
enhances the individual contribution to an organization.

Organizational Objectives – assist the organization with its primary objective by bringing
individual effectiveness.

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Functional Objectives – maintain the department’s contribution at a level suitable to the

organization’s needs.

Societal Objectives – ensure that an organization is ethically and socially responsible to

the needs and challenges of the society.

Importance of Training and Development

• Optimum Utilization of Human Resources – Training and Development helps in

optimizing the utilization of human resource that further helps the employee to achieve
the organizational goals as well as their individual goals.

• Development of Human Resources – Training and Development helps to provide an

opportunity and broad structure for the development of human resources’ technical and
behavioral skills in an organization. It also helps the employees in attaining personal
growth.

• Development of skills of employees – Training and Development helps in increasing the

job knowledge and skills of employees at each level. It helps to expand the horizons of
Human intellect and an overall personality of the employees.

• Productivity – Training and Development helps in increasing the productivity of the

employees that helps the organization further to achieve its long-term goal.

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• Team spirit – Training and Development helps in inculcating the sense of team work,
team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within
the employees.

• Organization Culture – Training and Development helps to develop and improve the
organizational health culture and effectiveness. It helps in creating the learning culture
within the organization.

• Organization Climate – Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings from
leaders, subordinates, and peers.

• Quality – Training and Development helps in improving upon the quality of work and
work-life.

• Healthy work-environment – Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual
goals aligns with organizational goal.

• Health and Safety – Training and Development helps in improving the health and safety
of the organization thus preventing obsolescence.

• Morale – Training and Development helps in improving the morale of the work force.

• Image – Training and Development helps in creating a better corporate image.

• Profitability – Training and Development leads to improved profitability and more

positive attitudes towards profit orientation.

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• Training and Development aids in organizational development i.e. Organization gets

more effective decision making and problem solving. It helps in understanding and
carrying out organisational policies

• Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually display.

Training in Public Sector

Indian Public Sector is passing through massive changes due to advancement in science
and technology and competition from private sector. India has nearly one-sixth of the
world's population. This over abundant human resource needs to be converted to asset.
This is possible only through proper training and development. The former Prime
Minister Rajiv Gandhi rightly sensed this need and had established a separate Ministry
for Human Resource Development in 1985. He stressed on the development of human
resources and because of his initiatives, training had taken a front seat in the national
economy. Later on, most of the PSEs realized the need and importance of training their
employees for better and improved results. The human resource development approach is
essential in order to have the optimum utilization of manpower for the benefit of both, the
employees and the organization.

After opening up of the economy, there has been tremendous amount of pressure on the
PSEs to increase productivity of their employees on one hand and reduce surplus
manpower on the other. PSEs have found out the route to reduce their manpower strength

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by adopting Voluntary Retirement Scheme (VRS). The biggest challenge in VRS is to

safeguard talent drain. Talented employees see this as an opportunity and are moving
away from PSEs in search of high paid jobs in private and multinational companies,
which leads to scarcity of trained manpower. On the one side they get lump sum
compensation package by opting for VRS and on the other side they will be attracted by
MNCs and other private sector enterprises .

Government of India promoted PSEs to fulfill the social objectives since the time of the
first Prime Minister Jawahar Lal Nehru. As a result, reservation for socially and
educationally weaker sections of the society was introduced in public sector jobs. The
government has banned de-reservation of vacancies meant for the reserved categories
since 1989 and reservation for other backward classes were introduced in 1993. Now
PSEs are required to recruit up to 50% of their manpower from the reserved categories. In
the event of candidates from reserved categories not meeting the required standards,
reserved seats are filled after relaxing the standards (Naik, 1998). This is another reason
to concentrate more on training and development activities in PSEs and to provide proper
training and development opportunities to persons recruited on relaxed standards, so that
they can come up on par with the required standards.

COMPANY PROFILE:

SHRM India

SHRM India, registered as a private limited company under Companies Act'1956 as Strategic Human resource
management India Pvt. Ltd. (CIN: U80221HR2005FTC093285), creates better workplaces where employers and
employees thrive together. As the voice of all things work, workers and the workplace, SHRM India is the foremost
expert, convener and thought leader on issues impacting today's evolving workplaces. SHRM India is a wholly owned
subsidiary of the Society for Human Resource Management (SHRM), USA the world's largest association devoted to
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human resource management. It serves the need of HR professionals and advances the interests of the HR profession. It
is engaged into Human Resource Consulting, Corporate trainings, Professional development programs, conducting HR
Conferences to enhance knowledge of HR Professionals in the country.

Management:
Strategic Human resource management India Pvt. Ltd is a professionally managed Company with its Board of Directors
comprising of some eminent personalities in their respective fields.

The Board of the Company comprises of,

Ms. ACHAL KHANNA, Whole time Director and CEO
Mr. JOHNNY CLAYTON TAYLOR JR, Director
Mr. ARTHUR KEITH GREEN III, Director
Mr. ROBERT PAVREY, Director

SHRM India provides a platform for thought leadership, sharing of best practices and professional networking within
the Indian and global HR communities in order to take the profession higher through continuous and collaborative
learning. It is a one-stop shop and the go-to resource for solutions and services to handle all people-management
challenges.

The SHRM India Knowledge Center brings together knowledge and expertise in every aspect of HR in one place, for
the convenience of the practitioner. Together, the SHRM India Knowledge Center resources enable and equip the HR
professional of today to deliver in the current work context as well as meet future challenges. Supported by a bank of
over 50 subject matter experts and internal expertise, the SHRM India Knowledge Center offers cutting-edge resources,
across all the key and emerging HR disciplines. These include thought leadership, advisory panels, tools and templates,
virtual events and research.

SHRM’s comprehensive Online Resources provide rich content on both shrm.org/india and www.shrm.org. This huge
repository of Articles, Research Papers, Case Studies and related material on every aspect of HR within the Indian and
global contexts constitutes the most current and comprehensive body of knowledge in HR. The websites also link to
social media, provide up-to-date information on events and are the gateway to the Knowledge Center, virtual events and
advisory panels.

SHRM India also offers Professional Development Programs, customized learning frameworks and skill-building
workshops, with a focus on strengthening the core competencies among HR professionals. These include focused
programs in each of the HR sub-functions like Total Rewards, Staffing and Recruitment, Performance Management,
and Business Alignment across all career levels.

Our Advisory Services offer consulting and customized solutions for corporates and academic institutions, based upon
their business challenges and developmental needs. The core areas of advisory services are Leadership and Culture,
Learning and Development, Performance and Rewards, Organization Structuring, Talent Management and Employee
Engagement, HR and People Manager Development.

The University Alliance practice of SHRM India provides high quality standards of HR knowledge across Universities
in India and supports the HR curriculum with the world-renowned SHRM body of knowledge built over the course of
the past 64 years. The purpose of this initiative is to develop a broad and consistent channel of HR talent in India.

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The SHRM India Forums held in various locations across India are local learning stations, which enable professional
development, networking, exchange of knowledge resources and practices within the Indian and global HR
communities.

SHRM India continuously strives to release the latent potential of worldwide knowledge exchange in the space of
business HR, by constantly expanding and redefining the profession and practice of HR in India and around the world.

TRAINING PLANNING

The training opportunities outlined here allow you and your subordinates to develop
knowledge and skills which are consistent with departmental goals and career plans. As
individual training needs are identified, the subordinate should be an integral part of the
planning process.
As a preliminary step in planning a complete training program, you should seek answers
to the following questions.
What are the job requirements ?
What past training, job experience and/or education contributes to job performance ?
What performance deficiencies or problems could be attributed to a lack of knowledge
and / or skills ?
What related job functions would be useful to know ?
In what areas is knowledge needed in order to develop potential for future assignments ?

Answers to these questions should provide you with sufficient information to identify
training requirements. As part of the planning process, you should perform the following
activities :
Step 1 : Identify the areas in which training is needed.
Step 2 : Determine which courses address those needs.
Step 3 : Determine pre-requisites and ensure that they are met.
Step 4 : Map out the appropriate sequence of courses to be taken.
Step 5 : Document training planned and scheduled.
Step 6 : Schedule of training.

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NEED FOR THE STUDY

i. For the organizational viability & transformation process the organization has to
train its employees to impart specific skills & knowledge in order to contribute to
organizational efficiency & to cope with the changing environment.
ii. For the organizational complexity which occurs because of the increased
mechanization & automation manufacturing the products & by-products or
dealing in services of diversified lines extension of operations to various regions
& overseas countries. This creates a complex problem & this situation calls for

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training in the skills of coordination, integration, & adaptability to the

requirement of growth, diversification & expansion.
iii. Training is necessary when existing employees are promoted to higher level in the
organization or when there is some new job due to transfer. It is also necessary to
equip the old employees with the new techniques or technology & advanced
disciplines.
iv. It is necessary for maintaining human relation besides maintaining sound
industrial relations & also to deal with the human problems.

Title of the project: Study on Training & Development in SHRM

Statement of the problem: The study is conducted to find out the overall impact of
training and development on the job performance of employees working in different
cadre groups in each department.

Purpose of the study: The main purpose is to know the effectiveness of training in
relation to the job performance of employees and to reduce the resisting forces in
employees to new technological advancement.

Scope of the study: The scope of the study is restricted to the employees working in
different cadre groups in each of the department in the organization – SHRM Bangalore

Objectives:
1. To find out the relevance of training and development in achieving goals of the
organization.
2. The basis on which the training is planned and scheduled.
3. To study the different methods of training at SHRM
4. To find out whether the training activities is aligned with overall goals of the
organization
5. To study the relationship between performance and training
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Research methodology.

According to this study investigation was conducted for some definite purpose with the
help of a structural & personal interview to gather primary information as much as
possible than the most appropriate research design for the study is descriptive research
design.

It’s papers and research materials which I have required via SHRM Membership and discussion with skilled
SHRM experts, most of content is available in their membership which consists of the world’s largest
collection of HR knowledge.

The study is an evaluative & diagnostic attempt to discover empirically the

nature of relationship between performance appraisal and training and development
within the extensively draw domain of the problem of the question.

Following are the steps in the research design.

Sampling Plan
 Sampling frame: the respondents are the employees of the SHRM
 Sampling unit: the sampling unit is an individual employee of all the
departments of the organization – SHRM

 Sample size: sample size taken for this study is 100 employees
covering all the departments of the organization.

Area covered

For this survey I have covered all the departments of the organization – SHRM .

Following are the number and name of departments.

Sl no Department No. of employees
1 North 20
2 South 25
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3 Bussiness Development 25
4 Member-care 20
5 HRD 10
Total 100

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Methodology:
A list of questions was prepared by me under the guidance of my mentor.

Following were the steps in my study.

1. Questionnaire: a questionnaire was served to all the employees asking their

opinion about the effectives of training and development programs at SHRM.
2. Personal interview: a face-to-face talk is carried out with the employees where I
asked several employees about their feelings and opinions on various aspects of
their jobs and organization.
3. Company data and reports: certain reports from the HRD department provided the
information as to the total no of employees, schedule of training programs,
number of persons attending it and other such things, which indicated the
employee performance on the job after attending these training programs.

Data collection:

To produce a reliable questionnaire both primary and secondary information was used.
Primary data is the first hand information; the questionnaire was prepared by me under
the guidance of the mentor wherein I used likert five-point scale and closed ended
questions for measuring attitudes of the employees for my study.

The questionnaire comprised 12 questions which covered all the aspects of measuring
“the effectiveness of training and development”.

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PRIMARY DATA
An instrument is used to collect the required information from the employees and also
interact the employees personally.

Primary data helps us in making observation of employee’s behaviors, talk gestures

which helped me in identifying any the attitude of employees towards the training
program and the effectiveness of the training program in the organization.

SECONDARY DATA
It was collected from the website of the company, and the compaby personnel, certain
reports from the HR department. The research also took the help of the books and journal.

Both primary and secondary data served the purpose in measuring the effectiveness of
training and development at SHRM. Both are equally essential for any type ofsurvey.

DATA ANALYSIS

Statistical tool:
 Correlation test
 Frequency test
Statistical package
 SPSS software

Procedure for Analysis

 Administering questionnaire to all the employees

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 Analyze the rating of employees using the statistical tool (spss software)
(i) simple frequency test(mean & standard deviation)
(ii) correlation

 Interpretation of analyzed information.

Limitations of the study:

1. Due to restriction to enter into some of the departments at SHRM could not cover
some of the aspects required for my study.
2. Interaction with the company executive was limited due to their busy schedule.
3. The information collected is mainly primary data and the accuracy is subject to
the responses received.
.
Theoretical aspects of Training and Development

It is a learning process that involves the acquisition of knowledge, sharpening of skills,

concepts, rules, or changing of attitudes and behaviours to enhance the performance of
employees.

Training is an organized procedure which brings about semi-permanent changes in

behavior, for a definite purpose. The three main areas involved are skills, knowledge and
attitudes (sometimes called social skills) but always with a definite purpose in mind.

Training also helps a person cultivate appropriate and desired behavior and attitude
towards the work and people.
Training is a process through which a person enhances and develops his efficiency,
capacity and effectiveness at work by improving and updating his knowledge and
understanding the relevant skills relevant to his or her job.
Unless training is provided, the jobs and lives of employees in organizations are at stake.

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Training is activity leading to skilled behavior.

• It’s not what you want in life, but it’s knowing how to reach it

• It’s not where you want to go, but it’s knowing how to get there

• It’s not how high you want to rise, but it’s knowing how to take off

• It may not be quite the outcome you were aiming for, but it will be an outcome

• It’s not what you dream of doing, but it’s having the knowledge to do it

• It's not a set of goals, but it’s more like a vision

• It’s not the goal you set, but it’s what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current
situation looks) at present, and where you will be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities (KSA) through
professional development.

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OBJECTIVES OF TRAINING:
❖ Preparing both the old & new employees to meet the present as well
as the changing requirements of the job & the organization.
❖ Preventing obsolescence.
❖ Preparing employees for the higher-level tasks.
❖ Ensuring smooth & efficient working of the department.
❖ Ensuring economical output of the required quality.
❖ Imparting knowledge & skills for new entrants.
❖ Induction
❖ Updating
❖ Preparing for future assignments
❖ Competency development

CLASSIFICATION OF TRAINING:

There are a number of training methods available; Use of a particular method

depends on the type of trainees viz. worker, supervisor and manager. Basically these
methods can be classified into following categories:

1. Induction training:
Here, training is given to newly joined employees. The main objective of this
training is to give an idea to the employee about the particular work. It is concerned with
orienting a new employee to a new environment.
2. On-the-job training:

Here, the individual is placed on a regular job and taught the skills necessary to
perform that job. The trainee learns under the supervision and guidance of a qualified
worker or instructor. It gives first hand knowledge and experience under the actual
working conditions.

3. Apprenticeship training:

Apprenticeship training is normally given to artisans, electricians, plumbers and a

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like. The duration is mainly 6 months to 2 years; this is carried out under the guidance
and intimate supervision of master craftsman, expert worker and supervisor. During
training period the trainee is paid less than that of a qualified worker.

4. Job Rotation:

This involves the movement of the trainee from one job to another. The trainee
receives job knowledge and gains experience from his supervisor or trainer in each of the

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

understand the problems of employees on other jobs.
5. Coaching:

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

training the individuals. The supervisor provides feedback to the trainee on his
performance and offers him some suggestions for improvements. But the trainee may not
have the freedom or opportunity to express his own ideas.
6. Job Instruction:

This method is also known as training through step by step. The trainer explains
to the trainee the way of doing the jobs, job knowledge and skills and allows him to do

the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee.
7. Committee Assignments:

A group of trainees are given and asked to solve an actual organizational problem.
The trainees solve the problem jointly. It develops teamwork.
8. Off the job training:

The trainee is separated from the job situation and his attention is focused upon
learning the material related to his future job performance. Since the trainee is not
distracted by job requirements, he can place his entire concentration on learning the job
rather than spending his time in performing it. There is an opportunity for freedom of
expression for the trainees.
9. Vestibule training:

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Actual work conditions are simulated in the classroom. Material, files and
equipments, which are used in actual job performance, are also used in training. This
type of training is commonly used for training personal for clerical and semi-skilled jobs.
Theory can be related to practice in this method.

10. Role-playing:

It is a method of human interactions that involves realistic behavior in imaginary

situations. This method of training involves certain characters. This method is mostly
used for developing inter-personal interactions and relations.
11. Lecture Method:

The instructor organizes the material and gives it to a group of trainees in the form
of a talk. To be effective, the lecture must motivate and create interest among the
trainees. This method is direct and can be used for a large group of trainees. Costs and
time involved are reduced.

12. Conference or discussion:

This method involves a group of people who pose ideas, examine and share facts,
ideas and data, test assumptions and draw conclusions, which contribute to the
improvement of job performance.
13. Programmed instruction:

The subject matter to be learned is presented in a series of carefully planned

sequential units. These units are arranged from simple to more complex levels of
instruction. The trainee goes through these units by answering questions or filling the
blanks.

14. Internship Training:

Here, the organization makes arrangements with technical institutes to get its
employees duly trained in the latest theoretical knowledge and other developments
relating to trade, this training is provided to the employee in such a way as to bring

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balance between theory and practice.

15. Professional skill training:

Here, training is given to Professional staff such as Accountants, Surveyors,

Auditors, and Architects etc. Organization provides this training to newly joined
professionals to gain the professional qualification and it is also given to the existing
professionals.

HOW TO MAKE TRAINING EFFECTIVE:

➢ Determine the training needs through job description, performance appraisal,

potential appraisal and discussion with employees.

➢ Prepare a training calendar in discussion with the managers concerned.

➢ Define the training objectives specifically.

➢ Select the efficient faculty

FACTORS INFLUENCING TRAINING AND DEVELOPMENT:

▪ Top management support

▪ Commitment from specialists and generalists

▪ Technological advances

▪ Organizational complexity

▪ Learning principles

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Difference between Training and Development

Training Development
1. Training is often referred to as 1. Development on the other hand is
importing specific skills. often focused at overall development
2. The focus is on improvement in of personality.
performance after training. 2. 2.They focus on aspects like
3. The impact of training be experienced leadership skills, managing teams,
and assessed by the organization. problem solving, decision making ,
4. Usually, administrative, supervisory people skills, time management, etc.
and technical workforce may be
exposed to training program.

Models of Training and Development

Training is a sub-system of the organization because the departments such as, marketing
& sales, HR, production, finance, etc depends on training for its survival. Training is a
transforming process that requires some input and in turn it produces output in the form
of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a

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particular function. An organization is a system and training is a sub system of the

organization. The System Approach views training as a sub system of an organization.
System Approach can be used to examine broad issues like objectives, functions, and
aim. It establishes a logical relationship between the sequential stages in the process of
training need analysis (TNA), formulating, delivering, and evaluating. There are 4
necessary inputs i.e. technology, man, material, time required in every system to produce
products or services. And every system must have some output from these inputs in order
to survive. The output can be tangible or intangible depending upon the organization’s
requirement. A system approach to training is planned creation of training program. This
approach uses step-by-step procedures to solve the problems. Under systematic approach,
training is undertaken on planned basis. Out of this planned effort, one such basic model
of five steps is system model that is explained below. Organization are working in open

environment i.e. there are some internal and external forces, that poses threats and
opportunities, therefore, trainers need to be aware of these forces which may impact on
the content, form, and conduct of the training efforts. The internal forces are the various
demands of the organization for a better learning environment; need to be up to date with
the latest technologies.

The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model

SYSTEM MODEL

The system model consists of five phases and should be repeated on a regular basis to

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make further improvements. The training should achieve the purpose of helping
employee to perform their work to required standards. The steps involved in System
Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job, employees
requirement, who needs training, what do they need to learn, estimating training cost, etc
The next step is to develop a performance measure on the basis of which actual
performance would be evaluated.

Design and provide training to meet identified needs. This step requires developing

1. objectives of training, identifying the learning steps, sequencing and structuring the
contents.

Instructional System Development Model (ISD) Model

Instructional System Development model was made to answer the training problems.
This model is widely used now-a-days in the organization because it is concerned with
the training need on the job performance. Training objectives are defined on the basis of
job responsibilities and job description and on the basis of the defined objectives
individual progress is measured. This model also helps in determining and developing the
favorable strategies, sequencing the content, and delivering media for the types of
training objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job analysis, and target
audience analysis.

2. PLANNING – This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training
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material, media selection, methods of evaluating the trainee, trainer and the training
program, strategies to impart knowledge i.e. selection of content, sequencing of content,
etc.

3. DEVELOPMENT – This phase translates design decisions into training material. It

consists of developing course material for the trainer including handouts, workbooks,
visual aids, demonstration props, etc, course material for the trainee including handouts
of summary.

4. EXECUTION – This phase focuses on logistical arrangements, such as arranging

speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and
other training accessories.

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5. EVALUATION – The purpose of this phase is to make sure that the training program
has achieved its aim in terms of subsequent work performance. This phase consists of
identifying strengths and weaknesses and making necessary amendments to any of the
previous stage in order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also
highlights that feedback is an important phase throughout the entire training program. In
this model, the output of one phase is an input to the next phase.

Transitional Model

Transitional model focuses on the organization as a whole. The outer loop describes the
vision, mission and values of the organization on the basis of which training model i.e.
inner loop is executed.

Vision – focuses on the milestones that the organization would like to achieve after the
defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role mode, or bringing some internal
transformation, or may be promising to meet some other deadlines.

Mission – explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and
inform the employees regarding the organization. The mission statement tells about the
identity that how the organization would like to be viewed by the customers, employees,
and all other stakeholders.

Values – is the translation of vision and mission into communicable ideals. It reflects the
deeply held values of the organization and is independent of current industry

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environment. For example, values may include social responsibility, excellent customer
service, etc.

The mission, vision, and values precede the objective in the inner loop. This model
considers the organization as a whole. The objective is formulated keeping these three
things in mind and then the training model is further implemented.

TYPICAL REASONS FOR EMPLOYEE TRAINING AND

DEVELOPMENT

Training and development can be initiated for a variety of reasons for an employee or
group of employees, e.g.,:
 When a performance appraisal indicates performance improvement is needed
 To "benchmark" the status of improvement so far in a performance improvement
effort
 As part of an overall professional development program
 As part of succession planning to help an employee be eligible for a planned
change in role in the organization
 To "pilot", or test, the operation of a new performance management system
 To train about a specific topic.

TYPICAL TOPICS OF EMPLOYEE TRAINING

1. Communications: The increasing diversity of today's workforce brings a wide

variety of languages and customs.
2. Computer skills: Computer skills are becoming a necessity for conducting
administrative and office tasks.

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3. Customer service: Increased competition in today's global marketplace makes it

critical that employees understand and meet the needs of customers.
4. Diversity: Diversity training usually includes explanation about how people have
different perspectives and views, and includes techniques to value diversity
5. Ethics: Today's society has increasing expectations about corporate social
responsibility. Also, today's diverse workforce brings a wide variety of values and
morals to the workplace.
6. Human relations: The increased stresses of today's workplace can include
misunderstandings and conflict. Training can people to get along in the
workplace.
7. Quality initiatives: Initiatives such as Total Quality Management, Quality
Circles, benchmarking, etc., require basic training about quality concepts,
guidelines and standards for quality, etc.
8. Safety: Safety training is critical where working with heavy equipment ,
hazardous chemicals, repetitive activities, etc., but can also be useful with
practical advice for avoiding assaults, etc.
9. Sexual harassment: Sexual harassment training usually includes careful
description of the organization's policies about sexual harassment, especially
about what are inappropriate behaviors.

GENERAL BENEFITS FROM EMPLOYEE TRAINING AND

DEVELOPMENT

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There are numerous sources of online information about training and development.
Several of these sites (they're listed later on in this library) suggest reasons for
supervisors to conduct training among employees. These reasons include:
 Increased job satisfaction and morale among employees
 Increased employee motivation
 Increased efficiencies in processes, resulting in financial gain
 Increased capacity to adopt new technologies and methods
 Increased innovation in strategies and products
 Reduced employee turnover
 Enhanced company image, e.g., conducting ethics training (not a good reason for
ethics training!)
 Risk management, e.g., training about sexual harassment, diversity.

THE PROCESS OF TRAININ AND DEVELOPMENT

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Instructional Design Methods

An instructional design method refers to the approach a designer takes when developing a new system of instruction.
Though the designer’s approach may vary from case to case, many of the established methods of instructional design
are similar in their fundamental nature.

The inexperienced designer may start developing a product without deliberately taking an approach. This decision can
paralyze the design process (Nelson & Stolterman, 2012). Designers who take adequate time for analysis in the early
stages of a project will not be as likely to face design paralysis when they receive opposition from clients, stakeholders,
and peers. Having a clearly defined approach can lessen other complications in the later stages of design. If a designer
adequately considers their design strategies and core learning theories early on, the product will likely have greater
continuity throughout (Gibbons, 2013). The designer who puts an emphasis on the desired outcomes of a product will
be more likely to design a product that meets the needs of the client. Therefore, it is strategically advantageous for a
designer to have an approach or a method when beginning a new project. Novice designers should try out the approach
that they feel best meets their design needs. Experienced designers should be able to implement established methods
automatically and alter these methods in order to create custom solutions for various situations.

The following sections outline different methods to design: ADDIE, waterfall, rapid prototyping, ASSURE, AGILE,
design thinking, and design layers. Each method is unique in its purpose and history. Each section contains a brief
explanation of the method and, when necessary, a diagram and a brief history of the method. These sections are
thorough enough to give the designer a basic understanding of each method, however, more reading is required on each
method in order to best implement them during the design process.

ADDIE
In 1975, the Center for Educational Technology at Florida State University created the ADDIE model for the U.S.
Army (Clark, 1995). The ADDIE model outlines five steps to instructional design: analyze, design, develop,
implement, and evaluate. Until the mid-1980’s, ADDIE was generally seen as a linear model, meaning that the designer
would not move from one step to another until the previous step was completed. Nowadays, ADDIE is often referred to
as less of a step-by-step process and more of a design mentality. It has a wide range of applications and forms the basis
for many of the design models that are used in instructional design today (Clark, 1995).

Waterfall
Waterfall is an adaptation of ADDIE that is sequential and linear. It follows these six steps: feasibility, analysis, design,
implementation, testing, and maintenance. “In a true Waterfall [design] project, each [step] represents a distinct stage of
… development, and each stage generally finishes before the next one can begin” (Lotz, 2013). Once a step is
completed the designer generally does not return to that step. This application of the ADDIE model is very useful in
environments that are bureaucratic in nature (like the military) where learning through failure and prototyping is not a
viable option.

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Rapid Prototyping
Rapid Prototyping is an adaptation of the ADDIE model that combines the design, develop, and evaluate phases. The
mentality of rapid prototyping is that you need to “fail fast to succeed sooner” (Krissilas, 2012). The goal is to create
prototypes quickly, gain feedback, evaluate, and create more prototypes until you have achieved your design goals.
This model is useful because it is faster than the traditional ADDIE model, but it is generally weak in up-front analysis
(Siemens, 2002). Rapid prototyping is useful in the business world. However, it is not the best fit in K-12 and higher
education where it is often deemed unethical to intentionally prototype flawed or unfinished products on human
learners.

ASSURE
The ASSURE model was developed by Dr. Sharon Smaldino, a former president of AECT. She realized that there were
many aspects of the ADDIE model that would be important for teachers in the field. This model is most widely used by
teachers in K-12 and higher education who have the need to adjust and design individual lessons rather than entire
programs. The ASSURE model consists of the following steps: (1) analyze learners, (2) state objectives, (3) select
method, media, or materials, (4) utilize media and materials, (5) require learner’s participation, (6) evaluate and revise.
Each step of the process is intended to focus back on the learner’s experience. This model is extremely helpful with
curriculum mapping for teachers (Grant, 2013).

AGILE
The AGILE model is an adaptation of the ADDIE model that focuses around meeting deadlines. The goal is to produce
a working piece of the project with every sprint and to hit a milestone in the project at least every three months. This
method encourages designers to consistently produce and discourages stagnancy in design (Agile methodology, n.d.)

This method is similar to the rapid prototyping method in that the designer develops, produces, evaluates, and repeats
the process in order to create the best product available. It has similar elements as the waterfall method in that designers
don’t make changes to their direction once they have started a sprint. All energy and effort is to be focused on
achieving desired outcomes during the sprint. After the sprint period, designers are free to evaluate, analyze, and
change their direction as needed.

Design Thinking
Design Thinking follows similar steps as the ADDIE method, but it is fundamentally different in mindset. For example,
the first step to Design Thinking is to empathize rather than analyze. Before designers define what is trying to be
accomplished, they need to understand their users as much as possible. The second step is to define or to pinpoint the
needs and desired outcomes for the user. The third step is to ideate or to be as creative as possible in finding possible
solutions or approaches to the problem. The fourth step is to prototype the ideas from the third step. Finally, the fifth
step is to test; give the prototype to the original user and accept their feedback and recommendations.

This method, like rapid prototyping, has a preference toward active experimentation instead of overly detailed planning.
It is encouraged in areas where designers have to be deliberate. This model is linear, like the ADDIE model and the
waterfall method, and designers are discouraged to jump to the next step before they have completed the previous step.

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Design Layers
Design layers is an approach that is fundamentally different than any of the methods previously mentioned. Instead of
looking at design in terms of a step by step process, this method looks at a product as being made up of many different
layers. This method assumes that “a designer organizes constructs within several somewhat independent layers
characteristic of instructional design” (Kearsley, n.d.). In his book, An Architectural Approach to Instructional Design,
Gibbons (2013) states that design layers are conceptual tools, generally invisible to the naked eye, and extremely useful
if the designer can spot them. Gibbons outlines 7 layers in design: content layer, strategy layer, message layer, control
layer, representation layer, data management layer, and media-logic layer. The designer needs to be able to
conceptualize each layer and clearly understand how each layer feeds into the others.

 Content layer: This layer deals with database structure. It is the layer that “supplies knowledge elements during
instruction” (Gibbons, 2013). The designer decides on the nature and structure of knowledge that needs to be
learned. Also, designers decide on appropriate knowledge content for the desired outcomes.
 Strategy layer: This layer illustrates the strategy for interactions between the content and the participants. The
primary “design concerns of the strategy layer [are]: goal, time, and activity” (Gibbons, 2013). Strategic goals
outline what the designer and learner do to help learners reach desired outcomes. Activities and time constraints
are designed strategically in order to help learners reach their maximum potential within the classroom.
 Message layer: The message layer deals with the “structure of knowledge,… [and] carries out strategic plans
through conversational exchanges” (Gibbons, 2013). The message layer communicates the strategy layer and
the content layer to the learner through meaningful conversation.
 Control layer: This layer “expresses the learner’s side of the conversation” (Gibbons, 2013). In this layer,
learners take action by communicating back to the instruction and moving forward. The designer creates a way
for the learner to take control of their learning, communicate constructively with their instructor, and collaborate
with other learners.
 Representation layer: The representation layer “provides information and meaning in sensory form” (Gibbons,
2013). It is the only tangible layer of design. All other layers are intangible. In this layer the designer decides
how to best represent the course and learning material in a way that appeals to the senses of the learner. This
layer is one of the most important, because it impacts the intellect and the emotional state of the learner.
 Data management layer: This layer “records, analyzes, reports, and stores learning data” (Gibbons, 2013). The
data management layer is vital to measuring the success and impact of the program on the learners. The designer
creates the data management layer in order to provide feedback to learners, stakeholders, and developers.
 Media-logic layer: The media-logic layer “executes the operations of all other layers” (Gibbons, 2013). The
media-logic layer constantly determines ‘what comes next’ during instruction. This can occur through the
instructor, online media, or some other means thought of by the designer.

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INDUSTRY PROFILE
Overview
Human Resource Management Market is forecast to reach $31.4 billion by 2025, after growing at a CAGR of 13.07%
during 2020-2025. Owing to the advantages of using the HRM software in the organization including automation of
manual HR activities, and analyzing the operational trends in the organization is accelerating the Human Resource
Management market during the forecast period 2020-2025.

Key Takeaways
North America dominates the Human Resource Management market owing to adoption of new technologies including
automation, cloud-based services and so on.
Large Enterprises hold the major market share as of 2018 and are analyzed to grow at a significant rate during the
forecast period 2020-2025, attributed to the increased focus on efficiency and productivity through the solutions.
Increased demand for automation of systems in sourcing candidates as per job profile from IT & Telecom, retail and
healthcare industries is analyzed to boost the market during the forecast period 2020-2025.
Deployment Model- Segment Analysis
On-premise deployment model is analyzed to hold a major share in 2018. The major market share is majorly attributed
to the advantages of on premise deployment model including security, high customization and so on. In the high
regulatory industries on premise deployment is employed as it provides more security when compared to cloud model
as it does not necessarily use internet. However the shift of organizations to cloud model large data management is
contributing to the significant growth rate of the on-cloud deployment model.

End User- Segment Analysis

IT and Telecom industry held major market share in 2018 and is further estimated to grow at a CAGR of 14.06%. HR
solutions have revolutionized the IT and telecom industry by providing the organization with human resources
information system, automating payroll, employee recruiitment and management, reward management, human
resource planning, performance management, workforce planning and analytics thereby helping in the improvement of
productivity of organization. Further the use of software as a service is analyzed to elevate the market growth rate.
Therefore the increasing developments such as investments, startups and so on for the deployment of human resource
management software in the organizations owing to the advantages including productivity, efficiency are boosting the
adoption rate of HRM across various industries such as healthcare, retail and so on.

Geography - Segment Analysis

North America dominated the HRM Software market with a market share of 36.4%, followed by APAC and Europe.
The major market share is majorly due to the increased adoption of cloud technologies, automation and so on.
Moreover the well-established economies of this region is also contributing to the major market share owing to the
increased developments for the cloud model deployment. APAC is analyzed to grow at highest CAGR during the
forecast period 2020-2025. The major factor contributing to the highest growth rate are the emerging economies such as
China, India, South Korea and so on. Moreover the increasing government initiatives towards digitalization and
adoption of cloud technologies are further elevating the growth of the Human Resource Management Market.

Drivers – Human Resource Management Market

Growing demand for cloud based solutions

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Cloud based solutions in human resource management software helps the organization in remotely monitoring,
analyzing the workforce thereby contributing to the growth of the organization. It furthers provides data driven strategic
recruiting, big-picture focus, embracing contract workers, remote connectivity, and many other benefits are acting as
driving factors for organizations to adopt the cloud based technologies and boosting the Human Resource Management
Market.

Challenges – Human Resource Management Market

Security Issues
Security is the major factor hampering the growth of the human resource management software market. Although the
HRM software has benefits such as easy deployment, cost effectiveness and so on, security concerns arise when cloud
based deployment models are used. Small and Medium scale enterprises widely use public cloud services owing to low
cost, thereby increasing the scope for cyber-attacks, data breaches and so on. Therefore the security issues of employing
a cloud service is the major factor hampering the adoption of cloud technologies during the forecast period.

Market Landscape
Technology launches, acquisitions and R&D activities are key strategies adopted by players in the Human Resource
Management market. In 2018, the market of HRM Software has been consolidated by the top ten players including
Accenture PLC, Automatic Data Processing (ADP)Inc., Cezanne HR Ltd., Ceridian HCM Inc., IBM Corporation,
Kronos Inc., SAP SE, Talentsoft, Ultimate Software Group, Workday Inc. among others.

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ANALYSIS AND INTERPRETATION

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Correlations

Training Training
helps to Program Employees External
increase Training Training is emphasis on Training is are Sponsored Employees training
productivity & Training Program are periodically managerial & given sponsored employees participation Ehe quality program
achieve org programs are of sufficient evaluated & technical adequate for trainig take training in determining of training are well
goal well planned duration improved capabilities importance programs seriously training needs is excellent examined
Training helps to increase Pearson Correlation 1.000 .172 .284** .275* .079 .291* .402** .315* .141 .055 .098
productivity & achieve org Sig. (2-tailed) . .088 .004 .028 .537 .020 .001 .011 .268 .663 .443
goal N 100 100 100 64 64 64 64 64 64 64 64
Training programs are Pearson Correlation .172 1.000 .252* .280* -.037 -.141 .209 .044 .077 .129 .164
well planned Sig. (2-tailed) .088 . .011 .025 .773 .267 .098 .730 .545 .310 .196
N 100 100 100 64 64 64 64 64 64 64 64
Training Program are of Pearson Correlation .284** .252* 1.000 .365** .434** .512** .427** .378** .357** .456** .293
sufficient duration Sig. (2-tailed) .004 .011 . .003 .000 .000 .000 .002 .004 .000 .019
N
100 100 100 64 64 64 64 64 64 64 64

Training is periodically Pearson Correlation .275* .280* .365** 1.000 .299* .386** .349** .066 .195 .230 -.026
evaluated & improved Sig. (2-tailed) .028 .025 .003 . .017 .002 .005 .606 .122 .067 .841
N 64 64 64 64 64 64 64 64 64 64 64
Training Program Pearson Correlation .079 -.037 .434** .299* 1.000 .300* .227 .441** .137 .344** .215
emphasis on managerial Sig. (2-tailed) .537 .773 .000 .017 . .016 .072 .000 .280 .005 .088
& technical capabilities N 64 64 64 64 64 64 64 64 64 64 64
Training is given Pearson Correlation .291* -.141 .512** .386** .300* 1.000 .360** .361** .441** .424** -.050
adequate importance Sig. (2-tailed) .020 .267 .000 .002 .016 . .003 .003 .000 .000 .696
N 64 64 64 64 64 64 64 64 64 64 64
Employees are Pearson Correlation .402** .209 .427** .349** .227 .360** 1.000 .522** .629** .440** .298
sponsored for trainig Sig. (2-tailed) .001 .098 .000 .005 .072 .003 . .000 .000 .000 .017
programs N 64 64 64 64 64 64 64 64 64 64 64
Sponsored employees Pearson Correlation .315* .044 .378** .066 .441** .361** .522**1.000 .507** .483** .396
take training seriously Sig. (2-tailed) .011 .730 .002 .606 .000 .003 .000 . .000 .000 .001
N 64 64 64 64 64 64 64 64 64 64 64
Employees participation Pearson Correlation .141 .077 .357** .195 .137 .441** .629** .507** 1.000 .640** .125
in determining training Sig. (2-tailed) .268 .545 .004 .122 .280 .000 .000 .000 . .000 .327
needs N 64 64 64 64 64 64 64 64 64 64 64
Ehe quality of training is Pearson Correlation .055 .129 .456** .230 .344** .424** .440** .483** .640**1.000 .276
excellent Sig. (2-tailed) .663 .310 .000 .067 .005 .000 .000 .000 .000 . .027
N 64 64 64 64 64 64 64 64 64 64 64
External training program Pearson Correlation .098 .164 .293* -.026 .215 -.050 .298* .396** .125 .276* 1.000
are well examined Sig. (2-tailed) .443 .196 .019 .841 .088 .696 .017 .001 .327 .027 .
N 64 64 64 64 64 64 64 64 64 64 64
Training program is well Pearson Correlation .228 .002 .490** .219 .369** .535** .320* .423** .350** .548** .372
designed & widely shared Sig. (2-tailed) .070 .987 .000 .083 .003 .000 .010 .000 .005 .000 .002
N 64 64 64 64 64 64 64 64 64 64 64
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Interpretation: the correlation test is used to link one factor with all the other factors in

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order to know which the most significant factor and which factor is most positively

correlated to each other. and helps us to decide on the factors which are important in
designing the training program
Pearson correlation was effective for my study as the study made use of the nominal
scale in the questionnaire.

in the above correlation table the point at which the row and column intersects and
there is an star mark, that factor is the most significant factor. if there is one star sign that
factor is positively correlated at 0.01 level of significance and when there is 2 star marks
that factor is positively correlated at 0.05 level of significance.

This table gives us the clear idea about the important factors that are essential for
effective training and development programs. when the rows and columns intersect and it
has a negative sign those factors cannot be correlated at all or those factors are not at all
significant.

Therefore we can clearly make out from the above table the significant and not so
significant factors in the correlation table.

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Training helps to increase productivity & achieve org goal

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat agree 33 33.0 33.0 33.0
strongly agree 67 67.0 67.0 100.0
Total 100 100.0 100.0

Training helps to increase productivity

70

60

50

40

30

20
P e r ce n t

10

0
somew hat agree strongly agree

Training helps to increase productivity & achieve org goal

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Training programs are well planned

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 8 8.0 8.0 8.0
neither agree nor
3 3.0 3.0 11.0
disagree
somewhat agree 21 21.0 21.0 32.0
strongly agree 68 68.0 68.0 100.0
Total 100 100.0 100.0

Training programs are well planned

80

60

40

20
Percen t

0
somew hat disagree somew hat agree
neither agree nor di strongly agree

Training programs are well planned

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Training Program are of sufficient duration

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 5 5.0 5.0 5.0
neither agree nor
6 6.0 6.0 11.0
disagree
somewhat agree 51 51.0 51.0 62.0
strongly agree 38 38.0 38.0 100.0
Total 100 100.0 100.0

Training Program are of sufficient duration

60

50

40

30

20
P e rce n t

10

0
somew hat disagree somew hat agree
neither agree nor di strongly agree

Training Program are of sufficient duration

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Training is periodically evaluated & improved

Cumulative
Frequency Percent Valid Percent Percent
Valid neither agree nor
disagree 8 8.0 12.5 12.5
somewhat agree 39 39.0 60.9 73.4
strongly agree 17 17.0 26.6 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Training is periodically evaluated & improved

70

60

50

40

30

20
Pe rce n t

10

0
neither agree nor di somew hat agree strongly agree

Training is periodically evaluated & improved

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Training Program emphasis on managerial & technical capabilities

Cumulative
Frequency Percent Valid Percent Percent
Valid strongly disagree 1 1.0 1.6 1.6
neither agree nor
2 2.0 3.1 4.7
disagree
somewhat agree 22 22.0 34.4 39.1
strongly agree 39 39.0 60.9 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

emphasis on technical and managerial skills

70

60

50

40

30

20
P e rce n t

10

0
strongly disagree somew hat agree
neither agree nor di strongly agree

Training Program emphasis on managerial & technical capabilities

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Training is given adequate importance

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 4 4.0 6.3 6.3
neither agree nor
5 5.0 7.8 14.1
disagree
somewhat agree 26 26.0 40.6 54.7
strongly agree 29 29.0 45.3 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Training is given adequate importance

50

40

30

20
Pe rce n t

10

0
somew hat disagree somew hat agree
neither agree nor di strongly agree

Training is given adequate importance

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Employees are sponsored for trainig programs

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 4 4.0 6.3 6.3
neither agree nor
5 5.0 7.8 14.1
disagree
somewhat agree 38 38.0 59.4 73.4
strongly agree 17 17.0 26.6 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Employees are sponsored for training program

70

60

50

40

30

20
Pe rce n t

10

0
somew hat disagree somew hat agree
neither agree nor di strongly agree

Employees are sponsored for trainig programs

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Sponsored employees take training seriously

Cumulative
Frequency Percent Valid Percent Percent
Valid strongly disagree 1 1.0 1.6 1.6
somewhat disagree 2 2.0 3.1 4.7
neither agree nor
8 8.0 12.5 17.2
disagree
somewhat agree 32 32.0 50.0 67.2
strongly agree 21 21.0 32.8 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Sponsored employees take training seriously

60

50

40

30

20
P e rce n t

10

0
strongly disagree neither agree nor di strongly agree
somew hat disagree somew hat agree

Sponsored employees take training seriously

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Employees participation in determining training needs

Cumulative
Frequency Percent Valid Percent Percent
Valid strongly disagree 2 2.0 3.1 3.1
somewhat disagree 7 7.0 10.9 14.1
neither agree nor
8 8.0 12.5 26.6
disagree
somewhat agree 36 36.0 56.3 82.8
strongly agree 11 11.0 17.2 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Employees determine training needs

60

50

40

30

20
Pe rce n t

10

0
strongly disagree neither agree nor di strongly agree
somew hat disagree somew hat agree

Employees participation in determining training needs

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 TRAINING & DEVELOPMENT SURVEY at SHRM

The quality of training is excellent

Cumulative
Frequency Percent Valid Percent Percent
Valid neither agree nor
5 5.0 7.8 7.8
disagree
somewhat agree 16 16.0 25.0 32.8
strongly agree 43 43.0 67.2 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

The quality of training is excellent

80

70

60

50

40

30

20
Pe rce n t

10

0
neither agree nor di somew hat agree strongly agree

Ehe quality of training is excellent

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 TRAINING & DEVELOPMENT SURVEY at SHRM

External training program are well examined

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 1 1.0 1.6 1.6
neither agree nor
14 14.0 21.9 23.4
disagree
somewhat agree 20 20.0 31.3 54.7
strongly agree 29 29.0 45.3 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

External training program are well examined

50

40

30

20
P e rce n t

10

0
somew hat disagree somew hat agree
neither agree nor di strongly agree

External training program are well examined

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Training program is well designed & widely shared

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 1 1.0 1.6 1.6
neither agree nor
4 4.0 6.3 7.8
disagree
somewhat agree 16 16.0 25.0 32.8
strongly agree 43 43.0 67.2 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Training program is well designed & widely sha

80

60

40

20
Percent

0
somew hat disagree somew hat agree
neither agree nor di strongly agree

Training program is well designed & widely shared

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FINDINGS
 Training helps to increase productivity and achieve the goals of the
organization

 Training programs are well planned in the organization.

 The training given in organization is not of sufficient duration.

 The training programs are not evaluated periodically.

 The training programs strongly focus on technical and managerial

capabilities..

 The training programs are not given adequate importance due to the
work pressure in the organization.

 Employees’ attitude towards the training programs is casual/informal.

 There is no involvement of employees in determining the training need

analysis.

 The quality of training programs in the organization is excellent..

 The training programs are well designed and widely shared in the
organization.

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 TRAINING & DEVELOPMENT SURVEY at SHRM

 More priority is given for on the job trainings than the value addition
programs like motivation, stress management, group dynamics.

SUGGESTION

❖ Employees should decide and determine the training programs that they need so
that they can work more effectively and efficiently, employees should decide
some of the training they would like to undergo.

❖ The HR department should conduct briefing and debriefing sessions for

employees for Training as to give them an idea as to why this training is been
conducted and what they have to learn in the training program conducted and also
after training completion they should take a feedback as to how effective was the
training so that the necessary improvements in training programs can be
considered and implemented.

❖ Apart from on-job training programs the HR Department should conduct constant
value addition programs such as Time management, Stress management trainings,
group dynamics, grievance redressal, these will help to add value and is also
essential in today’s business scenario.

❖ Performance of every employee undergone training should be evaluated so as to

get Improved quality of training activities, Improve ability of the trainers to relate

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 TRAINING & DEVELOPMENT SURVEY at SHRM

inputs to output know their understanding about the training programme

conducted

❖ Training program should evaluate the abilities, competencies and potentials of the
trainees for a particular job or work skills.

❖ It should aim to narrow down the gap between expected level of performance and
the actual level of performance.

❖ It should provide new recruits or trainees a scientific pace for imbibing the
knowledge and skills required to discharge their duties and responsibilities
meaningfully and purposefully.

❖ The company should conduct training programs at regular intervals, which helps
the employees to enhance their knowledge for their current jobs.

❖ The company should design the training program based on the current
requirement, which includes development of technical skills, personality
development, time management, computer knowledge etc.

❖ The training session should be made more interactive and participative so that
trainees and trainer are in constant interaction.

CONCLUSION

According to the study conducted we can conclude that the overall satisfaction level of
employees in relation to the training programs is moderate.
the employees agree that the training programs helps to increase productivity and achieve
the organizational goal.

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 TRAINING & DEVELOPMENT SURVEY at SHRM

The employees said that the training programs in the organization are well planned but
they are not satisfied with the duration of the training program and the are also not
satisfied with the evaluation process of training program, they are not evaluated
periodically.

The training programs in the organization strongly focus on the technical and managerial
capabilities but these programs are not given adequate importance sometimes because of
the work pressure.

The employees do not take the training programs seriously, as there are no strict rules and
regulations to attend the training programs.

The employees are not involved in determining the training need analysis. The training
programs are fixed by the top management.

The quality of the training programs is excellent but the employees are not making the
best use of it.

Therefore we can conclude that the training programs in the organization are excellent
but they have been not utilized properly by the employees as the training programs are
not mad compulsory to all the departments. There is a broader scope to develop and
improve its training programs in future in order to meet the requirements of the global
market

REFERENCES

Books:
Human Resources Management by Gary Dessler
Publised by Pearson Education 9th Edition

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Bibliography

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 TRAINING & DEVELOPMENT SURVEY at SHRM

Reference: Agile methodology. (n.d.) Retrieved from https://edtechbooks.org/-PY

Clark, D. (1995). Addie timeline. Retrieved from https://edtechbooks.org/-ZB

Gibbons, A. S. (2013). An architectural approach to instructional design. Taylor and Francis. Kindle Edition.

Grant, M. (2013). ASSURE. Retrieved from https://edtechbooks.org/-yX

Kearsley, G., & Culatta, R. (n.d.). Model centered instruction/Design layers (Andrew Gibbons). Retrieved
from https://edtechbooks.org/-JW

Krissilas, J. (2012). Design thinking theory #3: Rapid prototyping. Retrieved from https://edtechbooks.org/-WI

Lotz, M. (2013). Waterfall vs. agile: Which is the right development methodology for your project? Retrieved
from www.seguetech.com/waterfall-vs-agile-methodology/

Nelson, H. G. & Stolterman, E. (2012). The design way: Intentional change in an unpredictable World. The MIT Press.
Kindle Edition.

Siemens, G. (2002). Instructional design in elearning. Elearnspace. Retrieved from https://edtechbooks.org/-SJ

Websites: SHRM Membership Portal

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