seema chauhan

7/30/2019 Seema Chauhan

1/97

ARESEARCH REPORT

ONTRAINING & DEVELOPMENTTRAINING & DEVELOPMENTATAT

HAVELLS INDIA LIMITEDHAVELLS INDIA LIMITED

Submitted For The Partial Fulfillment Towards TheAward Of The Degree In Bachlor Of Business

Administration C.C.S University,

By:Seema Chauhan

Roll No:- 8440616Under the guidance

Mr.PRAMOD SHARMA(Faculty member)

Global Institute of Information Technology


2/97

Gr. Noida


3/97

Aknowledgement

I am also greatly indebted to my project guide Mr. PRAMOD SHARMA and the entire

faculty staff of GLOBAL INSTITUTE OF INFORMATION AND TECHNOLOGY

Greater Noiad, for their kind support and co-operation.

Finally my thanks to all of the team members of HAVELLS INDIA LIMITED, Noida,

my family and friends who helped me directly or indirectly in completing my research project .

SEEMA CHAUHANBBA


4/97

CONTENTS

1. Objectives

2. Executive Summary

3. Company Profile

4. Research Methodology

5. Training & Development Approaches

6. Types of Sensitivity Training

7. Data analysis & Data Interpretation

8. SWOT Analysis

9. Limitations

10. Conclusions

11. Suggestions

12. Bibliography

13. Questionnaire


5/97

OBJECTIVE OF THE RESEARCH

To understand the entire training process and identifying the training needs of

the employees at the HAVELLS INDIA LIMITED.

To study the development and training Practices at havells India ltd.

To identify the various factors companies undertake prior to the training

process.

To study how the companies have coped with change in the market vis a vis its

development process


6/97

EXECUTIVE SUMMARY

Thus to sum up success is a journey and not a destination. Likewise its true for an

organization as well. In order to enable continuous improvement a continuous

training programme must be carried out. An organization is like a sapling, if it

receives regular care and nutrition then it grows to provide shelter and food else

in adverse circumstances it vanes and dies out.

The success of an organizations plans for the future depends largely on a sound

training strategy. In the face of continuous technological innovation higher levels

of knowledge and skills and their applications are crucial resources that can only

be mobilized by training and development infact, maximize the growth of theexecutives in the organization, improve their competence and skills, foster a higher

level of motivation and build behavior adaptability to changes in technology,

structure and environment of the organization.

But these can be of use only when the organizations perceive and attach importance to

training and development of their managers and plan to ensure successful conduct of

training programmes for employees as well.


7/97

COMPANY PROFILEQRG ENTERPRISES

QRG is step towards integrating all our companies under one common entity, one

common vision. QRG is the holding company of all erstwhile Havells group

companies, which includes Havells India, Crabtree India, Standard Electrical, Duke

Arnics, Crabtree Aquatech and TTL.

But then what is QRG?

QRG is Havells in its new avatar. With a new vision, new purpose, new dynamism.

QRG is committed to meeting the challenges of the new economy through business

ethics, global reach and technological expertise.


8/97

GROUP OF COMPANIES OF QRG ENTERPRISES

HAVELLS INDIA LIMITED

CRABTREE INDIA LIMITED

TTL LIMITED

DUKE ARNICS ELECTRONICS LTD.

STANDARD ELECTRICALS LIMITED

CRABTREE AQUATECH LIMITED


9/97

HAVELLS GROUP

Havell's Group, India's leading multi product electrical engineering organization has

been offering the industries the benefits of expertise and experience of over three

decades in the field of Electrical Switchgear, Control gear, Energy Meters, Electrical

wiring Accessories and Cables & Wires etc.

The group has eight Manufacturing plants in and around Delhi equipped with latest state

of-art manufacturing facilities supported by strong marketing network of 20 branch

offices, 16 representative offices, over 500 authorized dealers and more than 100

approved outlets catering to the needs of discerning buyers across the country and partof Asia and Africa. Most of our products manufactured by Havell's bear ISI MARK and

all the products comply with the latest IS & IEC Specification. Most of our existing

plants have been certified and accredited by ISO 9001 further reinforcing our

commitment towards quality. Havell's has made available the best technology to the

Indian buyers by virtue of its strategic alliances with leading global manufacturers in

their respective areas viz Schiele of Germany, Geyer of Germany, DZG of Germany,

Dorman Smith of U.K., Crabtree of U. K.

Highly qualified and experienced professionals backed up by a work force of 1800

employees manage the company. All the branches and manufacturing facilities are

computerized and the company has successfully implemented the first phase of

Enterprise Resource Planning (ERP) so as to provide faster response to its valued

customers.


10/97

HAVELL'S CORE PHILOSPHY

We are committed to meeting the challenges of the 21 st century with integrity and

technological expertise .

ISO 9001 HAVELL'S QUALITY POLICY:

Building customer confidence by providing wide range of quality products and

services through teamwork.

Company Structure

Havell's Group came into being in 1958 with a small electrical goods trading unit M/s

Guptajee & Co. Manufacturing units have been added from time to time viz. Havells

Industries (HI) in 1971. M/s Towers and Transformers (TTL) are a deemed public

limited Company belongs to the Havell's Group of companies a renowned name in the

field of electrical.

Havell's India Ltd (HIL) was floated in 1983 in collaboration with M/s Christian Geyer

A.G.of Germany, which has raised capital through a public issue in 1993.

M/s Havell's Switchgears Pvt Ltd. (HSPL), a new group company, has since started

trading and Distribution of the groups has recently acquired Electric control and

Switchboards Pvt Ltd. (ECS) which is engaged in designing, fabrication, installation and

commissioning of control panels, switchboards, and bus bars etc.

Judicious mix of family control vis-a-vis delegation to professionals in planning and

management process with emphasis on product quality and after sale service has helped

the group to build a market image and to maintain effective presence in the market. Two

of the group companies, TTL & HIL have obtained ISO-9001 Certification.


11/97

HAVELL'S JOINT VENTURES:

Miniature Circuit Breaker- GEYER Germany

RCCB & Control gear - SCHIELE Germany

Changeover Switch - P E T E R E I N S Germany

Moulded Case circuit Breaker- DORMAN SMITH UK

Wiring Accessories - CRABTREE UK

Electronic Meters - AMPY UK


12/97

HAVELL'S NETWORK

Corporate office

Delhi.

Branches:

Bangalore, Baroda, Bhopal, Calcutta, Chennai, Cochin, Hyderabad, Jaipur, Lucknow,

Mumbai.

Representatives:

Ahmedabad, Bhubneshwar, Chandigarh, Dhanbad, Guwahati, Indore,Jamshedpur, Jalandher, Ludhiana, Patiala, Pune, Sonebhadra, Varanasi

The Head Office of the group is based in Delhi. The office consists of 8'employees who

were involved in functions like sales & marketing, Accounts, Personnel & HRD, and

Commercial etc. Over the years the head office has taken a multi-functional role and has

evolved into a decision making, policy formulating, monitoring & coordinating agency

for the entire Group's business activities, thereby transforming itself into the "Corporate

office", besides retaining all unit based activities.

The various functions currently being performed by the corporate office at New Delhi

are:

a). Accounts:

The main function of the accounts dept. at Head Office is to control & supervise all the

accounting functions at the head office as well as the units. It involves finalization of

accounts of the company & all the subsidiary company. It monitors investment and fund

resources. It also complies details for income tax & sales tax assessment cases.
http://dept.at/http://dept.at/


13/97

b). Legal:

The main function of the legal dept. is to coordinate & streamline the realization of

money due from various parties & check out all legal compliance's applicable to Havell's

as per the Companies Act. To satisfy all correspondences & complaints of shareholders.

To correspond with stock exchange, RBI; & other related dept.

c). Marketing

The marketing dept are responsible for overall formulation & implementation of

marketing strategies for their respective product lines. They also monitor the sales

targets periodically & co-ordinate with the respective production dept. for timelydeliveries schedules, collection of sales proceeds, order status, dispatch details stock

availability etc.

d). HRD & Personnel

The corporate . HRD & Personnel dept. is responsible for formulating, implementing,

administering, monitoring & reviewing periodically the personnel & HRD policies &

practices considered conducive to the overall development of the employees as well as

'the organization.

e). Business Development Department.

The main responsibility of this department is to improve the perception of the Group,

pitch the product against competition. It co-ordinate with the branches as well as the

units for enquiries, approvals & projects. This dept. also conducts seminars, product &

corporate presentation.

f). Commercial

The commercial dept. formulate policy guidelines for different units for buying of

materials sending production programs to factory, inspection cases to DGS&D, &
http://dept.is/http://dept.is/http://dept.is/http://dept.is/


14/97

inspection formalities. It also involves attending liasoner, tender attending, &

commercial correspondences etc.

g). Communication & Market Support

The role & responsibilities of CMS are as follows. -

Design, creative development, Visualization, editing, proofing, printing, execution & Distribution of catalogue, mailer, price-lists, profiles.

Release of press advertisements & press releases to agencies and print media.

Design and installation of dealers and retailers sign board, wall paintings, kiosks, bus

back panels & hoarding

Arranging an execution meets Conferences, seminars, Exhibition and road shows &Launches.

Dispatch and billing. New launch products: Pre-launch information / surveys, Post launch activities. Product: Comparisons, life cycle analysis, sample analysis & features & benefits Complaints after sale services/ analysis sample analysis & features & benefits. Complaints after sale services / analysis /coordination with work.

EDP (Electronic Data Processing Dept.)

This dept. supervises the database at various units & also develops modules as per

Requirement.

Developing various Database programs for the various dept. Keeping the records of all hardware group / training tools of BAAN /To customize the Baan Reports & interactive new system as per company's requirement.


15/97

H AVELL'S WIDE PRODUCT RANGE

INDUSTRIAL

Switch fuses, Fuse Switches, HRC Fuse Links, Distribution Boards, Switchisolator and allied products.

Contactors, Relays, Timers, Motor Starters.

Changeover switches, Programmable Switches, Control switches

SENTRY - Motor Protection circuit Breakers

Dorman Smith Load line Series Moulded Case Circuit breakers

DOMESTIC Miniature Circuit Breakers, Residual Current Circuit Breakers, Plastic I Metallic

Distribution Boards.

PVC Wires / Cables

Crabtree Electrical Wiring Accessories (Modular Plate Switches)

KWh ENERGY METERS Single & Three Phase

POWER CABLES:

Low Voltage PVC /XLPE Cables

Single core up to 1000 Sq.mm &

Multicrore up to 630 Sq.mm.

Control Cables

Special Purpose Cables


16/97

JOINING FORMALITIES

(a) Submit the joining report.

(b) Submit copies of certificates supporting your educational qualifications, Date of birth

certificate and other testimonials, passport -size photograph, clearance certificate from

your previous employer.

(c) Fill in the Provident Fund nomination form.

(d) Complete the ESIC requirement.

(e) Submit a copy of the vehicle registration form for claiming conveyance allowance.

(f) Open a saving bank A/c with the prescribed bank for crediting of your salary: All the

above documents are to be submitted to the HRD & Personnel dept.

EMPLOYMENT RULES.

(a) Timings

For Head Office:

Working Days: Monday to Saturday.

Working Hours: 9:00 a.m. 5:30 p.m.

1.00pm - 1.30 PM (Lunch Time)

Weekly off days: Sunday, Second Saturday


17/97

Sahibabad, Faridabad, Badli, KNW,TNW, Alwar, Madhopur,

Working Days

Working hours: 9.00 am - 5.30 pm

1.00 am - 1.30 pm (Lunch Time) Weekly off Days:

(b) Attendance

You are required to sign the attendance register. A 'mark' is put if you late & three such

marks result in deduction of half day's leave. However employees may be permitted to

inform the office in advance about their late comings on A/c of any unforeseeable.

Exigencies subject however to a maximum of twice a month.

Attendance is normally calculated from the 26 th of the previous month to the 25 th of the

present month for the calculations of salary. However this practice may somewhat vary

from one unit /business to the other.

PERSONNEL REGULATIONS.

(a) Probation /Confirmation

If you are newly appointed employee at the level of Dy.Manager or below you are

normally required to serve a one-year probationary period or as otherwise specifically

prescribed. At the end of the probation period - your performance will be evaluated, and

based on the assessment by your seniors, a decision will be taken to either confirm you

in the services of the company to extend the period of probation or terminate your

services and the decision as it may be, of the management, will, be intimated to you in

writing. However it may be noted that either due to unsatisfactory work performance or

for any other reason whatsoever. The services of a probationer are liable to be

terminated by the company by giving 7 (seven) days notice during the probationary

period & one month notice after confirmation.


18/97

(b) Increments & Rewards:

Depending upon your performance you may be given graded increments on the 1 st April

every year provided you had joined the conil)any before 1 st Oct of the preceding year.

This practice may somewhat vary from one unit / business location to the other. You

cannot however demand an increment as a matter of right. It will be based purely on

your performance of the preceding year, as assessed and recommended by your

departmental head / unit head.

In case of very good performance, the management may decide to give you further

recognition either in status or in monetary terms, or both in appreciation of your work,

and contribution.

(c) Promotion

These are decided on the basis of consistently good performance over functional head,

discussion with the HRD & Personnel dept. or the unit head at the location.

(d) Leave Rules

At Head office: (as per Shops & Establishment act)

Casual leave = 12Privilege leave = 15

Total = 27

At Factories: (as per Factories Act, 1948)

Casual leave = 7

Earned /Privilege leave = 15

Total = 22

Casual leave

Leave availed of in the nature of personnel engagements and of casual nature will be

adjusted against "CL" standing to your credit. However if there is no casual leave is

standing to your credit, it will be adjusted against your privilege only.


19/97

Privilege leave

The term privilege leave is synonymous with "Earned Leave" or "Annual Leave" and is

meant for an employee's rest & recuperation. The company therefore expects that an

employee will avail of privilege leave at least once in each year & have enjoyable

holidays so that he returns to work fully refreshed. 1.25 leave after every 20 actual

working days and total 15 days for which one must have' actually worked for 240 days

in the previous year before his entitlement begins: Earned leave with pay is allowed as

under:

a) 3 leave after completion of first quarter, b) Balance leave after completion of 4 th quarter.

All unavailed earned leaves are encashable at the end of the year. These shall not be

carried over for accumulation in the next year.

9. SOCIAL SECURITY MEASURES

ESI (Employee State Insurance):

ESI is a statutory social security scheme extended by the Govt of India. All employees

drawing a gross salary (excluding conveyance allowance) up to Rs.6500/(Basic + HRA)

per month are covered under the scheme. They can avail of medical facilities for self,

spouse, children, & dependent parents at the rate of 1.75% by the employee and 4.75%

by the employer.

Provident fund (PF)

The Provident Fund Act of 1952 came into being to provide compulsory contribution on

the employer & that of the employee as an old age benefit to the employee.


20/97

According to its prevailing provision, the act states that "Every employee whose pay

does not exceed Rs.5000 PM (Basic earned) is required to become a member of the

fund. " However in our organization it is imperative for every employee, irrespective of

the basic salary to become a member of this fund".

The PF scheme is applicable to all the employees on the rolls of HAVELL'S and its

other associated subsidiaries companies. The employee contribution to the PF scheme is

12% of the basic salary & Havell's also contributes an equal amount to employees

provident fund account as per EPF act 1952.

An employee can take loan from his PF contributions after fulfilling the necessary

requirements. The details of the same can be obtained from the personnel & HRD dept. at your location.

The entire contribution under this fund is payable to the employee under the following

events.

(i) Voluntary or normal retirement of an employee.

(ii) In the event of the employee's death (amount will be paid to the nominee /

nominees).

(iii) If the employee retires due to permanent or total disablement.

(iv) On employees resigning from the company or settling abroad. (After certain

number of months)

(v) If the employee joins another company which does not have a PF facility.

c) Employee Pension fund:

The family pension scheme, as an extension of PF, is applicable to all the employees on

the rolls of Havell's and its subsidiaries. The employee's contribution to the scheme is @

8.33% of the employees' pay which shall be remitted by the employer to the EPF within

15 days of the close of every month.
http://dept.at/http://dept.at/http://dept.at/http://dept.at/


21/97

d) Gratuity

As a part of the terminal benefit extended to all the employees gratuity becomes payable

upon cessation of the employment after rendering a continuous service of not less than 5

years either in case (six months or more are considered to be one year).

-On Retirement

-On Resignation

After completion of every one year he will be entitled for 15 days salary as gratuity.

However in case of death the Gratuity benefits will be payable (minimum one year

service is required for qualifying this . scheme). The Gratuity shall be payable for every

completed year of service or part thereof in excess of six months the employer shall pay

the gratuity to an employee at the rate of fifteen days' wages based on the rate of wages

last drawn by the employee concerned on the basis of the following formula.

15/26 x Last salary drawn x Number of completed years of service

e) Maternity benefits

According to the Maternity Benefit Act 1961 maternity benefits are applicable to all

married female employees of the company, who have worked for at least 80 (eighty)

days preceding the 12 months immediately the date of her expected delivery. The

maximum duration for which any woman is entitled to maternity benefits would not

exceed 12 weeks, ordinarily six weeks up to & including the day of the delivery & six

weeks immediately following the date.

In case of miscarriage she shall on production of medical proof be entitled to avail leave

with salary (at the rate of maternity benefit) for a period of six weeks immediately

following the day of her miscarriage. In addition the employee can avail leave for a

maximum period of one month in case of her illness or illness of her child arising out of

delivery.

However in case of a miscarriage or illness the employee should submit a medical

certificate from the registered medical practitioner. After completion of maternity

leave& before resuming duty the employee would have to submit a fitness certificate.


22/97

f) Accident Insurance

Employees including managerial staff who have to travel regularly on office duty may

the company determine insured against accident risks for an amount of Rs.1 Lac to 6

lacs according to their status as? The company shall pay 100% premium of such

insurance. The categories are as under:

TM (Top Mgt.) Director /Executive Directors Rs.6,00,000/President / Vice President Rs.4,00,000/

SM (Senior Mgt.) General Manager Rs.4,00,000/AGM / DGMs Rs.3,00,000/

MM (Middle Mgt.) Managers Rs.2,00,000/Dy. Manager/Asst. Managers Rs.,1,00,000/

Notice of Termination

On Probation :

During the probation period, the company may terminate the services of the employee

at any time by giving 7days notice with or without assigning any reason whatsoever.

Similarly the employee would also be at liberty to leave the services of the company at

any time upon giving 7days prescribed notice.

On Confirmation

During the confirmed period, the company may terminate, the services of the employee

at any time by giving one-month notice with or without assigning any reason

whatsoever. Similarly the employee would also be at liberty to leave. The services of the

company at any time giving one month's prescribed notice.

Full And Final Settlement

In case employee decides to leave the organization he will have to submit his letter of

resignation to the Departmental head / Reporting manager.


23/97

Once accepted he will fill in a clearance form & get it signed from his departmental

head. The-relieving letter would be issued. Only after the acceptance of his

resignation & when the clearance form reaches the HRp & personnel dept. The full &

final settlement of dues would be initiated as soon as the relieving letter is issued.

Marketing & Sales dept .

The marketing and sales department has to submit No due certificate from all the

dealers, before leaving the company.

Service Certificate:

At the time of discharge, dismissal, termination of service, resignation or

superannuation, an employee shall be furnished with a service certificate in the

prescribed form.


24/97

TRAINING & DEVELOPMENT DEPARTMENT

The company is growing with more products being sold to increasingly diverse set of

customers & competing against new set of competitors. It is therefore, imperative for us

to keep abreast with world engineering needs, market development & competition.

The main objective of T&D department is " to build a competent & competitive work

force to meet the challenges of growth & achieve the corporate mission".

Excellence is moving target & the means to achieve this is learning which in itself is an

unending process. There is a constant need for training in terms of product improvement

and honing sales / marketing skill.

This needs result in establishing Training & Development dept., which impart training to

the employees in various fields. The process of training & retraining has been set into

motion to bring about a positive cultural & attitudinal change so as to ensure better

responsiveness & accountability among its employees & sufficient resources have been

earmarked to promote continuous development activities at all its business location in a

planned, systematic & organized manner.

Most of the Training programs are conducted by in-house trainer who adds to the sense

of belonging to the company & an itch to do something. The major focus area comprises

of:

Corporate presentation programs.

Product Training programs

Sales management programs. Skill development programs.

Technical education to dealers / customers

Servicing of products tips for proper use & preventive maintenance of products.


25/97

The various training programs will be conducted at Head office in Delhi and Regional

offices such as Calcutta, Chennai, Ahmedabad, Mumbai, Cochin, Hyderabad, Jaipur,

Chandigarh etc. Training programs are conducted for executives & managers to improve

Technical & Professional skills so as to ensure positive contribution towards enhancing

all round development of our employees as well as organization thus equipping all

concerned towards better cohesiveness, improved, performance, & achievement of

targeted results. These training programs build a sense of comrade ship among the

branches and also inter branch colleagues.

The training aims at updating the employees on the product, system & building the

confidence to motivate them in taking up the challenges to achieve growth, profitability

& excellence.


26/97

AN INTRODUCTION TO TRAINING:

Successful candidates placed on the job need training to perform their duties

effectively. Workers must be trained to operate machines, reduce scrap and avoid

accidents. It is not only workers but also executives and supervisors who needtraining as well in order to enable them to acquire maturity of thought and action.

Training and development constitute an ongoing process in any organization.

Training thus means to turn members into productive insiders. It is the second step

after recruitment, screening and selection. The principles of learning make training

work, thus how a person learns should be the guiding principle in explaining how a

person should be trained. Thus training requires

Practice

Feedback

Motivation to learn

Thus training is systematic and intentional basically involving the felicitation of the

learning process. Further training enhances three broad classes of skills:

Motor skills: manipulation of physical environment based on certain patterns of

bodily movements.

Cognitive skills: acqusitional of mental and attitudinal functions.

Interpersonal skills: enhancing interactions with other people.

No organization has unlimited resources, so training has to be done on the basis of

identified resources in three phases

PRE TRAINING

-Clear understanding of the situation that calls for more effective behavior.

TRAINING-

Implementing the effectiveness in behavior.

POST TRAINING -

The management has to handle a person who is more confident, post training a lot of

adjustment is needed on both sides.


27/97

RESEARCH METHODOLOGY

The information was basically obtained from two sources

a. PRIMARY DATA : Informal conversations were the source of information

regarding the training methods already followed and identification of the training

needs of the workers.

b. SECONDARY DATA : Information regarding the new methods that can be

implemented was collected on the basis of book research

.


28/97

LIMITATIONSLIMITATIONS

1.Uncontrollable Variables: Political, legal and social variables are uncontrollable

From Human Resource managers point of view and the results are affected when

these variables change.

2.Human Tendency: Human resource, the basic constituents onwhich the research is carried out is very unpredictable. Many aspects of human

behavior affect the results of study.

3.Due to the small training period, thorough study could not be completed.

4.Since it was my first industrial training therefore deficiency of industrialknowledge was there.


29/97

NATURE OF TRAINING AND DEVELOPMENT

In simple terms training and development refer to imparting of specific skills abilities

and knowledge to an employee. A formal definition of training and development is

It is any attempt to improve current or future employee performance by increasing an

employees ability to perform through learning, usually by changing the employees

attitude or increasing his or her skills and knowledge.

According to Edward B. Flippo Training is the act of increasing the knowledge an

skills of an employee for doing a particular job.

Thus training is an organized activity for increasing the knowledge and skills of people

for a definite purpose. It involves a systematic procedure for transferring technical

know how to the employees so as to increase their knowledge and skills for doing

specific jobs with proficiency. In other words, the trainees acquire technical knowledge,

skills and problem solving ability by undergoing the training programme.


30/97

TRAINING OBJECTIVES

Optimize the workers performance in pursuit of organizational goals.

To develop a person s behavioral patterns in areas of knowledge skills or

attitude to achieve a desired performance level.

Interaction during training programmes lets the management understand what

motivates or satisfies the workers.

Leads to improvement in safety standards.

Leads to understanding of corporate strategies.

Manpower planning.

Unifying individual objectives with those of the organization and vice versa.

INPUTS IN TRAINING AND DEVELOPMENT

Any training and development programme must contain inputs that enable the

participants to gain skills, learn theoretical concepts and help acquire vision to look into

the distant future. In addition to these there is a need to impart ethical orientation,

emphasize on attitudinal changes and stress upon decision making and problem solving

abilities.

SKILLS

There are three kinds of skills that need to be imparted these are

Basic skills/technical skills

Motor skills

Interpersonal skills

It also enables to operate machines and use other equipment with least damage and

scrap. Without the basic skill an operator will not be able to function properly motor or

psychomotor skills on the other hand refer to performance of specific physical

activities. These skills involve learning to move various parts of ones body in response

to internal and external stimuli.


31/97

DEVELOPMENT

Another component of training and development programme is development, which is

less skill oriented but stresses on knowledge an organization expect the following from

its mangers when they are deputed to attend training and development programme.

How to make managers self-starters? How to imbue them with a sense of

commitment and motivation so that they become self-starters?

How to make them subordinate their parochial, functional loyalties to the

interests of the organization as a whole?

How to make them result oriented? How to help them to see and internalize the

differences between activity and results between efficiency and effectiveness?

How to make them sensitive to the environment in which they function both at

the workplace and outside?

How to make them aware of themselves their potentials and their limitations

How to help them to see themselves as others see them?

How to teach them to communicate without filters to see and feel others view

points?

How to help them to understand power and thereby develop leadership styles

which inspire and motivate others?


32/97

THE ENTIRE PROCESS OF TRAINING

Just like the budget TNA estimates the training needs of the different levels of

employees in the organization. Although this is done at the beginning of the year, yet to

make my concepts clearer. I was asked to submit an exhaustive list of many topics, on

which training could be carried out at he different levels. The levels were classified

into:

DIAGRAM SHOWS THE DIFFERENT MANAGEMENT LEVELS

IN AN ORGANIZATION

These were the training areas identified :

Top level

Middle level

Lower level


33/97

FOR THE TOP LEVEL

1. Management development programmes

2. Leadership

3. Quality management

4. Motivation

5. Risk management

6. Manpower planning

7. Stress management

8. Conflict resolution

9. Labour relations

10. Business ethics and conduct

11. Self appraisal

12. Counseling

13. Planning, organizing and controlling

14. Job enrichment

15. Effective communication

16. Employee empowerment

17. Customer development (marketing)

18. Personal development19. Customer relationship management (marketing department)

20. Grievance handling (particularly the HR department)

21. Training for internal trainers


34/97

FOR THE MIDDLE LEVEL

1. Manpower planning

2. Job enrichment3. Self appraisal

4. Civil rights and equal opportunity programme

5. Work performance and conduct

6. Security and safety

7. Labour relations

8. Prevention of stock shortages and equipment failures

9. Effective communication

10. Interpersonal skills

11. Technology trends

12. Supervision

13. Training for internal trainers

14. Quality management

15. Basic decision making

16. Motivation

17. Team building18. Disciplinary training

FOR THE LOWER LEVEL

1. Disciplinary training

2. Career planning (skilled)

3. Skill enhancement; basic process training

4. Technology trends5. Self appraisal (skilled/semiskilled)

6. Civil rights and equal opportunity programs

7. Work performance and conduct


35/97

FACTORS THAT ENSURE SUCCESS FOR A TRAINING

PROGRAMME AT HAVELLS

1. THE OVERALL TRAINING PROGRAMME

A training programme, is more than simply the sum of its parts They all must be

interwoven into a unified design .The factors that affect such integration include

how methods are selected sequenced and presented For an evolution of a training

programme seven steps are summarized here

STEP 1 :Define the problem

STEP 2 :Arrange the problem in order of priority

STEP 3 :Analysis of the problem

STEP 4 : Set the targets

STEP 5 : Produce a training plan

STEP 6 :Implement the training process

STEP 7 : Evaluate the results


36/97

Diagram Shows A Schematic View Of Evolution Of A Training Plan

The job of a training manager

Define the problems

Arrange the problem in

Analyze each problem todetermine the best combinationof organizational change,selection and training

Produce a-Target population analysis

-Task analysis-Performance analysis

Design the training process and produce atraining plan

Assemble the resources and

Evaluate the result


37/97

ASSESSING TRAINING NEEDS

In a way training needs analysis (TNA) is an examination of the training system. There

are a variety of internal and external forces in an organization to change. The following

table lists some of these forces and their implications for training within organizations.

Often organizations attempt to change with these forces by maintaining the status quo

some will respond to these forces and recognize the need to change

FORCES TRAINING IMPLICATIONSIncreased computerization Training in the use and mgmt of computersIncreased demand for employees

with technological skills

Develop these skills in the current employees

Changing composition of the

workforce (e.g. greater

education, more minorities and

females)

Need for managers who know how to relate to

employees problems and can work in a cooperative

manner with employees

More demand on management

time

Need for managers who can make quick and

accurate decisions

THE CHANGE MODEL

TNA can be done on the basis that what sorts of changes are needed for the betterment

of the organization. This gives rise to the Change model Price observes that training

need exists when there is a gap between the present performance of an employee or

group of employees and their desired performance. If an organization uses training to

achieve its goals it must first access its training needs.

Which goals can it attain through training?

Which people need training?

What is the purpose of training; and finallyWhat will be the training cores?

Goldstein believes that assessing training needs is far more important than choosing

particular training technique. The Change Model is depicted as under:


38/97

Stimulus for change

Recognition of the

Stimulus

Recognition of the

Need to change

Diagnosis

Goals

In other words we can say that Training needs assessment (TNA) is the examination or

the diagnostic portion of the training system, the system that TNA examines are often

referred to as perceived performance deficiencies. A perceived performance deficiency

exists where there is a difference between the expected and perceived job performance.

Perceived performance deficiency can be equated with the reasons that often lead to

losses within organizations or with the symptoms of the need to change.


39/97

YODERS PRINCIPLES FOR EFFECTIVE TRAINING

1. Training is a management function and accordingly every individual is a trainer

2. The staff trainer must not exert authority over line but provide advice and

guidance

3. Every individual requires training

4. Training should be supported by all levels of managers

5. Either a committee or some other individual should be eventually responsible for

training

6. Attempt must be made to distinguish between staff and line training functions

7. Training should be aimed at the attainment of the objectives of the enterprise by

providing proper knowledge skills and attitude

8. The objective and scope of the training should be defined at the very outset of the

programme

9. Attempts should be made to employ tested principles of learning

10. Training should be imparted in the real work environment

11. Lastly everything should be measured and the proper yardstick standard time cost

etc should be developed


40/97

SUMMARY: ESSENTIALS OF TRAINING

To conclude there are four essentials for effective training namely:

a) Stimulus

b) Response

c) Motivation

d) Reward and incentives

STIMULUS: The trainers communication must be scientific and to the point. The

trainee should understand what he is going to learn. The instructor must use all or at

least most of the sense organs of the trainee so as to get maximum possible

participation.

RESPONSE: The trainer must observe the responses of the trainees as well as the

result of his stimuli. The responses of the trainees can be observed either by asking

questions or allowing him to do the job according to his directions. The instructor

should allow the repetition of the correct response and encourage the trainees to retain

the improved behaviour.

MOTIVATION: The trainee must be motivated to learn unless the trainee is motivated

and interested in learning; even a good instructor cannot train him. Thus a positive

attitude towards learning must be inculcated in the trainee.REWARDS AND INCENTIVES: Rewards and incentives act as a stimulus for the

trainee to satisfy his need for social approval. For any effective training programme the

management must have a provision for the trainees. The management must give

sufficient information about the reward whether in the form of financial or non

financial benefits to the trainees who will come out successfully of the training

programme.


41/97

HOW SHOULD A TNA BE CONDUCTED

To pinpoint the range of training needs and define their content, the HR department

uses different approaches to need assessment. It may survey potential trainees to

identify specific topics about which they want to learn more. Another HR led approach

is task identification. Trainers begin by evaluating the job description to identify the

salient task that the job requires. Trainers are also alert to others sources of information

that may indicate a need for training such as 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 may also become apparent from career

planning discussions or performance appraisal reviews. Supervisors see employees on

daily basis and thus are another source of recommendation for training. The HR

department also reviews self nominations to learn whether training is actually needed.

Self nominations appears to be less common for training situations but more common

for developmental activities.


42/97

KEY STEPS INVOLVED IN CONDUCTING A TNA Defining the perceived performance deficiency

Prioritizing the problem

Identifying the job requirements, trainees skills and abilities and environmentalconstraints on correcting the deficiency

Developing the behavioral description of the need

These steps are explained as under:

Ask questions about the

jobTraining committees and

conferences

Inputs from several view points can often reveal

training needsAnalysis of the operating

problem

Indicators of task interference environmental

factorsCard sort Utilized in training conferences how to

statements sorted by training importance

1. PERSON ANALYSIS

A person analysis compares the individual with the task requirements The

individual must have the necessary KSA as well as the motivation and the

opportunity to perform the task Training the incumbent can typically rectify the

deficiencies that are due to lack of skill or knowledge To ascertain whether a lack of

KSA is the cause of the performance deficiency the incumbent must be asked to

perform the desired behavior

2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS

The first step in the diagnostic process is to clearly define the deficiency in the

behavioral terms, that needs to be corrected. In a reactive TNA the problem is

typically identified as a result of the performance appraisal. Problem identification


43/97

for a proactive TNA stems from performance appraisal in conjunction with a

planning process. Whatever be the source or type, there is often a tendency to state

the problem in terms of the perceived solutions rather than in behavioral terms.

According to Mager and Pipe one way of removing the problem is to ask the

individual defining the problem what specific behaviors are not taking place

that should be Without a specific behavioral description of the problem an

accurate TNA is highly improbable.

2.PRIORTIZE ORGANISATIONAL GOALS

Since organizations have limited resources all problems cannot be handled

simultaneously an organizational analysis asks, What problem should be solved to provide the greatest organizational benefit.

The answer to this question will depend upon the following three criteria:

ORGANISATIONAL GOALS : The extent to which the performance deficiency

hinders the attainment of organizational goals.

RESOURCES: The capacity to take corrective action must also be considered just

as any individual has strengths and weaknesses so to do training departments (and

immediate supervisors) differ in their abilities to rectify the performance problems.

These along with other resource limitations (such as budget and time constraints

must be considered).

PROBABILITY OF SUCCESS: The objective of training is to improve

performance by changing behavior. Even if a training need is accurately identified and

the correct timing is effectively administered there are still a variety of factors that may

inhibit behavioral change. One such factor is the particular climate/culture of the

organization Orientation towards development is a dimension of climate that has been

identified by several researchers. The table on the next page lists a variety of resources

that can be used in organizational analysis.

DATA SOURCE TRAINING NEED IMPLICATION


44/97

RECOMMENDEDOrganizational goals and

objectives

Were the training emphasis can and should be placed

These provide normative standards of both direction and

expected impact which can highlight deviations from

objective and performance problemsManpower inventory Where training is needed to fill the gaps caused by

retirement turnover age etc This provides an important

demographic data base regarding possible scope of the

training programmeSkill inventory Number of employees in each skill group, knowledge and

skill level training time per job etc This provides an

estimate of the magnitude of the specific training needs

Useful in cost benefit analysis of training projectsOrganizational climate

indices

These quality of working life indicators at the

organizational level may help focus on problems that have

training componentsAnalysis of effective

indices

Cost accounting concepts may represent ratio between

actual performance and the standard or desiredChanges in system or

subsystem

New or changed equipment may present training problems

Management requests or

interrogation

One of the most common techniques of TNA

Exit interviews Often information not otherwise available can be obtained

in these problem areas and supervisory training needs

speciallyMBO or Work Planning

and Review systems

Provides performance review potential review and long

term business objective Provides actual performance data

on recurring basis so that base line measurement may be

known subsequently improvements may be made

Of all the sources listed the most useful for an organizational analysis is the

organizations goal and objectives in larger organizations a formal strategic document

exists which the trainer should not only read but also analyze to get the true feeling for

the direction in which the organization is headed.


45/97

3. JOB TASK AND WORK ENVIRONMENT ANALYSIS

As part of TNA a job analysis should focus on what the trainee needs to be able to

do, to perform the job satisfactorily. In TNA a job analysis should take both worker

and task oriented approach. A worker oriented approach focuses on the skill

knowledge and abilities to perform the job. These might include elementary

notions, job demand and the specific human behavior involved such as decision

making, communicating etc. A task oriented approach focuses on a description of

the work activities performed. These involve a description of how where why a

worker performs an activity. The table below specifies the data sources for job

analysis.

TECHNIQUES FOR

OBTAINING JOB

DATA

TRAINING NEEDS IMPLICATIONS

Job description Outlines the job in terns of typical duties and

responsibilities but is not meant to be all inclusive

Helps define performance discrepanciesJob specifications or task

analysis

List specified tasks require for each job More

specific than job descriptions Specifications may

extend to judgment of the reqd knowledge and

skillsPerformance standards Objectives of the task of the job and standards by

which they are judged This may include base line

data as wellPerform the job Most effective way o determining specific tasks but

has serious limitations the higher the level of job

the greater is the gap between performance and

result outcomesObserve job work

sampling


46/97

Review literature

concerning the job

Possibly useful in comparison analysis of job

structure but far removed from unique aspect of the

job structure within any specific organization

4. WORK ENVIRONMENT ANALYSIS

Even if the KS is acquired there is no guarantee that the deficiency will be

eliminated Training can only rectify a deficiency which is due to the lack of

KS.However, the capacity to perform will not result in performance if the other two

variables are not present analysis. The assessment of whether these variables arepresent is referred to as work environment.

4. DEVELOP OBJECTIVES

The information obtained in the job, person and work environment analysis is used

to develop the training objectives many advocate this approach while others have

questioned its value. Critics have typically stated that behavioral objectives are rigid

and fail to consider individual learning styles.

TRAINING AND DEVELOPMENT APPROACHES


47/97

INTRODUCTION: DISTINCTION BETWEEN KNOWLEDGE, SKILLS AND

ATTITUDE

While the purpose of training in the business context has changed very little over the

past several years, the approach, the methods and the techniques used have progressed

considerably. Specialists have become more aware of what their role should be, what

trends to motivate people to work in various kinds of employment and what are the

most acceptable and profitable ways of achieving the desired performance from

individuals and groups. Employers too have grown to recognize the value of investing

in training with these ends in view.

It has been accepted over some years that all training can be categorized under the

heading of knowledge, skills and attitudes. At one time little distinction was made between these three areas.

Skills were seen to be acquired when knowledge of the method process or system was

passed on either by word of mouth or in writing. Learners were expected to be

proficient in a job after being told what to do. Those who were slow learners were

considered untrainable and thus discharged.

The approach to attitude in training was negative. Employees were often seen to have

the wrong attitude when they failed to meet the employers demand but it wasnt in

practice to inculcate the right attitude i.e. the one that could be accepted as constructive.

But the work of behavioral scientists has helped to bring about a change in the recent

years. Trainers today are aware that men cannot be treated like machines.

The distinction between knowledge and skills has also come about much by reason of

workers pressure as because of managerial enlightenment. Employees were outsiders

and the business secrets were not divulged to them. They lived in blissful ignorance of

the aims of the organization and the significance of themselves. Today managements

have become aware of the facts that employees who re kept in the picture about what is

going on are likely to accept and give commitment to management decisions. After all

uncertainty can have a more damaging effect on workforce than bad news.

Moreover employees need to be continually updated in specific work areas. Many, but

not employees are dedicated enough to undertake private study to keep abreast of the


48/97

latest developments in their field Self development according to most trainers is the

best and the most effective means of training. Nevertheless the employers have a

responsibility towards the employees. Thus there is a continuous need for knowledge

training. Not only is it necessary to cover the knowledge required to enable an

employee to carry out a specific job but a good deal more information about the

business has to be imparted if a person is to be made the contributing member of the

team.

In selecting training and development techniques, trade off exists. That is no single

technique is always best: the best method depends on: cost effectiveness, desired

programme content, learning principles, appropriateness of the facilities, trainee

preferences and capabilities. The importance of these six trade offs depends on thesituation. There is a range of teaching methods available to trainers. Each method has

its advantages and disadvantages in terms of the objective of a particular training

programme. The difference between training methods lies mainly in terms of the

trainees personal involvement or participation in the process of learning. The choice of

the training method depends on:

Experience and competence of the instructor; and

How much a particular group of trainees will learn from a particular methodor a combination of methods.

The intellectual level and educational background of the participants, the

participants age and practical experience.

Depends on the social and cultural factors in the environment. Now many

participative methods are accepted and used in management training.

Some methods are more effective in achieving certain objectives than others

It also depends on the time and availability of resources and infrastructure alfacilities

Training may be classified lucidly as given by Yoder into the following

categories

1. General training methods


49/97

2. Rank and file job training methods

3. Craft training method

4. Executive training method

5. Special training method

The second classification can be on the basis where the training takes

place i.e.

1. On the job training

2. Off the job training

TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE

CLASIFICATION

INDUCTION OR ORIENTATION TRAINING

Induction or orientation training may be defined as a process of guiding

and counseling the employee to familiarize him with the job situation

The induction process accomplishes several objectives including

formation of a favorable impression and attitude, development of a

feeling of belongingness and felicitation of learning and teamwork on

part of the employees content of the induction programme 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

programme 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


50/97

This is based on similarities in training on several specific jobs. This type of

training can either be imparted in a class room or on the job. Foreman or a group

leader performs it. Its advantages arise in so far as it is realistic and economical and

does not hamper production as well as necessitate transition from classroom to job

situations Its limitations include

1. The trainer may be an incompetent teacher.

2. The shop floor maybe busy.

3. There may arise heavy production losses.

SUPERVISORY TRAINING

Supervisory training needs reveal utmost divergence in view of the

divergent duty of the supervisor. Employee attitude survey help in finding

areas 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 method 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 TECHNIQUES

As the name suggests on the job techniques are conducted in the real job

settings. On the job methods usually involve training in the total job.

Individuals, workers or supervisors typically conduct these methods. The

main advantage is that the trainees learn while actually performing the job

which may minimize the training costs. They also learn in the same physical

and social environment in which they will be working once the normal

training period is completed. However this method has its limitations. It


51/97

does happen sometimes that the supervisors and coworkers are not

interested in training new employees. This becomes a problem particularly

when the trainers believe that their job security may be threatened by

training the new comers.

JOB INSTRUCTION TRAINING

Job instruction training (JIT) is received directly on the job, and is so often

called on the job training. It is primarily used to teach workers how to do

their current jobs. In this the worker learns to master the operations involved

on the actual job situation under the supervision of his immediate boss who

has to carry the primary burden of conducting this training. Usually no

equipment or space is needed, since new employees are trained in the actual

job location.

The trainer may be a skilled workman He may be a superior who breaks in

the new man and then turns him over to the skilled workman who continues

to guide the learner.

JIT may include the following steps:

1. The trainee receives an overview of the job, its purpose and

its desired outcomes with an emphasis on the relevance of the training.2. The trainer demonstrates the job to give the employees a

model to copy

3. The trainee then mimics the trainers example.

4. Demo by the trainer and practice by the trainees is continued till the job

is mastered.

5. On the above basis a continuous feedback is received.

6. Finally the employee performs the job without supervision, although the

trainer may visit the employee to see if there are any lingering questions.


52/97

Before implementing effective JIT programme, one should take into

account certain things, these are as under:

Firstly the choice of trainers should be based upon their ability to teach

and their desire to take this added responsibility.

The trainer should be trained in proper methods of instructions.

Adequate evaluation of the trainers progress has to be made

frequently and then fed off back to the trainee using reliable and

valid methods.

Trainers and trainees should be carefully paired in order to

minimize differences in background languages personality,

attitudes or age that may inhibit communication.

The trainer must be made to realize the importance of close

supervision in order to avoid trainee injuries.

JIT should be used in conjunction with other training approaches

such as programmed instruction lectures and films.

JOB ROTATION

To cross train employees in a variety of jobs, some trainers move a trainee from job to

job by job instruction training. This is a method of training wherein workers rotate

through a variety of jobs, thereby providing them a wider 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. Besides giving workers variety in

their jobs it helps the organizations in vacations, absences downsizing or when

resignations occur. It helps workers to sharpen their skills and is used to develop people

for higher level positions by exposing them to a wide range of experience in a relativelyshort span of time. It is used for both blue collared as well as white collared positions.


53/97

APPRENTICESHIP

Apprenticeship training is ancient device. 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. Organizations that employ

skilled trade people such as plumbers, carpenters, masons, printers and sheet metal

workers may develop journeymen by conducting formal apprentices programmes. An

established worker tutors a new worker. An apprenticeship lasts 2 to 5 years Classroom

instructions are imparted typically in the evenings for 144 or more hours per year. Each

apprentice is usually given a workbook consisting of reading material, tests to be taken

and practice problems to be solved. The apprentice serves as an assistant and learns the

craft by working with a fully skilled member of the trade called a Journeyman. Thistraining is used in such trades, crafts and technical fields in which proficiency can be

acquired after a relatively long period of direct association with the work and under the

direct supervision of experts. At the end of apprenticeship programme, the person is

promoted to journeyman.

COACHING

At management levels, coaching of immediate subordinates by their managers is

common. Coaching is similar to apprenticeships because the coach attempts to provide

a model for the trainee to copy. It tends to be less formal than an apprenticeship

programme because there are few formal classroom sessions and because it is provided

when needed rather than being part of a carefully planned programme. Coaching is

almost always handled by the supervisor or the manager not by the HR department

VESTIBULE TRAINING

To keep instructions from disrupting normal operations, some organizations use

vestibule training. This type of training is often used in production work. A vestibule

consists of training equipment that is set up a short distance from actual production line.

The method is good for promoting practice a learning principle involving the repetition

of behavior. These special training areas are used for skilled and semiskilled jobs

particularly those involving technical equipment.


54/97

OFF THE JOB TRAINING TECHNIQUES

Off the job methods are those training and development programmes that take place

away from the daily pressures of the job and are conducted by highly competent outside

resource people who often serve as trainers, which is one of the main advantages of this

method. Such people include technicians, consultants and university faculty. Its major

drawback is the transfer problem. Too often trainees learn new facts and principles at

lectures workshops and conferences but have no idea how to apply them, once they are

back in their jobs.

LECTURES

The lecture method is a popular form of instruction in educational institutions Even

though the effectiveness of the lecture method is often questioned many instructors findthemselves 30%-50% of their time lecturing It is also used in industry Lectures consist

of meeting in which one or a small number of those present actually play an active part

The lecturer may be a member of the company or a guest speaker Before preparing a

lecture the following 4 questions must be considered:

Who is your audience?

What is your audience?

What is the available time? What is the subject matter?

Besides the following points must be considered:

It 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 must poise courteous and sincere.

Simple language must be used.

The method is generally used when:1. Basic theoretical knowledge has to be built up before actual practice.

2. When the summary of some research work has to be communicated.


55/97

3. With a more homogeneous audience a trainer can direct the lecture to specific

topics and techniques, which is often, more beneficial than using some broad

based material.

AUDIO VISUAL TECHNIQUES:

Audiovisual techniques cover an array of training techniques, such as films slides and

videotapes. It allows participants to see while listening and is usually quite good at

capturing their interests. These allow a trainers message to be uniformly given to

numerous organizational locations at one time and to be reused as often as required. It

is important to note that people remember 20%of what they hear, 30% of what they see

and 50% of what they see and hear.

AVAILABLE DEVICES

Blackboard: It is inexpensive and is available in all lecture halls. Its use requires no

prior preparation is very useful for demonstrating calculations and formulations. One of

the major disadvantages of using a blackboard is that the speaker has to turn away from

the audience.

Flip chart: It can replace the blackboard with the advantage that no erasing is required.

It is especially useful for single presentations that may not justify the designing of

costly visuals Limitation of space is a major disadvantage. Drawings have to be stored

away flat to avoid damage.

OVERHEAD PROJECTOR: It projects large size transport images onto a screen

under normal lighting conditions.

Videotapes are extremely useful in time and motion study in recording

employees job behavior which can be later evaluated and feedback provided

They are time saving as copies of the same films can be mailed to all plants at

one time

Trainees can also be provided with immediate visual feedback of their behavior

when necessary


56/97

CONFERENCE METHOD: It is also known as the discussion method. It encourages

the participation of all members of a group in an exchange of opinions, ideas and

criticism. It is a small group discussion in which the leader plays a neutral role

providing guidances and feedback. In spite the intention to encourage general

participation, the conferences are dominated by a few, with the majority no more active

than, had they been facing a lecture. This is particularly effective if the ratio of trainees

to trainers is not very large. This method is useful when the material needs clarification

and elaboration or where a lively discussion would facilitate understanding.

OBJECTIVES OF THE CONFERENCE METHOD:

1. Developing the decision the decision making and problem solving skills of the

personnel.

2. Presenting new and complicated material.

3. Changing and modifying attitudes.

Sometimes the lecture method may be followed by a conference, giving the participants

a chance to share opinion about the material. An effective trainer can get all the

participants involved even the less vocal ones. The success of this method depends

largely on the skills personality and education of the discussion leader.

The conference method can draw on the learning principles of motivation and feedback.

ROLE PLAYING:

Role playing believes that learning is facilitated by active participation rather than

passive reception. This is a training method often aimed at enhancing 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 can

be handled more effectively in the future. The acting is followed by discussion and


57/97

analysis to determine what happened and why and if necessary how the problem can be

handled in the future. Role-playing is less structured than acting, where performers

have to say lines on cue. Participants are assigned different 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 others behaviour. Ideally, they get to see

themselves as others see them. The experience may create greater empathy and

tolerance of individual differences and is therefore well suited to diversity training,

which aims to create a work environment conducive to a diverse workforce. The unique

values of role-playing include the following:

It requires a person to carry out a thought or decision he may have reached

Role-playing experience demonstrates the gap between thinking and doing. It permits the practice of carrying out an action and makes it clear that good

human relations require skills.

Attitudinal change is effectively accomplished by placing the person in the

specified role.

It trains a person to be aware of, and be sensitive to others feelings. The

information serves as feedback of the effect his behaviour has on other people

A fuller appreciation of the important part played by feelings in determining

behaviour in social situations is developed.

Each person is able to discover his own personal faults.

It permits training in control of feelings and emotions.

The two important types of role-plays are

1. Structured role-play is characterized by use of written cases

selected from text or written to meet organizational trainingobjectives. It can be further divided into three categories:

Single role-play consists of two or three playing out roles in

front of a class.


58/97

Multiple role play is the one in which all the trainees are players

Each player is given a written role or an assignment as an observer

and then the entire class role plays at the same time. It causes

almost no embarrassment to the players and sharply reduces the

problems related to negative comments about ineffective role play

behaviour. The problem in this type is that very little time can be

allowed for discussion of process experiences of each individual

group.

Role rotation consists typically of one person playing the role

usually that of an individual who has a problem and having several

class members attempt to use their skills to handle the situation.

Participants tend to feel less embarrassed and are more willing.

2.Spontaneous role play is used to help the participant acquire an

insight into his own problem and not on skill development. The trainee

elicits some problem from the group itself and does not use written

material.

ROLE PLAY HAS BEEN SHOWN TO BE EFFECTIVE INa. Studying small group leadership skills

b. Increasing sensitivity to the motivation of others

c. Improving interviewing skills

d. Enhancing ability to develop innovative solutions to the human

relations problem

e. Modifying attitude

CASE STUDY :


59/97

By studying the case, trainees learn about real or hypothetical circumstances and the

action s others take under those circumstances. Besides learning the content of the case

a person can develop decision making skills particularly the analytical skills.

According to KR Andrews business case is a written description of an actual

situation in business which provokes in the reader the need to decide what is going

on what the situation really is or what the problems are and what can and should be

done

Cases are organized around one or more problems or issues that are confronted by an

organization. Cases are designed primarily to illustrate problem issues rather than to

portray success stories Cases can range in length from one page to over fifty pages.

The method calls for language skills but many people are sent to case study courses

primarily because they lack communication skills.

Survey results indicate that the case method is considered by the training directors to be

the best method of developing problem solving skills.

SIMULATION

Simulation is an approach that replicate certain essential characters 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 from the to their job. As the name implies,

simulation training is based on a reproduction of some aspect of job reality.

Coppard defines simulation as a representation of a real life situation which attempts

to duplicate selected components of the situation along with their interrelationships in

such a way that it can be manipulated by the user. Simulation usually enhances

cognitive skills, particularly decision making. A very popular training technique for

higher level jobs in which the employees must process large amounts of information.

Simulation have many forms some use expensive technical instruments while others

are far less costly. Some simulations need only one participant, while others may

involve as many as 15 to 20 people working together as a team. Simulations are broad

based training techniques that can be adapted to suit a companys need. By using

equipment simulators workers can practice new behaviour and operate certain complex


60/97

equipment free of danger to them. 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 others are used for team training.

PROGRAMMED INSTRUCTION

It is a training approach, which makes the advantage of private tutoring available to

large group of students being trained in new skills. Programmed instruction is one of

the innovations used in teaching technology developed in recent years but its origin

goes to the research of learning theorist BF Skinner. The method involves an actual

piece of equipment usually called the Teaching machine or a specially constructed

paper booklet. In either case, the method has three characteristics:

The participants are active and 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 material to be learned is prepared in such a way that it can be presented to

the learner in a series of sequential steps. These steps progress from simple to

more complex level of instruction. The information to be taught is presented in

the form of a programme. The person who writes the programme is called theprogrammer and the people for whom the programme is being written is

referred to as the target population.

COMPUTER AIDED 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.

ADVANTAGES

CAI has the advantage of individual pace instruction and a considerably wider

range of application.


61/97

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 trainees and can also

adapt to his needs by virtue of its storage and memory capacities.

DISADVANTAGE

The major drawback to CAI for most organizations is the initial high costs.

SYNDICATE METHOD:

Working in small groups to achieve a particular purpose is described as Syndicate

method. The essence of this method is that the 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 judgment

through greater insight into the human behaviour. The method is suitable for

training and development of executives with considerable experience. It is not

useful in the case of management 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 functions as well as interest areas. The syndicates are given

assignments that have to be furnished and a report submitted by specific date and

time. By rotation each member of the syndicate becomes the leader for completing

the specific task. Each assignment to the 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 that is circulated to other syndicates for critical

evaluation.

.

BEHAVIOUR MODELLING:


62/97

According to social learning theory, most human behaviour is learnt observationally

through modeling when social learning theory is applied to industrial training

programme it is commonly referred to as behaviour modeling it is generally used to

improve the interpersonal and communication skills of supervisors in dealing with the

subordinates.

There are a number of training sessions and each session follows the same format. The

topic is first introduced by the trainer and then a film is shown depicting the supervisor

model effectively handling a situation followed by asset of three to six learning parts

that are shown in the film immediately before and after the model is presented. A group

discussion is 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 indemonstrating the desired behaviour.

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 job in the following week. It has been

found that this programme has had desirable effects on learning behaviour and

performance criteria.

Employees may learn a new behaviour by observing and then imitating the new

behaviour recreation of the behaviour may be videotaped so that the trainer and the

trainee can review it. When watching the ideal behaviour the trainee also gets to see

negative consequences of not following the right behaviour. By observing the positive

and negative consequences the employee receives enforcement that enables him to

correct the behaviour. This approach has been successful in teaching supervisors how

to discipline employees and is particularly common in athletics.


63/97

SENSTIVITY TRAINING: It provides the participants with an opportunity to

actually experience some concept of management just as a manager would experience

them in his organizational situation. Sensitivity training purports to develop awareness

and sentiments to ones own and others behavioral pattern is a group training method

that uses intensive participation and immediate feedback for self analysis and change.

The method provides face-to-face learning of on going behaviour within a small group

and lacks structure. In this the participants remain involved and enthusiastic. This

attempts to develop the diagnostic ability of the participants the ability to perceive

reality. The individual is made more aware of himself and his impact on others. At a

group level one learns about normative structures and authority relationships leading to

better team work. It increases sensitivity and awareness towards others and their stylesit helps to understand how conflicts arise and is resolved.

Obviously the learning is at an emotional rather than at an intellectual level. Being an

emotional experience the degree of change depends on the amount of emotional

involvement. A predominant problem with the effectiveness of sensitivity training is

the transfer problem that is the inability of the participant to apply concepts and

awareness gained in the laboratory or group to his job.

ROLE OF THE TRAINER

The trainer acts as the facilitator to obtain the feedback and check severe psychological

damage to the participants. He is responsible for creating an environment with time and

space in which learning can take place. He should focus on the discussion and group

learning for constructive purposes. It allows the participants to form their own

conclusion based on HERE AND NOW i.e. learning from the interactions with the

group.

GOALS OF SENSTIVITY TRAINING

Introspection or awareness, the ability to reflect on feelings and ideas within

oneself.


64/97

Awareness of feelings: developing a high regard for the significance of feelings

in working and living situations.

Recognition of and concern about feelings, behaviour discrepancies: developing

an ability to diagnose the relationship between how one feels and how it is

shown in behavioral terms. This helps in moving towards greater congruence

between the two.

Flexibility: developing skills in behaving in new and different ways.

Thus sensitivity training is aimed at developing the entire person and not just a

particular skill. The method is likely to increase managerial sensitivity and trust and

enhance respect for the contribution of others. However the method has not received

proper recognition in the business world.

TYPES OF SENSTIVITY TRAINING

T-GROUP TRANSACTIONALANALYSIS

SENSTIVITYTRAINING

STRANGER GROUP

FAMILYGROUP

COUSINGROUP


65/97

T-GROUP

One of the significant and repeated methods of sensitivity training is the Tgroup. T

group leads to understanding of self and contribute towards organizational change and

development through training in attitudinal change in the participants and create better

team work.

Campbell, Dunnette, Lawler and Weick have summarized the main goals of T

GROUP as follows

To give the trainee an understanding of how and why he acts towards other

people as he does and of the way in which he affects them.

To provide some insights into why people act the way they do.

To teach the participants how to listen i.e. actually hear what other people are

saying rather than concentrating on a replay.

To provide insights concerning how groups operate and what sorts of processes

groups go under certain conditions.

To foster tolerance and understanding of the behaviour of others.

To provide a setting in which an individual can try new ways of interacting with

people and receive feedback as to how these

seema chauhan

Documents