1

INTRODUCTION

INTRODUCTION

The concept of training has recently become a strategic option in the development of

human resources. Consequently, the strategies of development which aim at improving,

modernizing and simplifying work methods have been greatly required as a pressing need

in all governmental bodies. The modern concept of training provides that training should

convey the basic theoretical and practical skills in a way that copes with the latest

challenges represented in the ever changing work requirements.

The efforts of training should be fundamentally channeled towards the construction and

innovation of more efficient methods in planning and following up human resources to

achieve the aspired objectives of development more effectively, thus leading to improved

performance at work on a continued basis.

The Training and Development Department in Metro Ortem Ltd.. exerts utmost efforts to

develop training programs through application of the most advanced techniques in training

to confront recent challenges and developments at work environment and bridge the gap

between actual and targeted levels of performance, through qualified lecturers who

maintain required theoretical and practical skills. There is no doubt that the construction of

a solid base of administrators and trainers has become the fruitful outcome of dedicated

efforts over the past years of continued training and development.

2

3

OBJECTIVE OF THE STUDY

OBJECTIVE OF THE STUDY

The following training objectives in keeping with the company’s goals & objectives:-

1. To prepare employees for higher level tasks.

2. To prepare them to occupy more responsible positions.

3. To develop the potentialities of people for the next level job.

4. To promote individual and collective morale, a sense of responsibility, co-

operative attitudes and good relationships.

5. To evaluate the training and development efficiencies of Metro Group Ltd.

4

5

SCOPE OF THE STUDY

SCOPE OF THE STUDY

Scope of the study:

Future needs of employees will be met through training and development programmes.

Organizations take fresh diploma holders or graduates as apprentices or management

trainees. They are absorbed after course completion. Training serves as an effective source

of recruitment. Training is an investment in human recourses with a promise and it serves

as an effective source of recruitment. Training is an investment in HR with a promise of

better returns in future.

Training and development programmes, as pointed out, help remove performance

deficiencies in employees. This is particularly true – when – the deficiency is caused by a

lack of ability rather than a lack of motivation to perform, the individual involved have the

aptitude and motivation needed to learn to do the job better and supervisors and peers are

supportive of the desired behaviours.

6

LITERATURE REVIEW

7

LITERATURE REVIEW

Training:

Writers define the terms training and development, and other related terms, in varying

ways. Fitz-enz (1984) distinguishes between education and training. He notes that

“education is the presentation of concepts and information to people for the purpose of

imparting knowledge, while training is … an interactive exercise whose goal is to develop

skills and competencies within the workforce. It is one thing to know; it is something

different to be able to do” (p 225). However, the Organisation for Economic Development

(OECD) notes that “the dual role now performed by the education system [of preparation

for citizenship and life as well as developing employment-related competencies] so blurs

the boundary between vocational training and education as to make the distinction between

them not only difficult, but unimportant” (OECD, 1997, p 56). The OECD defines training

as “all the various processes by which an individual develops the competencies required

for employment-related tasks” (OECD, 1997, p 19).

Training is an input. The extent to which “competencies are actually gained in any instance

depends on the level and quantity of inputs, the innate abilities of the trainee and

motivation to learn” (OECD, 1997, p 19). Other organisational factors – including systems

and culture – will also be important. As will be discussed later in this section, those

collecting data on training often also want information on the effects or outcomes of

training for individuals, organisations or the economy as a whole.

Definition of training used for this project

8

For the purposes of this study, the working definition of training (and development) is

adapted from that proposed by the OECD (1997): “all the various processes by which an

individual develops the competencies required for current and future employment-related

tasks” (words in bold added). This definition is broad enough to allow for a wide range of

training and development activities to be included, but focused enough to exclude activities

unrelated to employment. It is intended to cover both current competence and future

capability. As became apparent through the interviews (discussed in the two sections on

Framework Development), Government’s interest in training is likely to extend beyond

information on training as an input or process to broader measures of the resulting state

sector people capability (to which training – and other factors - contribute). The literature

review therefore includes a brief discussion of “people capability”, and the different factors

that contribute to such capability.

Categories of training

Because “training” as defined above is such a general term, collection of information about

training usually focuses on one or more categories of training. The OECD’s Manual for

Better

Training Statistics (1997) provides a comprehensive set of training categories. It describes

formal and informal training as different structural forms of training, and also defines

several dichotomies of vocational training: internal vs. external training; initial vs.

continuing training; on-the-job vs. off-the-job training; specific vs. general training; and

occupationally specific vs. non-occupationally specific training. These distinctions

underpin many of the categories used in the literature, although the labels may be different.

Furthermore, cut-off points between some pairs of categories (e.g. between initial and

9

continuing training) vary between studies, or the categories may be seen as end-points on a

continuum rather than mutually exclusive. The section below discusses the categories that

are used most widely in the literature concerned with measuring training.

Formal and informal training

Many writers distinguish between formal and informal training. Formal training is

generally described as training that has time set aside for it, rather than training that is

carried out in the

normal course of work (Decision Research Ltd, 1997). The OECD (1997) describes the

key difference in terms of planning, where the purpose and format of formal training are

predetermined, whereas informal training is improvised (p 63). Most research on training

concerns formal training, because it is easier to define and measure (and may serve as an

adequate proxy for overall training in many situations) Distinctions between formal and

informal training, and even between work and training, may not be precise. The OECD

(1991) notes that “alternative modes of training may lie on a continuum from quite formal

classroom-based to quite informal interactions among coworkers or situations where new

hires simply ask questions or watch others do the work” (p 15). Industry training, which

emphasises training on the job, may also be difficult to categorise as purely formal or

purely informal.

Internal, external and in-house training

The OECD (1997) distinguishes internal from external training on the basis of delivery.

Internal training is delivered by the organisation’s own employees while external training

is delivered to an organisation’s employees by persons who are not part of that

organisation (p 61). It describes in-house training as training that an organisation provides

10

to meet the specific needs of its own employees, which may consist of internal or external

training. Some researchers use slight variants of these definitions. The 1996 Education and

Training Survey conducted by Statistics New Zealand makes the distinction between

external and internal training on the basis of responsibility for organisation (rather than

delivery) of the training (Gobbi, 1998, pp 110-111).

Study towards a formal qualification may also be identified as a separate category (of

external training). For example, the Education and Training Survey described above used

the categories of in-house training, external training and structured/formal education

(Gobbi, 1998). Informal training was not included in the survey.

Combinations of training categories

Silva (2000) used a list of 18 categories for employee participation in training and

development in her research on human resource development in public sector

organisations. 16 Most of her categories could be grouped into the formal (in-house,

external and formal education) and informal training categories provided above,

supplemented by some of the other OECD (1997) distinctions (e.g. initial vs. continuing

training). The categories included, for example, external seminars and workshops, formal

induction programmes, education for gaining a formal qualification and informal

information sharing in work groups.

General and specific training

Becker (1975) distinguished between general and specific training. He applied an

economic approach to training, looking at the incentives for funding training that apply to

employers and to employees in terms of the relative benefits and risks accruing to each.

Becker defined general training as that useful in many firms besides those providing it, and

11

specific training as that which increases the productivity of employees in that particular

firm – but not in others (pages 19 and 26). His hypothesis was that employees would bear

the costs of general training, because it increased employability in many firms, while

employers would bear the cost of specific training because it equipped the employees to

work more productively in their specific firm, without increasing the risks of the

employees quitting to take their new skills elsewhere (p 32). However, subsequent research

has found that the actual behaviours of employers and learners/employees do not fit this

model particularly well (e.g. Stern & Ritzen, 1991, p 1), and that in fact most training

within firms is of a general nature and exportable to other firms (OECD, 1999, p 137).

There are often difficulties in categorising training as purely general or purely specific,

since most training combines elements of both specific and general training to a greater or

lesser degree (OECD, 1997, p 61).

Purposes for attempting to measure training

This research was undertaken to determine the information on training in government

agencies that would be useful to Government. This section sets out various purposes for

measuring training. It notes that the reasons for collecting information on training differ

according to the interests of the particular audience, for example academia/researchers,

government, and organisations.

Training information for general research

Much of the literature concerns surveys of training, conducted for research purposes tom

answer a variety of research questions (sometimes relating to public policy, sometimes

not). The research addresses questions such as how much training is being undertaken, of

what types, by whom, for whom, at what cost and with what effects – although the exact

12

questions and level of detail vary greatly. The relative effectiveness of training for different

groups may also be of interest, for example in research on equity.

Training and Development As we know that training and development refers to the

process to obtain or transfer KSA (knowledge, skills and abilities) needed to carry out a

specific activity or task ; therefore, benefits of training and development both for employer

and employees are strategic in nature and hence much broader. In order to meet the current

and future challenges of our business, training and development assumes a wide range of

learning actions, ranging from training of the employees for their present tasks and more

so, knowledge sharing to improve the business horizon and customer’s service. It also

focuses on their career development, thus expanding individual, group and organizational

effectiveness. A comprehensive training and development program helps in deliberating on

the knowledge, skills and attitudes necessary to achieve organizational goals and also to

create competitive advantage (Peteraf 1993). In fact, in the start of the twenty-first century

Human Resource Managers have opined that one of the main challenges they are to

confront had involved issues related to training and development (Stavrou, Brewster and

Charalambous 2004).

Training and Development and its Process In order to ensure that our employees are

equipped with the right kind of skills, knowledge and abilities to perform their assigned

tasks, training and development plays its crucial role towards the growth and success of

our business. By choosing the right type of training, we ensure that our employees possess

the right skills for our business, and the same need to be continuously updated in the

follow up of the best and new HR practices. To meet current and future business demands,

training and development process has assumed its strategic role and in this regard few

13

studies by Stavrou et al.’s (2004) and Apospori, Nikandrou, Brewster and Papalexandris’s

(2008), have attained much importance as these highlight the T&D practices in cross-

national contexts. Apospori et al. (2008) had deduced that there is a considerable impact of

training on organizational performance. Differently from these studies, Cunha, Morgado

and Brewster (2003) were the only ones who could not determine the impact of training on

organizational performance, and suggested that another study on analysis of this

relationship was needed.

Need of Developing the Employees Jackson (2002) opined that some cultural

assumptions underlie human resource management with regards to developing employees:

he deliberated through an example which highlighted the distinction between the hard and

soft approaches on developmental aspects, appearing in the strategic HRM literature. The

hard approach assumed the employees in the organizations as mere resources to achieve

the objectives of the organization, where as the soft approach viewed the employees more

as valued assets capable of development (Tyson and Fell 1986; Hendry and Pettigrew

1990).The need for developing our employees is compelling because a sound Training and

Development plan has its contributions to increase productivity and quality of work. The

development strategy reduces staff turnover and absenteeism and also helps in improving

motivation among the employees. In order to stay ahead of our competition, training and

development plan must incorporate innovation and reinvention and this is only possible

when training encompasses a wide range of learning actions. Therefore, an ideal training

shall become part of a company-wide strategy and it must be is linked to business goals

and organizational performance.

14

Employee Performance and Training and Development Activities Today, the

relationship between the organization and the employee has changed. A greater importance

is attached to the value of individuals and the team contributions, to find effective business

solutions which play key role towards successful organizational performance. The

employee is viewed as a ‘learning customer’, bringing personal preferences and motivation

to the workplace, and thereby displaying innovation in his managerial skills. There are

positive relationships between training and development strategies and organizational

performances; and job satisfaction, competitive advantage and measured performances are

the important levers to attain employee’s good performance. Performance orientation was

included as an important association in training, in a number of studies ( Aycan 2003;

House et al. 2004; Javidan 2004). In case of learning organizations, training has been

linked to both corporate strategy and organizational performance: training must be aligned

to organizational strategy in order to result in high performance (Delery and Doty 1996).

The strategic formalization of training facilitates organizations to analyze and carry out

effective internal and external scanning of their work environments (Lyles, Baird, Orris

and Kuratko 1993): clearly defined vision/mission statements and organizational strategies

are part of the strategic planning process which contributes towards the development of

specific functional strategies needed to achieve business objectives. Strategy formulation is

important in the development of HR strategies needed to attract and retain the human

capital required for gaining competitive advantage (Poole and Jenkins 1996).

Delivery style is a very important part of Training and Development (Carlos A. Primo

Braga, 1995). Employees are very conscious about the delivery style Michael Armstrong,

2000). If someone is not delivering the training in an impressive style and he is not

15

capturing the attention of the audience it is means he is wasting the time (Mark A. Griffin

et al., 2000). It is very necessary for a trainer to engage its audience during the training

session (Phillip seamen et al., 2005).

Delivery style means so much in the Training and Development. It is very difficult for an

employee to perform well at the job place without any pre-training (Thomas N. Garavan,

1997). Trained employees perform well as compared to untrained employees (Partlow,

1996; Tihanyi et al. , 20 00; Boudreau et al 2001). It is very necessary for any organization

to give its employees training to get overall goals of the organization in a better way (Flynn

et al., 1995; Kaynak, 2003; Heras, 2006). Training and development increase the overall

performance of the organization (Shepard, Jon et al . , 20 03). Although it is costly to give

training to the employees but in the long run it give back more than it took (Flynn et al . ,

19 95; Kaynak, 2003; Heras, 2006). Every organization should develop its employees

according to the need of that time so that they could compete with their competitors

(Carlos A. Primo Braga, 1995).

16

17

TRAINING &

DEVELOPMENT

TRAINING & DEVELOPMENT

What is training?

Writers define the terms training and development, and other related terms, in varying

ways. Fitz-enz (1984) distinguishes between education and training. He notes that

“education is the presentation of concepts and information to people for the purpose of

imparting knowledge, while training is … an interactive exercise whose goal is to develop

skills and competencies within the workforce. It is one thing to know; it is something

different to be able to do”. However, the Organisation for Economic Development (OECD)

notes that “the dual role now performed by the education system [of preparation for

citizenship and life as well as developing employment-related competencies] so blurs the

boundary between vocational training and education as to make the distinction between

them not only difficult, but unimportant” (OECD, 1997, p 56). The OECD defines training

as “all the various processes by which an individual develops the competencies required

for employment-related tasks” (OECD, 1997, p 19).

Training is an input. The extent to which “competencies are actually gained in any instance

depends on the level and quantity of inputs, the innate abilities of the trainee and

motivation to learn” (OECD, 1997, p 19). Other organisational factors – including systems

and culture – will also be important. As will be discussed later in this section, those

collecting data on training often also want information on the effects or outcomes of

training for individuals, organisations or the economy as a whole.

18

Definition of training used for this project

For the purposes of this study, the working definition of training (and development) is

adapted from that proposed by the OECD (1997): “all the various processes by which an

individual develops the competencies required for current and future employment-related

tasks” (words in bold added). This definition is broad enough to allow for a wide range of

training and development activities to be included, but focused enough to exclude activities

unrelated to employment. It is intended to cover both current competence and future

capability. As became apparent through the interviews (discussed in the two sections on

Framework Development), Government’s interest in training is likely to extend beyond

information on training as an input or process to broader measures of the resulting state

sector people capability (to which training – and other factors - contribute). The literature

review therefore includes a brief discussion of “people capability”, and the different factors

that contribute to such capability.

Categories of training

Because “training” as defined above is such a general term, collection of information about

training usually focuses on one or more categories of training. The OECD’s Manual for

Better Training Statistics (1997) provides a comprehensive set of training categories. It

describes formal and informal training as different structural forms of training, and also

defines several dichotomies of vocational training: internal vs. external training; initial vs.

continuing training; on-the-job vs. off-the-job training; specific vs. general training; and

occupationally specific vs. non-occupationally specific training. These distinctions

underpin many of the categories used in the literature, although the labels may be different.

19

Furthermore, cut-off points between some pairs of categories (e.g. between initial and

continuing training) vary between studies, or the categories may be seen as end-points on a

continuum rather than mutually exclusive. The section below discusses the categories that

are used most widely in the literature concerned with measuring training.

Formal and informal training

Many writers distinguish between formal and informal training. Formal training is

generally described as training that has time set aside for it, rather than training that is

carried out in the normal course of work (Decision Research Ltd, 1997). The OECD

(1997) describes the key difference in terms of planning, where the purpose and format of

formal training are predetermined, whereas informal training is improvised (p 63). Most

research on training concerns formal training, because it is easier to define and measure

(and may serve as an adequate proxy for overall training in many situations) Distinctions

between formal and informal training, and even between work and training, may not be

precise. The OECD (1991) notes that “alternative modes of training may lie on a

continuum from quite formal classroom-based to quite informal interactions among

coworkers or situations where new hires simply ask questions or watch others do the

work” (p 15). Industry training, which emphasises training on the job, may also be difficult

to categorise as purely formal or purely informal.

Internal, external and in-house training

The OECD (1997) distinguishes internal from external training on the basis of delivery.

Internal training is delivered by the organisation’s own employees while external training

is delivered to an organisation’s employees by persons who are not part of that

organisation (p 61). It describes in-house training as training that an organisation provides

20

to meet the specific needs of its own employees, which may consist of internal or external

training. Some researchers use slight variants of these definitions. The 1996 Education and

Training Survey conducted by Statistics New Zealand makes the distinction between

external and internal training on the basis of responsibility for organisation (rather than

delivery) of the training (Gobbi, 1998, pp 110-111).

Study towards a formal qualification may also be identified as a separate category (of

external training). For example, the Education and Training Survey described above used

the categories of in-house training, external training and structured/formal education

(Gobbi, 1998). Informal training was not included in the survey.

Combinations of training categories

Silva (2000) used a list of 18 categories for employee participation in training and

development in her research on human resource development in public sector

organisations. 16 Most of her categories could be grouped into the formal (in-house,

external and formal education) and informal training categories provided above,

supplemented by some of the other OECD (1997) distinctions (e.g. initial vs. continuing

training). The categories included, for example, external seminars and workshops, formal

induction programmes, education for gaining a formal qualification and informal

information sharing in work groups.

General and specific training

Becker (1975) distinguished between general and specific training. He applied an

economic approach to training, looking at the incentives for funding training that apply to

employers and to employees in terms of the relative benefits and risks accruing to each.

Becker defined general training as that useful in many firms besides those providing it, and

21

specific training as that which increases the productivity of employees in that particular

firm – but not in others (pages 19 and 26). His hypothesis was that employees would bear

the costs of general training, because it increased employability in many firms, while

employers would bear the cost of specific training because it equipped the employees to

work more productively in their specific firm, without increasing the risks of the

employees quitting to take their new skills elsewhere (p 32). However, subsequent research

has found that the actual behaviours of employers and learners/employees do not fit this

model particularly well (e.g. Stern & Ritzen, 1991, p 1), and that in fact most training

within firms is of a general nature and exportable to other firms (OECD, 1999, p 137).

There are often difficulties in categorising training as purely general or purely specific,

since most training combines elements of both specific and general training to a greater or

lesser degree (OECD, 1997, p 61).

Purposes for attempting to measure training

This research was undertaken to determine the information on training in government

agencies that would be useful to Government. This section sets out various purposes for

measuring training. It notes that the reasons for collecting information on training differ

according to the interests of the particular audience, for example academia/researchers,

government, and organisations.

Training information for general research

Much of the literature concerns surveys of training, conducted for research purposes tom

answer a variety of research questions. The research addresses questions such as how much

training is being undertaken, of what types, by whom, for whom, at what cost and with

what effects – although the exact questions and level of detail vary greatly. The relative

22

effectiveness of training for different groups may also be of interest, for example in

research on equity.

In simple words, training and development refers to the imparting of specific skills,

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

determined as follows:

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

employee’s ability to perform through learning, usually by changing the employee’s

attitude or increasing his or her skills and knowledge.”

The need for training and development is determined by the employee’s performance

deficiency, computed as follows:

We can make a distinction among training, education and development. Such distinctions

enables us to acquire a better perspective about the meaning if the term training. Which

refers to the process of imparting specific skills, Education, on the other hand is confined

theoretically learning in classroom

To distinct more, the training is offered in case of operatives whereas development

programs are conducted for employees at higher levels. Education however is common to

all the employees.

23

Inputs in Training and Development

Any training and development programme must contain inputs which enable the

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

the distant future. The inputs of training and development are as follows:

1) Skills

2) Education

3) Development

4) Ethics

5) Attitudinal Changes

6) Decision making and problem solving skills

1) Skills

Training is imparting skills to the employees. A worker needs skills to operate machines,

and use other equipments with least damage and scrap. This is basic skills without which

the operator will not function.

There is also a need of motor skills or psychomotor skills as they are refer to performance

of specific physical activities .These skills involve learning to move various parts of their

body in response to certain external and internal stimuli. Employees particularly like

supervisors and executives, need interpersonal skills mostly know as people skills. These

skills helps a person understand oneself and others better and act accordingly. Examples of

interpersonal skills include listening. Persuading and showing an understanding of others

feelings

24

2) Education

The purpose of education is to teach theoretical concepts and develop a sense of reasoning

and judgment. That any training and development programme must contain an element of

education is well understood by the HR specialist.

In fact, sometimes, organizations depute or encourage employees to do courses on a part

time basis. Chief executive officers (CEO’s) are known to attend refresher course

conducted in many Business schools. The late Manu Chabria, CMD, Shaw Wallace,

attended such a two month programme at the Harvard business school. Education is more

important for managers and executives than for lower-cadre workers.

3) Development

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

less skill – oriented but stress on knowledge. Knowledge about business environment,

management principles and techniques, human relations, specific industry analysis and the

like is useful for better management of a company.

Development programme should help an employee to be a self-starter, build sense of

commitment, motivation, which should again helps him being self generating. It should

make their performance result oriented and help them in being more efficient and effective.

It should also help in making the employee sensitive towards the environment that is his

work place and outside. This programme should keep the employee aware of him i.e. his

potentials and his limitations. Help him see himself as others see him and accept his self

image as a prelude to change. It helps teach an individual to communicate without filters,

to see and feel points of view different from their own. Also helps them understand the

25

powers in their hands and thereby develop leadership styles which inspire and motivate

others. And finally helps install a zest for excellence, a divine discontent, a nagging

dissatisfaction with the status quo.

4) Ethics

There is a need for imparting greater ethical orientation to a training and development

programme. There is no denial of the fact that ethics are largely ignored in businesses.

They are less seen and talked about in the personnel function this does not mean that the

HR manager is absolved if the responsibility. If the production, finance or marketing

personnel indulge in unethical practices the fault rest on the HR manager. It is his/her duty

to enlighten all the employees in the organization about the need for ethical behavior.

5) Attitudinal Changes

Attitudinal represents feelings and beliefs an individual towards others. Attitudes affect

motivation, satisfaction and job commitment. Negative attitudes needs to be converted into

positive attitudes. Changing negative attitudes is difficult because of

(1) Employees refuse to change

(2) They have prior commitments and

(3) Information needed to change attitudes may not be sufficient.

Attitude must be changed so that the employee feels committed to the organization and

give better performance.

6) Decision making and problem solving skills

Decision making and problem solving skill focus on methods and techniques for making

organizational decision and solve work related problems. Learning related to decision

26

making and problem solving skills seeks to improve trainee’s abilities to define and

structure problems, collect and analysis information, generate alternatives. Training of this

type is typically provided to potential managers, supervisors and professionals

Importance of Training and development for the organization

There are many benefits of Training and Development to the organization as well as

employee. We have categorized as under

1) Benefits for the organization

2) Benefits for the individual

3) Benefits for personnel and human relation, intra group and internal group relation

and policy implementation

1) Benefits for the organization

a) Improves communication between group and individuals.

b) Aid in orientation of new employee and those taking new job through transfer or

promotion.

c) Provides information on equal opportunities and affirmative action.

d) Provides information on other government laws and administration policies.

e) Improve interpersonal skills.

f) Makes organizational policies, rules and regulations viable.

g) Builds cohesiveness in group.

h) Provides a good climate for learning, growth and co ordination.

i) Makes the organization a better place to work and live.

27

2) Benefits for the individual

a) Helps and individual in making better decision and effective problem solving.

b) Through training and development, motivational variables of recognition achievement,

growth, responsibility and advancement are internalized and operationalised.

c) Aid in encouraging and achieving self–development and self confidence.

d) Helps a person handle stress, tension, frustration and conflict.

e) Provides information for improving leadership, knowledge, communication skills and

attitudes.

f) Increases job satisfaction and recognition.

g) Moves a person towards personal goals while improving interactive skills.

h) Satisfies personal needs of a trainee.

i) Provides the trainee an avenue for growth in his or her future.

j) Develops a sense of learning.

k) Helps eliminate fear in attempting new task.

l) Helps a person improve his listening skill, speaking skills also with his writing skills.

3) Benefits for personnel and human relation, intra group and internal group relation

and policy implementation

a) Improves communication between group and individuals.

b) Aid in orientation of new employee and those taking new job through transfer or

promotion.

c) Provides information on equal opportunities and affirmative action.

d) Provides information on other government laws and administration policies.

e) Improve interpersonal skills.

28

f) Makes organizational policies, rules and regulations viable.

g) Builds cohesiveness in group.

h) Provides a good climate for learning, growth and co ordination.

i) Makes the organization a better place to work and live.

Training Process

The steps of Training Process are as under:

a) Organizational objectives and strategies

The first step in the training process is an organization in the assessment of its objectives

and strategies. What business are we in? At what level of quality do we wish to provide

this product or service? Where do we what to be in the future? Its only after answering

these and other related questions that the organization must assess the strength and

weakness of its human resources.

b) Need assessment

Need assessment diagnoses present problems and future challenge to be met through

training and development. Needs assessment occurs at two levels i.e. group level and

individual level, an individual obviously needs training when his or her performance falls

short or standards that is when there is performance deficiency. Inadequate in performance

may be due to lack of skills or knowledge or any other problem.

The following diagram explains performance deficiency

Performance

Deficiency

Lack of skills other causes

29

Or knowledge

Training Non training measures

c) Training and development objectives once training needs are assessed, training and

development goals must be established. Without clearly-set goals, it is not possible to

design a training and development programme and after it has been implemented, there

will be no way of measuring its effectiveness. Goals must be tangible, verifying and

measurable. This is easy where skilled training is involved

d) Designing training and development program

Who are the trainees? Who are the trainers? What methods and techniques?

What is the what are the where to conduct level of training principles of learning the

program

e) Conducting training activities

Where is the training going to be conducted and how?

· At the job itself.

· On site but not the job for example in a training room in the company.

· Off site such as a university, college classroom hotel, etc.

f) Implementation of the training programme

Program implementation involves actions on the following lines:

· Deciding the location and organizing training and other facilities.

· Scheduling the training programme.

· Conducting the programme.

· Monitoring the progress of the trainees.

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g) Evaluation of the results

The last stage in the training and development process is the evaluation of the results.

Since huge sums of money are spent on training and development, how far the programme

has been useful must be judge/determined. Evaluation helps determine the results of the

training and development programme. In the practice, however organizations either

overlook or lack facilities for evaluation.

Methods of training

A multitude of techniques are used to train employees. Training techniques represent the

medium of imparting skills and knowledge to employees. Training techniques are means

employed in the training methods. They are basically of two types.

1) Lectures

It is the verbal presentation of information by an instructor to a large audience. The lecturer

is presumed to possess knowledge about the subject. A virtue in this method is that it can

be used for large groups and hence the cost of training per employee is very low. However,

this method violates the principle of learning by practice. Also this type of communication

is a one-way communication and there is no feedback from the audience because in case of

very large groups it is difficult to have interactive sessions. Long lectures can also cause

Boredom.

2) Audio Visuals

This is an extension of the lecture method. This method includes slides, OHPs, video tapes

and films. They can be used to provide a range of realistic examples of job conditions and

situations in the condensed period of time. It also improves the quality of presentation to a

great extent.

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3) On- the – Job- Training

It is used primarily to teach workers how to do their present jobs. Majority of the industrial

training is on the job training. It is conducted at the work site and in the context of the job.

Often, it is informal, as when experienced worker shows a trainee how to perform tasks. In

this method, the focus of trainer’s focus is on making a good product and not on good

training technique. It has several steps; the trainee first receives an overview of the job, its

purpose and the desired outcomes. The trainer then demonstrates how the job is to be

performed and to give trainee a model to copy. And since a model is given to the trainee,

the transferability to the job is very high. Then the employee is allowed to mimic the

trainer’s example. The trainee repeats these jobs until the job is mastered.

4) Programmed Instruction (PI)

In this method, training is offered without the intervention of the trainer. Information is

provided to the employee in blocks, in form of books or through teaching machine. After

going through each block of material, the trainee goes through a test/ answers a question.

Feedback in the form of correct answers is provided after each response. Thus PI involves:

· Presenting questions, facts, and problems to the learner.

· Allowing the person to respond

· Providing feedback on the accuracy of the answers

· If the answers are correct, he proceeds to the next block or else, repeats the same.

However it is an impersonal method and the scope of learning is less as compared to other

methods of training. Also the cost of preparing books, manuals and machinery is very high.

32

5) Computer Assisted Instruction (CAI)

This is an extension of the PI method. In this method, the learner’s response determines the

frequency and difficulty level of the next frame. This is possible thanks to the speed,

memory and the data manipulation capabilities of the computer.

6) Simulation

It is any equipment or technique that duplicates as nearly as the possible the actual

conditions encountered at the job. It is an attempt to create a realistic for decision-making.

This method is most widely used in Aeronautical Industry.

7) Vestibule Training

This method utilizes equipment which closely resembles the actual ones used in the job.It

is performed in a special area set aside for the purpose and not at the workplace. The

emphasis is placed on learning skills than on production. It is however difficult to duplicate

pressures and realities of actual situations. Even though the kind of tension or pressure may

be the same but the employee knows it is just a technique and not a real situation. Also the

employees behave differently in real situations than in simulations. Also additional

investment is required for the equipment.

8) Case study

It is a written description of an actual situation in the business, which provokes the reader

to think and make decisions/ suggestions. The trainees read the case, analyze it and

develop alternative solutions, select the best one and implement it. It is an ideal method to

promote decision making skills. They also provide transference to an extent. They allow

33

participation through discussion. This is the most effective method of developing problem

solving skills

The method /approach to analysis may not be given importance. Many a times only the

result at the end of the case may be considered and not the line of thinking to approach it.

This is a major disadvantage since case studies must primarily be used to influence or

mend the attitude or thinking of an individual.

9) Role Playing and Behavior Modeling

This method mainly focuses on emotional (human relation) issues than other ones. The

essences are on creating a real life situation and have trainees assumed parts of specific

personalities (mostly interchanged roles of boss and subordinate to create empathy for one

another). The consequence is better understanding of issues from the other’s point of view.

Concept of Behavior Modeling:

· Fundamental psychological process by which new patterns of behavior can be acquired

and existing ones can be altered.

· “Vicarious process” learning takes place not by own experience but by observation or

imagination of others’ action.

· It is referred to as “copying”, “observational learning” or “imitation” implying that it a

behavior is learned or modified through observation of other’s experiences.

· This change may be videotaped and showed to the trainee and he can review and critique

it.

· It also helps him see the negative consequences that result from not using the behavior as

recommended.

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10) Sensitivity Training

It uses small number of trainees usually less than 12 in a group. They meet with a passive

trainer and get an insight into their own behavior and that of others. These meetings have

no agenda and take place away from the workplace. The discussions focus on why

participants behave the way they do and how others perceive them. The objective is to

provide the participants with increased awareness of their own behavior, the perception of

others about them and increased understanding of group process. Examples: Laboratory

training, encounter groups.

Laboratory training is a form of group training primarily used to enhance interpersonal

skills. It can be used to develop desired behaviors for future job responsibilities. A trained

professional serves as a facilitator. However once the training is over employees get back

to being the way they are.

11) Apprenticeships and Coaching

It is involved learning from more experienced employee/s. This method may be

supplemented with other off-the-job methods for effectiveness. It is applied in cases of

most craft workers, carpenters, plumbers and mechanics. This approach uses high levels of

participation and facilitates transferability. Coaching is similar to apprenticeships. But it is

always handled by a supervisor and not by the HR department. The person being trained is

called understudy. It is very similar to on the job training method. But in that case, more

stress is laid on productivity, whereas here, the focus is on learning.

In this method skilled workforce is maintained – since the participation, feedback and job

transference is very high. Immediate returns can be expected from training – almost as

soon as the training is over the desired outcomes can be seen in the trainee.

35

METHODS OF TRAINING

Fig - Methods of Training

ON-THE-JOB TECHNIQUES

On the job techniques enables managers to practice management skills, make mistakes and

learn from their mistakes under the guidance of an experienced, competent manager. Some

of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee

on different jobs for periods of time ranging from a few hours to several weeks. At lower

job levels, it normally consumes a short period, such as few hours or one or two days. At

higher job levels, it may consume much larger periods because staff trainees may be

learning complex functions and responsibilities.

Job rotation for managers usually involves temporary assignments that may range from

several months to one or more years in various departments, plants and offices. Job

rotation for trainees involves several short-term assignments, that touch a variety of skills

and gives the trainees a greater understanding of how various work areas function.

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METHODS OF TRAINING

ON- THE- JOB METHODS

OFF- THE- JOB METHODS

For middle and upper level management, it serves a slightly different function. At this

stage, it involves lateral promotions, which last for one or more years. It involves a move

to different work environment so that manager may develop competence in general

management decision-making skills.

Enlarged and enriched job responsibilities:

By giving an employee added job duties, and increasing the autonomy and

responsibilities associated with the job, the firm allows an employee to learn a lot about

the job, department and organization.

Job instruction training:

It is also known as step-by-step training. Here, the trainer explains 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. In simple words, it involves preparation, presentation, performance, and

tryout and follow up.

Coaching:

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

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

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

and responsibilities of the coach and relives him of his burden.

A drawback is that the trainee may not have the freedom or opportunity to express his

own ideas.

37

Committee assignments:

Here in, a group of trainees are given and asked to solve an actual organizational

problem. The trainees solve the problem jointly. This develops team work and group

cohesiveness feelings amongst the trainees.

OFF-THE-JOB TRAINING

It includes anything performed away from the employee’s job area or immediate work

area.

Two broad categories of it are:

IN HOUSE PROGRAMMES

These are conducted within the organizations own training facility; either by

training

specialists from HR department or by external consultant or a combination of both.

OFF-SITE PROGRAMMES

It is held elsewhere and sponsored by an educational institution, a professional

association, a government agency or an independent training and development

firm.The various off- the- job-training programmes are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom.

Material, files and equipment those are used in actual job performance are also used in

training. This type of training is commonly used for training personnel for clerical and

semiskilled jobs. The duration of this training ranges from few days to a few weeks.

Theory can be related to practice in this method.

Role-playing: It is defined as a method of human interaction that involves realistic

behaviour in imaginary situations. This method involves action doing and practice. The

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

38

manager, foreman, workers etc. This method is mostly used for developing

interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction. The

instruction organizes the material and gives it to the group of trainees in the form of a

talk. To be effective, the lecture must motivate and create interest among the trainees.

An advantage of this method is that it is direct and can be used for a large group of

trainees.

Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and

share facts and data, test assumptions and draw conclusions, all of which contribute to

the improvement of job performance. It has an advantage that it involves two-way

communication and hence feedback is provided. The participants feel free to speak in

small groups. Success depends upon the leadership qualities of the person who leads

the group.

Programmed instruction: This method has become popular in recent years. The

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

units. These units are arranged from simple to mere complex levels of instructions.

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EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their

implementation in any business organization. They are the president, the vice-president,

the managing director, works manager, plant superintendent, controller, treasurer, office

managers, engineers, directors of functions such as purchasing, research, personnel, legal,

marketing etc.

Executive development may be stated as the application of planned efforts for raising the

performance standards of high level managers, and for improving the attitudes and

activities that enter into or influence their work and their work relations.

EXECUTIVE DEVELOPMENT PROCESS

Following are the steps, which are involved in the development process of executives:

OBJECTIVES

The first and foremost step is to define the long- term objectives of training and

development of executives.

STRENGTH AND WEAKNESS

An inventory of managers is taken with special focus on their strength in terms of

managerial skills and other attributes. Their unique capabilities, specialist knowledge and

achievements are listed down against each. A comparison with the requirement of the

organization will bring the gap in knowledge and skills of existing executive. This is the

weakness.

40

LONG- RANGE PLANS

Here the management prepares long-term training and development plans for their

executives, which include the annual training targets, the annual budgets and the specific

area of training.

SHORT- TERM PROGRAMME

This programme specify the duration, starting time, ending time, number of executives

being trained, identify the resources etc.

IMPLEMENTATION

The training programme envisaged before is put into operation. The actual training is

initiated by proper timetable and other arrangements.

EVALUATION

In this step, the effectiveness of the executive training programme is evaluated by

measuring the improved performance of executives who underwent the programme, on

their job. There are various criteria of measuring effectiveness such as validity, reliability

etc.

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess

achievement and improve future effectiveness. Kearns (1994) suggests that there are four

groups of ‘measures’ of training effectiveness, which are used by organization.

The groups are as follows:

- No Measurement

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- Subjective Measures

- Qualitative Measures

- Objective Measures

The first group, in which no real measurement occurs, includes activities undertaken as an

“Act of Faith”, where no form of measurement is attempted, such as initiatives to improve

communications in organization, which seem to make people feel good and appear to have

worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as

exemplified by the “Happy Sheet”. The main question asked is about how individuals feel

after the training. Organizations often make the assumption that positive responses indicate

training success and therefore value to the organization. However, course delegates may

well give strong positive response scores for a number of reasons, including the

presentational skills of the trainer, the quality of the venue, and the “feel good” factor of

indulging in a creative work group, and so on. Quality measures appear to be more

objective than the previous group, but are often flawed by subjectivity as well. They are

typified by questionnaires asking delegates to “put a value on” the likely benefits of a

training programme Objective measures are the only really meaningful ones. However,

they challenge the provider of training to demonstrate how their training activities feed

through to the “bottom line”: in terms of return on investment and return on the capital

employed. There has often been an assumption, in times past, that training somehow

“justifies itself”, because it is all about developing people.

However, it is incumbent on organizations to look critically at the ways in which they

evaluate their training activities, lest they fall prey to the subject approach and are badly

42

caught out when a rigorous analysis of all the functions of the organization’s business is

called for. A desirable, if not essential, characteristic of all training programmes is a built-

in provision for evaluation. The four main dimensions of evaluation are:

EVALUATION OF CONTEXTUAL FACTORS

Training effectiveness depends not only on what happens during training, but also on what

happens before the actual training and what happens after the training has formally ended.

Evaluation should, therefore, be done of both the pre-training and post-training work. Pre-

training work includes proper identification of training needs, developing criteria of who

should be sent for training, how many at a time and in what sequence, helping people to

volunteer for training, building expectations of prospective participants from training etc.

Post- training work includes helping the concerned managers to plan to utilize the

participant’s training, and provide the needed support to them, building linkages between

the training section and the line departments and so on.

EVALUATION OF TRAINING INPUTS

This involves the evaluation of the training curriculum and its sequencing.

EVALUATION OF THE TRAINING PROCESS

The climate of the training organization, the relationship between participants and

trainers, the general attitude, and approaches of the trainers, training methods, etc are

some of the important elements of the training process which also needs to be

evaluated.

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EVALUATION OF TRAINING OUTCOMES

Measuring the carry-home value of a training programme in terms of what has been

achieved and how much is the main task of evaluation. This, however, is a complex

technical and professional task. Benefits of a training programme are not obvious and they

are not readily measurable. Payoffs from training are intangible and rather slow to become

apparent. A central problem is the absence of objective criteria and specific definitions of

relevant variables by which to measure the effectiveness either of specific programmes or

changes in employee behaviour. Nevertheless, the good personnel managers do make an

effort to systematically appraise the benefits and results of their programmes.

In job-related training, the objective is to train people for specific job skills so that their

productivity may increase. Evaluation can be done either to the direct criterion of increase

in output or to the indirect criteria of decrease in cost, breakage or rejects. Even more

indirect are measures that point out changes in absenteeism or turnover.

The most difficult problems of evaluation lie in the area of human relations skill training,

which is given to the supervisors and middle- level managers. Supervisory and managerial

training programmes are, for this reason, less amenable to objective review procedures.

Much subjectivity enters into evaluations of these programmes, since exact standards

and criteria are hard to devise.

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HAMBLIN’S MODEL

Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training

program is one in which the weakness and failures are identified and corrected by means of

the negative feedback and strengths and successes and corrected by means of the positive

feedback. The processes, which occur as a result of a successful training programme, can

be divided into 4 levels. The evaluation can be carried out at any of the following levels:

Reaction Level: It measures the reactions of the trainees to the content and methods of

the training, not the trainer, and to any other factors perceived as relevant. It determines

what the trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the learning

period. It collects information that did the trainees learn what was intended.

Job Behavior Level: The job behavior of the trainees in the work environment at the

end of the training period i.e. did the training got transferred to the job?

Effect on the Department: Has the training helped the trainees in improving the

department’s performance?

The Ultimate Level: It measures that has the training affected the ultimate well being

of the organization in terms of the business objectives.

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Fig - Flowchart of Hamblin’s Model

46

Training

O1ReactionsObjectives

O2Learning

Objectives

E2LearningEffects

O3Job Behaviour

Objectives

E3Job Behavior

Effects

O4OrganizationObjectives

E4Organization

Effects

O5Ultimate Value

Objectives

E5Ultimate Value

Effects

E1ReactionEffects

Measuring Techniques atEach Level

Reaction NotebooksObserver’s RecordReaction Forms

Written ExamMultiple choice TestLearning Portfolios

Activity SamplingInterviewsQuestionnaires

Indices of ProductivityOrganisation Culture

Cost Benefit AnalysisHuman Resource

Accounting

MODEL USED IN THIS REPORT FOR EVALUATION AND

RECOMMENDATIONS

The Kirkpatrick Model establishes the effectiveness in terms of assessing the extent to

which the objectives are met. Combining the four levels of this model and an optimum cost

benefit strategy would enable the management to ascertain the extent to which a

programme is contributing to the effectiveness of the organization. Therefore, this

technique is used to identify and recommend certain measures in order to improve the

training effectiveness at RELIANCE LIFE INSURANCE The details of Kirkpatrick Model

are explained in the succeeding paragraph.

THE KIRKPATRICK MODEL

Perhaps the most influential approach to training evaluation was developed by D.L.

KIRKPATRICK (1975) which, according to Bornbrauer (1987), despite its age and

common sense approach to the subject, remains valid: “because of its comprehensiveness,

simplicity, and applicability to a variety of training situations.”

47

LEVEL ONE-REACTION

This level in the Kirkpatrick model is seen to offer some useful insights into the early

experiences of trainees, but precisely because it is concerned with “feelings” and first

reactions, the results need to be viewed with some caution.

Measurement can be done through:

Reaction sheets: Reaction sheets (often refereed to as ‘happy sheets’) should ask

questions about the achievement of the course objectives, about the course material, the

presentation, the activities used, the venue and the pre-course material.

Group discussion: Build in time at the end of the course for how they will take the

learning forward. Have them record the main points of the discussion for you to take away.

Thumbs up, thumb down: This is much focused on reaction. Ask closed questions about

the training course directed to the whole group. If participants feel the answer to the

question is ‘Yes’ they give a thumbs-up sign, if the answer is ‘No’, it’s a thumbs down.

You need to record the number of responses, positive or negative, to each question.

Level Two- Learning

This is the level at which “new learning” is generated and which requires evaluators to try

to establish individual’s progress towards the learning of specified skills and competencies.

Measurements can be done through:

Reaction sheets: Questions about what participants feel they have learnt during the course

can be included on the reaction sheets.

48

Post-courses review: Delegates should meet with their lime manager soon after the course

to discuss what learning has taken place and how this will be applied. They should then

meet at agreed intervals to review how much progress is being made.

Action plans: By requiring delegates to complete action plans at the end of course, we

imply that we are expecting them to implement some learning from the course and make

some changes in the way they work.

LEVEL THREE- EFFECTS ON INDIVIDUAL PERFORMANCE

Recognizing that the purpose of training is to create new job capabilities means that

evaluation must be extended to the working environment. Above all, this level of

evaluation draws attention to the fact that training does not end at the completion of the

training programme, but has to embrace issues such as the transfer of training, support for

the use of new skills and competences and the support provided by line managers.

Measurement can be done through:

Post- course review with line manager: Delegates should meet with their lime manager

soon after the course to discuss what learning has taken place and how this will be applied.

They should then meet at agreed intervals to review how much progress is being made.

Follow-up questionnaire: The trainer circulates a questionnaire to all delegates and their

managers asking questions about how the learning from the course is being applied.

Follow-up calls: The trainer, or a nominated person, chooses a random sample of

delegates from a course and then contacts them and their line managers to ask a series of

questions about the application of learning from the course.

49

Re-testing: If the training is very skills- based and has culminated with a test, it is possible

(although time-consuming) to re-test delegates on regular basis and then to retrain if

necessary.

LEVEL FOUR- EFFECTS ON ORGANIZATIONAL PERFORMANCE

The ultimate level and one that represents an attempt to establish what is often described as

the impact of training on the “bottom line” must be measured.

As with level three evaluations, in order to assess the effects of training on an organization,

measures need to be taken prior to the training being carried out. Examples of such

measures are:

Staff attitude surveys

Profit levels

Wastage

Levels of consumables used’

Accidents and damage rates

Customer complaints

Working rates

Error rates

Work outstanding

Task completed per hour/day/week

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51

COMPANY PROFILE

COMPANY PROFILE

Metro Group is a US $125 million turnover conglomerate consisting of Metro Tyres

Limited, Metro International Limited and Metro Ortem Limited. The Group has seven ISO

9001 certified, state of the art manufacturing facilities, producing tyres and tubes for

bicycles, motorcycles, scooters and three wheelers. Metro today has become a leader in the

industry. Through acquisitions and expansions in related products and diversifying into

lifestyle and consumer durable products under the brand name ‘Ortem’.

Technical collaboration with Germany’s Continental AG, has greatly enhanced Metro

Group’s position and today it is regarded as a company manufacturing superior quality

products. Gradually the company is increasing its volumes and venturing into overseas

markets where it is developing a niche for its products. Today the group has presence in

more than 30 countries and is the largest exporter of bicycle tyres and tubes from India.

Under the aegis of Metro Ortem Limited, the group has diversified into manufacturing and

export of a whole range of home appliances. Today Ortem fans and sewing machines are

household names. The group exports are being handled by Metro International Limited

which is a government recognized trading house.

In Metro Group, quality is the result of a profound understanding of what it takes to make

state-of-art products for the ultimate customer, even if they are from the world’s most

52

quality conscious markets like European Union and USA. This places Metro ahead of other

brands in India.

Metro Group is manufacturing close to 30,000,000 tyres annually and it enjoys over 26%

market share in India. Currently, Metro Group employs over 4000 people who are its

greatest asset.

LeadershipThe success of the Metro Group lies in the determination, foresight and dynamic leadership of the Group Chairman Mr. Man Singh, who has led the Group since 1968, to a position were it enjoys recognition in domestic as well as international markets with its brands becoming synonymous with top-quality products.

 

The saga continues with the same zeal under the Group Managing

Director, Mr Rummy Chhabra, who has been associated with the Metro

Group since 1978. He is a man with the vision and an undaunted spirit

to ensure superior quality products leading to great customer

satisfaction. His leadership style preaches and ensures implementation

of ethical and value-driven management practices. This is the mantra of

corporate governance at Metro Group of Companies today.

 

Vision Statement & Mission

53

Vision Statement

To become significant player in Indian Tyre and Appliances Industry with

International footprints.

Mission

To build a truly professional, Customer Centric, Quality Conscious, Socially

responsible Organization by providing a platform of over four decades of business

experience, reputation, corporate strength and environment conducive for growth of

all.

Philosophy & Beliefs

Growth with Excellence’ being our motto, we are committed to consistent and

profitable growth in all our businesses. Growth will be achieved through becoming

the hub for global tyre outsourcing, by constant new product development, technical

knowledge transfers and market penetration as well as though acquisitions. We

strive to achieve rapid technology driven excellence in our products that

consistently prove to be of high value for our costumers.

We aim to become a focused market leader providing, excellent quality products

and services to our valued customers both in the domestic and international

markets.The values of the company are symbolized in our name METRO which

stands for:

M - Manufacturing Top Quality Products 

E - Ensuring Total Customer Satisfaction 

54

T - Teamwork and Trust in our Associates 

R - Respect for each other 

O - Out perform competition

We believe in the power of people to achieve results and realize that people respond

to recognition and trust, from the opportunity to learn, the freedom to participate

and the chance to develop personally and professionally. We believe Metro Group’s

greatest asset is its 4000 strong work force.

The Group is focused on customer requirement and is committed to total customer

satisfaction and a deeper understanding our customer needs and exceeding their

expectations.

Quality Policy

We will strive to achieve prosperity and customer satisfaction through continual

improvement in product quality , competitive pricing and timely delivery.

Social & Environmental Concerns

We have always strived to give back to the community by supporting worthy

initiatives. Metro Group’s humane approach can be seen in all htmlects of its

corporate dealings. It believes in the importance of Corporate Social Responsibility,

and is engaged in community and social initiatives on labour and environment

standards.

55

Currently we are partnering with organizations such as the Bharti Foundation, who

work in the field of education setting up over 200 schools and Akshay Patra

Foundation, who initiate the mid day meal programme for underprivileged children.

Metro Group has been making conscious efforts in the implementation of several

environmentally sensitive technologies in manufacturing processes. The Company

uses some of the world's most advanced equipment for emission checks and

controls.

Technology assimilation through global alliances or technical knowledge transfers has

been and will continue to be an integral part of the progression of the Metro Group and our

products stand testimony to this philosophy. Technical collaboration with Germany’s

Continental AG, has greatly enhanced Metro’s position as a leader in the Indian tyre

industry.

Metro has developed itself from a producer of bicycle tyres to a manufacturer of superior

technology driven, two wheeler motorcycle tyres with technology transfer from

Continental AG. Metro has been successfully supplying its cycle tyres as original

equipment to leading cycle manufacturers globally. Owing to our superior manufacturing

facilities, Continental AG has earmarked Metro to manufacture bicycle tyres and tubes

bearing their brand name for sales in quality conscious markets of European Union and

USA. Metro Group is also the exclusive supplier to Continental AG for automobile tubes.

56

Alliance with Continental AG, Germany

1. Bicycle tyres off take agreement with Continental AG for export to Europe and

Americas under Continental brand name.

2. Technical Collaboration with Continental AG for Motorcycle and Scooter Tyres

under Continental Metro brand name in India.

3. Outsourcing Agreement with Continental AG for Motorcycle Tyres & Tubes under

Continental brand name for their global requirements.

4. Outsourcing agreement with Continental AG for automobile tubes under

Continental brand name for their global requirement.

Metro International Limited, our export division, thrives because our product acceptance

has crossed national boundaries. Today even in developed markets our associates proudly

endorse and promote Metro and Ortem branded products. In various countries of the

Middle East, Latin America, Africa and Asia, Metro products are being sold at a premium.

Metro Group today has presence in over 30 countries.

Under the aegis of Metro Ortem Limited, the group manufactures and exports a whole

range of fans, sewing machines and automobile tubes.

THE METRO GROUP OPERATION

The company has 7 state-of-the-art ISO 9001-certified manufacturing units in India.

Four of which are located in the city of Ludhiana, Punjab. One is located at Gurgaon,

Haryana and two at Noida, Uttar Pradesh; manufacturing all of the below listed

57

superior quality products. Metro International Limited is our government approved

export house making our presence felt in over 30 countries worldwide.

 Training & Development

Training is a process of teaching new employees the basic

skills they need to perform heir jobs. Development refers

to the teachings which will lead the employee for future

efficiency. Training holds a lot of significance in any

organization. By providing the training to its employees, an organization can adapt to any

kind of changes no matter whether it is a legal, technological or economical change.

Training step starts immediately after the orientation of the employee. Sometimes, it

depends on the nature and kind of job. If the job is entirely new, and the employee does

not have any previous experience about the activities of the job, then he will need

58

immediate training after being employed, otherwise, training will be depending on the

performance of the employee. If his performance is up to the mark then, he will not be

trained, otherwise he will be trained.

Metro company also uses the tool of training to increase the performance level of their

employees. Firstly, they see that is there any need to train the employees. After that, they

identify the employees which are lacking in performance and need to be trained. Then

they implement the suggested training program on those employees. They mostly use two

training methods. Which are:

On the job training: (OJT)

They use on the job training to train their lacked employees. For

this purpose, they mostly apply coaching method, in which they

assign a coach on the employee, which guides the employee that

how to work in different situations. This is a very effective source

of training and its results are very fruitful.

Lecture type training:

Another way to train which is applied in Metro is

conducting lectures. A supervisor of specific department

is assigned the obligations of the instructor and the

employees who are to be trained are asked to attend the

lecture in the demonstration hall at predefined timings by the HR department. In

this way, junior employees acquire the exposure of senior experienced employees.

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PRODUCT PROFILE

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PRODUCT PROFILE

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RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

Research definition

Research refers to a search for knowledge. Research is a scientific search and systematic

search for pertinent information on a specific topic. In fact, research is an art of scientific

investigation. The Advanced Learner’s Dictionary of Current English lays down that “A

Research is a careful investigation or inquiry, especially through search for new facts in

any branch of knowledge. It is a systematized effort to gain more knowledge”. It simply

means answers to questions and solutions to problems. It is a purposive investigation. It is

an “organized inquiry.” It seeks to find explanations to unexplained phenomenon, to clarify

the doubtful propositions and to correct the misconceived facts.

Research Methods may be understood as all those methods /techniques that are used for

conduction of research. Research methods or techniques refers to the methods the

researchers use in performing research operations. Research Methodology is a way to

systematically solve the research problem. Thus when we talk of research methodology we

not only talk of the research methods but also consider the logic behind the methods we

use in the context of in the context of our research study. There are many types of research

methods as analysis of historical records, analysis of documents, personnel interview,

focused interview, group interview, telephone survey etc.

Keeping research methods in view, we can divide it in three groups.

1. In first group, we include those methods which are concerned with the collection of

data.

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2. The second group consists of those statistical techniques which are used for

establishing relationships between the data and unknowns.

3. The third group consists of those methods which are used to evaluate the accuracy of

the results obtained.

OBJECTIVE OF THE STUDY

The following training objectives in keeping with the company’s goals & objectives:-

1. To prepare employees for higher level tasks.

2. To prepare them to occupy more responsible positions.

3. To develop the potentialities of people for the next level job.

4. To promote individual and collective morale, a sense of responsibility, co-operative

attitudes and good relationships.

5. To evaluate the training and development efficiencies of Metro Group.

TYPES OF RESEARCH DESIGN

There are different types of research.

Descriptive vs. Analytical:

Descriptive research comprises surveys and fact-finding enquiries of different types.

The main objective of descriptive research is describing the state of affairs as it

prevails at the time of study. The most distinguishing feature of this method is that the

researcher has no control over the variables here. He/she has to only report what is

happening or what has happened. The methods of research adopted in conducting

descriptive research are survey methods of all kinds, including correlation and comparative

methods.

Meanwhile in the analytical research, the researcher has to use the already available

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facts or information, and analyse them to make a critical evaluation of the subject.

SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the functioning of the

organization, a sample size of reasonable strength of the Company has been taken in order

to arrive at the present practices of training in the Company.

Accordingly, 20 officers and 80 workers have been selected at random from all the

departments of the organization and feedback forms (questionnaire) have been obtained.

The data has been analyzed in order to arrive at present training practices in the

organization.

SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data. Random

sampling from a finite population refers to that method of sample selection, which gives

each possible sample combination an equal probability of being picked up and each item in

the entire population to have an equal chance of being included in the sample. This

sampling is without replacement, i.e. once an item is selected for the sample, it cannot

appear in the sample again.

DATA COLLECTIONTo determine the appropriate data for research mainly two kinds of data was collected

namely primary & secondary data as explained below:

PRIMARY DATA

Primary data are those, which were collected afresh & for the first time and thus

happen to be original in character. However, there are many methods of collecting

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the primary data; all have not been used for the purpose of this project. The ones

that have been used are:

Questionnaire

Informal Interviews

Observation

SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the respective

project. The secondary data was collected through:

Text Books

Articles

Journals

Websites

POPULATION:

Sampling Unit

Training & development in Metro Group.

Sample size 100

Sample Selection Procedure

Probability

Contact Method

Direct method

Telephone

STATISTICAL TOOLS USED

Statistical tools used in the project study are:

Graph.

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Research type: Analytical

Sampling size: 100

Sampling method : Non Probability

Area of the study : Metro Ortem Ltd., Noida

Data sources: Primary & Secondary Data

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DATA ANALYSIS AND

INTERPRETATION

DATA ANALYSIS & INTERPRETATION

Q1. Does Metro Group have a program to assist employees when their personal problems

may affect their on-job productivity?

Table No. 7.1

Yes 70%

No 30%

Fig. 7.1

INTERPRETATION:

This graph shows that 70% employee says yes & 30% say no. It means majority of the

people say that Metro Group have a program to assist employees when their personal

problems may affect their on-job productivity.

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Q2. Are they presently doing performance evaluations for all employees on a regular

basis?

Table No. 7.2

Yes 80%

No 20%

Fig. 7.2

INTERPRETATION:

This graph shows that 80% employee says yes & 20% say no. It means that 80%

employees say that they are presently doing performance evaluations for all employees on

a regular basis.

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Q3. Does Metro Group communicate regularly with employees regarding the success of

the company, future job prospects and other issues affecting the company?

Table No. 7.3

Agree 75%

Disagree 25%

Fig. 7.3

INTERPRETATION:

This graph shows that 75% employees are agreed & 25% employees are disagreeing.

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Q4. When lying off workers, does Metro Group tries to find work for them elsewhere in

the industry?

Table No. 7.4

Yes 55%

No 45%

Fig. 7.4

INTERPRETATION:

This graph shows that 55% employees say yes & 45% say no. It means that 75%

employees say that lying off workers, does Metro Group tries to find work for them

elsewhere in the industry.

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Q5. Does Metro Group have a well-understood pay-for-performance compensation

program?

Table No. 7.5

Yes 75%

No 25%

Fig. 7.5

INTERPRETATION:

This graph shows that 75% employees say yes & 25% say no.

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Q6. Does the company have a formal or informal orientation program for new employees?

Table No. 7.6

Yes 70%

No 30%

Fig. 7.6

INTERPRETATION:

This graph shows that 70% employees say yes & 30% say no. Maximum employee say

that the company have a formal or informal orientation program for new employees.

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Q7. Does Metro Group provide incentives or rewards to employees for bringing forward

suggestions on improving productivity?

Table No. 7.7

Yes 80%

No 20%

Fig. 771

INTERPRETATION:

This graph shows that 80% employees say yes & 20% say no. It means that employees say

they are getting rewards & incentives.

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Q8. Does the company conduct occasional surveys of employees, receiving formal feedback on company policies, compensation, benefits, employee attitudes, etc.?

Table No. 7.8

Yes 80%

No 20%

Fig. 7.8

INTERPRETATION:

This graph shows that 80% employees say yes & 20% say no. It means that the company

conducts occasional surveys of employees, receiving formal feedback on company

policies, compensation, benefits, employee attitudes, etc.

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Q9. Does the company actively encourage unskilled workers to enroll in apprenticeship programs and do you attempt to give apprentices varied work experience?

Table No. 7.9

Yes 35%

No 65%

Fig. 7.9

INTERPRETATION:

This graph shows that 35% employees say yes & 65% say no. It means 35% employees

say that the company encourage unskilled workers to enroll in apprenticeship programs

and do you attempt to give apprentices varied work experience

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Q10. Does the company offer a pension or retirement savings plan or profit sharing plan

for employees?

Table No. 7.10

Yes 70%

No 30%

Fig. 7.10

INTERPRETATION:

This graph shows that 70% employees say yes & 30% say no. it means that the majority of

people say that the company offer a pension or retirement savings plan or profit sharing

plan for employees.

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Q11. Does the company provide employees with a comprehensive group benefit program

(life insurance, extended medical and dental benefits, etc.)?

Table No. 7.11

Yes 65%

No 35%

FiFig. 7.11

INTERPRETATION:

This graph shows that 65% employees say yes & 35% say no. it means that maximum

employees are satisfied.

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Q12. Does the company provide supervisors with any supervisory training courses or

programs?

Table No. 7.12

Yes 70%

No 30%

Fig. 7.12

INTERPRETATION:

This graph shows that 70% employees say yes & 30% say no. It means that the majority of

the people say that the company provides supervisors with any supervisory training

courses or programs.

Q13. Does the company provide employees with a company manual outlining terms and conditions of employment, company policies on hours of work, safety, etc.?

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Table No. 7.13

Yes 70%

No 30%

Fig. 7.13

INTERPRETATION:

This graph shows that 70% employees say yes & 30% say no. We can say that the

company provides employees with a company manual outlining terms and conditions of

employment, company policies on hours of work, safety, etc.

Q14. Does it have a written safety program and policy for your company?

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Table No. 7.14

Yes 75%

No 25%

Fig. 7.14

INTERPRETATION:

This graph shows that 75% employees say yes & 25% say no. Majority of employees say

that it has a written safety program and policy for your company.

Q15. When hiring employees, does Metro Group screen workers according to skills?

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Table No. 7.15

Yes 70%

No 30%

Fig. 7.15

INTERPRETATION:

This graph shows that 70% employees say yes & 30% say no. It means that 80%

employees say that Metro Group screen workers according to skills.

Q16. Does company have a formalized complaint resolution process?

Table No. 7.16

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Yes 65%

No 35%

Fig. 7.16

INTERPRETATION:

This graph shows that 65% employees say yes & 35% say no. It means that company has

formalized complaint resolution process.

Q17. Are you satisfied with the HR policies of Metro Group ?

Table No. 7.17

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Yes 74%

No 26%

Fig. 7.17

INTERPRETATION:

This graph shows that 74% employees say yes & 26% say no. At last after asking this

question majority of the people say that they are satisfied with the policies of Metro Group

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FINDINGS

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FINDINGS

.I got the knowledge that company conducts occasional surveys of employees,

receiving formal feedback on company policies, compensation, benefits, employee

attitudes, etc.

.The company actively encourage unskilled workers to enroll in apprenticeship

programs and do you attempt to give apprentices varied work experience

The company provides supervisors with any supervisory training courses or

programs.

It means that company has formalized complaint resolution process.

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CONCLUSION

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CONCLUSION

At last it is concluded that the company is very high in quality and after collecting the

primary data and other information we can say that majority of the employees say that

they are satisfied with all the policies of Metro Group and few employees are not satisfied.

Some polices are not so good and we can say that Company is not trying to improve that

policies.

Training & Development Policies of Metro Group can not be change but Company

can improve these and make very beneficial for itself Training & Development Policies

of Metro Group are well and all the employees are satisfied but many few are not happy

and they want to improve in these policies. Some policies of Metro Group are very good

these are helpful to increase the productivity and some policies make the employees happy

and they try to do better. Provide the rewards and incentives to the employee. It is a very

good for the employees and by this policy of Training & Development they try to feel

much better.

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SUGGESTIONS

SUGGESTIONS

Although the methodology followed for imparting training to the employees according

to the Shift constraint in the plant , the work practices and culture was appreciable and

effective ,the process could be refined and fine tuned to make it more accurate and

useful.

The effectiveness of training imparted to the employees should be measured using

feedback from peers as well as the HOD.

A discussion should be made with the employees as to know which specific training

program, should be imparted such that it proves to be effective in terms of the

employees learning the best through this method.

The training calendar should be designed keeping in view the production schedule of

the plant such that training stipulated for a specific employee should be received by

that employee only.

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LIMITATIONS

LIMITATIONS

Although every employee listen me carefully and gave me proper attention to help me

for solving my questionnaire, but all they were not sure for their satisfaction level.

Although every employee cooperated me, as I have stated above, but every employee

had his own work or assignment, due to that he could unable to provide sufficient time

to solve my questionnaire.

Lack of sufficient time of the respondent.

Personal survey method is highly expensive as well as highly time consuming.

The respondent may be biased or influenced by some other more factors.

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BIBLIOGRAPHY

BIBLIOGRAPHY

BOOKS-

1. Ahmad, Abad, Management and Organization Development, Rachna rakashan,

New Delhi, 1997, Page no. 238-272.

2. Ashwathpa K.“Human resources management” fifth Edition, TATA MCGRAW

HILL.Page no. 224

3. National Advertising Services. Advertising Tactics and Strategy in Personnel

Recruitment, Cleveland, Ohilo, 1996, pp.4-9.

4. Kothari, C.R., “Research Methodology- Methods and Techniques”, name of the

publication, edition, Page no. 46

NEWS PAPERS

1. Economic times -27Th march 2007

2. Hindustan times -10Th July 2009

WEBLIOGRAPHY:WEBLIOGRAPHY:

www.metrogroup.co.in www.managementhelp.org/trng_dev/trng_dev.htm http://traininganddevelopment.naukrihub.com http://traininganddevelopment.naukrihub.com

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APPENDIX- ANNEXURE

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QUESTIONNAIRE

QUESTIONNAIRE

Q1. Does Metro Group have a program to assist employees when their personal problems

may affect their on-job productivity?

(a) Yes (b) No.

Q2. Are they presently doing performance evaluations for all employees on a regular

basis?

(a) Yes (b) No.

Q3. Does Metro Group communicate regularly with employees regarding the success of

the company, future job prospects and other issues affecting the company?

(a) Agree (b) Disagree

Q4. When lying off workers, does Metro Group tries to find work for them elsewhere in

the industry?

(a) Yes (b) No.

Q5. Does Metro Group have a well-understood pay-for-performance compensation

program?

(a) Yes (b) No.

Q6. Does the company have a formal or informal orientation program for new employees?

(a) Yes (b) No.

Q7. Does Metro Group provide incentives or rewards to employees for bringing forward

suggestions on improving productivity?

(a) Yes (b) No.

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Q8. Does the company conduct occasional surveys of employees, receiving formal

feedback on company policies, compensation, benefits, employee attitudes, etc.?

(a) Yes (b) No.

Q9. Does the company actively encourage unskilled workers to enroll in apprenticeship

programs and do you attempt to give apprentices varied work experience?

(a) Yes (b) No.

Q10. Does the company offer a pension or retirement savings plan or profit sharing plan

for employees?

(a) Yes (b) No.

Q11. Does the company provide employees with a comprehensive group benefit program

(life insurance, extended medical and dental benefits, etc.)?

(a) Yes (b) No.

Q12. Does the company provide supervisors with any supervisory training courses or

programs?

(a) Yes (b) No.

Q13. Does the company provide employees with a company manual outlining terms and

conditions of employment, company policies on hours of work, safety, etc.?

(a) Yes (b) No.

Q14. Does it have a written safety program and policy for your company?

(a) Yes (b) No.

Q15. When hiring employees, does Metro Group screen workers according to skills?

(a) Yes (b) No.

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Q16. Does company have a formalized complaint resolution process?

(a) Yes (b) No.

Q17. Are you satisfied with the HR policies of Metro Group?

(a) Yes (b) No.

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