Project Report - Training and Development of Employees

Objectives of the Project Report

Training and Development of Employees Finding is the main objective of thisproject report and some of the sub-objective in this report. They are :

To know the effectiveness of the training programme conducted by the company. To know whether employees are aware about their responsibilities and authorities or not. To improve Organizational Climate and increase the morale of employees. To know whether training programme is conducted successfully or not. To know about the work culture of the organization.

Training and Development of Employees :

Training and Development of Employees : After employees have been selected forvarious positions in an organization, training them for the specific tasks towhich they have been assigned assumes great importance. It is true in manyorganizations that before an employee is fitted into a harmonious workingrelationship with other employees, he is given adequate training. Training isthe act of increasing the knowledge and skills of an employee for performing aparticular job. The major outcome of training is learning. A trainee learnsnew habits, refined skills and useful knowledge during the training that helpshim improve performance. Training enables an employee to do his present jobmore efficiently and prepare himself for a higher-level job. The essentialfeatures of training may be stated thus:

Increases knowledge and skills for doing a particular job; it bridges the gap between job needsand employee skills, knowledge and behaviors

Focuses attention on the current job; it is job specific and addresses particular performancedeficits or problems

Concentrates on individual employees; changing what employees know, how they work, theirattitudes toward their work or their interactions with their co-workers or supervisors

Tends to be more narrowly focused and oriented toward short-term performance concerns.

Training is needed to serve the following purposes:

Newly recruited employees require training so as to perform their taskseffectively. Instruction, guidance, coaching help them to handle jobscompetently, without any wastage.

Training is necessary to prepare existing employees for higher-leveljobs (promotion).

Existing employees require refresher training so as to keep abreast ofthe latest developments in job operations. In the face of rapidtechnological changes, this is an absolute necessity.

Training is necessary when a person moves from one job to another(transfer). After training, the' employee can change jobs quickly,improve his performance levels and achieve career goals comfortably

Training is necessary to make employees mobile and versatile. They canbe placed on various jobs depending on organizational needs.

Training is needed to bridge the gap between what the employee has andwhat the job demands.

Training is needed to make employees more productive and useful in thelong-run.

Training is needed for employees to gain acceptance from peers (learninga job quickly and being able to pull their own weight is one of the bestways for them to gain acceptance).

Importance of Training :

Training offers innumerable benefits to both employees and employers. Itmakes the employee more productive and more useful to an organization.The importance of training can be studied under the following heads:

Benefits to the business:

Trained workers can work more efficiently. They use machines, tools, andmaterials in a proper way. Wastage is thus eliminated to a large extent.

There will be fewer accidents. Training improves the knowledge ofemployees regarding the use of machines and equipment. Hence, trainedworkers need not be put under close supervision, as they know how tohandle operations properly.

Trained workers can show superior performance. They can turn out betterperformance. They can turn out better quality goods by putting thematerials, tools and equipment to good use.

Training makes employees more loyal to an organization. They will beless inclined to leave the unit where there are growth opportunities

Benefits to the employees:

Training makes an employee more useful to a firm. Hence, he will findemployment more easily.

Training makes employees more efficient and effective. By combiningmaterials, tools and equipment in a right way, they can produce morewith minimum effort.

Training enables employees to secure promotions easily. They can realisetheir career goals comfortably.

Training helps an employee to move from one organization to anothereasily. He can be more mobile and pursue career goals actively.

Employees can avoid mistakes, accidents on the job. They can handle jobswith confidence. They will be more satisfied on their jobs. Their moralewould be high.

Thus, training can contribute to higher production, fewer mistakes, greaterjob satisfaction and lower labour turnover. Also, it can enable employees tocope with organizational, social and technological change. Effective trainingis an invaluable investment in the human resources of an organization.

Learning Principles: The Philosophy of Training

Training is essential for job success. It can lead to higher production, fewer mistakes, greater jobsatisfaction and lower turnover. These benefits accrue to both the trainee and theorganization, if managers understand the principles behind the trainingprocess. To this end, training efforts must invariably follow certainlearning-oriented guidelines.

Modelling

Modeling is simply copying someone else's behavior. Passive classroom learningdoes not leave any room for modeling. If we want to change people, it would bea good idea to have videotapes of people showing the desired behavior. Theselected model should provide the right kind of behavior to be copied byothers. A great deal of human behaviour is learned by modelling others.Children learn by modelling parents and older children, they are quitecomfortable with the process by the time they grow up. As experts put it."managers tend to manage as they were managed"

Motivation

For learning to take place, intention to learn is important. When the employeeis motivated, he pays attention to what is being said, done and presented.Motivation to learn is influenced by the answers to questions such as: Howimportant is my job to me? How important is the information? Will learninghelp me progress in the company? etc. People learn more quickly when thematerial is important and relevant to them. Learning is usually quicker andlong-lasting when the learner participates actively. Most people, for example,never forget how to ride a bicycle because they took an active part in thelearning process.

Reinforcement

Positive reinforcement consists of rewarding desired behaviors. If a behavioris rewarded, it probably will be repeated. People avoid certain behaviors thatinvite criticism and punishment. A bank officer would want to do apostgraduate course in finance, if it earns him increments and makes himeligible for further promotions. Both the external rewards (investments,praise) and the internal rewards (a feeling of pride and achievement)associated with desired behaviors compel subjects to learn properly. To beeffective, the trainer must reward desired behaviors only. If he rewards poor

performance, the results may be disastrous: good performers may quit infrustration, accidents may go up, and productivity may suffer. Thereinforcement principle is also based on the premise that punishment is lesseffective in learning than reward. Punishment is a pointer to undesirablebehaviors. When administered, it causes pain to the employee. He mayor may notrepeat the mistakes. The reactions may be mild or wild. Action taken to repeala person from undesirable action is punishment. If administered properly,punishment may force the trainee to modify the undesired or incorrectbehaviors.

Feedback

People learn best if reinforcement is given as soon as possible after training. Every employee wantsto know what is expected of him and how well he is doing. If he is off thetrack, somebody must put him back on the rails. The errors in such cases mustbe rectified immediately. The trainee after learning the right behaviour ismotivated to do things in a 'right' way and earn the associated rewards.Positive feedback (showing the trainee the right way of doing things) is to bepreferred to negative feedback (telling the trainee that he is not correct)when we want to change behaviour.

Spaced Practice

Learning takes place easily if the practice sessions are spread over a periodof time. New employees learn better if the orientation programme is spreadover a two or three day period, instead of covering it all in one day. Formemorizing tasks, 'massed' practice is usually more effective. Imagine the wayschools ask the kids to say the Lord's prayer aloud. Can you memorise a longpoem by learning only one line per day? You tend to forget the beginning ofthe poem by the time you reach the last stanza. For 'acquiring' skills asstated by Mathis and Jackson, spaced practice is usually the best. Thisincremental approach to skill acquisition minimises the physical fatigue thatdeters learning.

Whole Learning

The concept of whole learning suggests that employees learn better if the job information isexplained as an entire logical process, so that they can see how the various actions fit togetherinto the 'big picture'. A broad overview of what the trainee would be doing on thejob should be given top priority, if learning has to take place quickly.Research studies have also indicated that it is more efficient to practice awhole task all at once rather than trying to master the various components ofthe task at different intervals.

Active Practice

'Practice makes a man perfect': so said Bacon. To be a swimmer, you shouldplunge into water instead of simply reading about swimming or looking at filmsof the worlds' best swimmers. Learning is enhanced when trainees are providedample opportunities to repeat the task. For maximum benefit, practice sessionsshould be distributed over time.

Applicability of Training

Training should be as real as possible so that trainees can successfully transfer the new knowledge totheir jobs. The training situations should be set up so that trainees canvisualise - and identify with - the types of situations they can come acrosson the job.

Environment

Finally, environment plays a major role in training. It is natural thatworkers who are exposed to training in comfortable environments with adequate,well spaced rest periods are more likely to learn than employees whosetraining conditions are less than ideal. Generally speaking, learning is veryfast at the beginning. Thereafter, the pace of learning slows down asopportunities for improvement taper off.

Areas of Training

The Areas of Training in which training is offered may be classified into thefollowing categories.

Knowledge

Here the trainee learns about a set of rules and regulations about the job,the staff and the products or services offered by the company. The aim is tomake the new employee fully aware of what goes on inside and outside thecompany.

Technical Skills

The employee is taught a specific skill (e.g., operating a machine, handlingcomputer etc.) so that he can acquire that skill and contribute meaningfully.

Social Skills

The employee is made to learn about himself and others, and to develop a rightmental attitude towards the job, colleagues and the company. The principalfocus is on teaching the employee how to be a team member and get ahead.

Techniques

This involves the application of knowledge and skill to various on-the-jobsituations.

In addition to improving the skills and knowledge of employees, training aimsat moulding employee attitudes: When administered properly, a trainingprogramme will go a long way in obt8ining employee loyalty, support andcommitment to company activities.

Types of Training

There are many approaches to training. We focus here on the types of trainingthat are commonly employed in present-day organisations.

Skills training: Skill training is most common in organisations. The processhere is fairly simple. The need for training in basic skills (such as reading,writing, computing, speaking, listening, problem solving, managing oneself,knowing how to learn, working as part of a team, leading others) is identifiedthrough assessment. Specific training objectives are set and training contentis developed to meet those objectives. Several methods are available forimparting these basic skills in modern organisations (such as lectures,apprenticeship, on-the-job, coaching etc.). Before employing these methods,managers should:

explain how the training will help the trainees in their jobs. relate the training to the trainees' goals. respect and consider participant responses and use these as a resource. encourage trainees to learn by doing. give feedback on progress toward meeting learning objectives.

Refresher training: Rapid changes in technology may force companies to go infor this kind of training. By organising short-term courses which incorporatethe latest developments in a particular field, the company may keep itsemployees up-to-date and ready to take on emerging challenges.

It is conducted at regular intervals by taking the help of outsideconsultants who specialise in a particular descriptive.

Cross-functional Training: Cross-functional Training involves trainingemployees to perform operations in areas other than their assigned job. Thereare many approaches to cross functional training. Job rotation can be used toprovide a manager in one functional area with a broader perspective than hewould otherwise have. Departments can exchange personnel for a certain periodso that each employee understands how other departments are functioning. Highperforming workers can act as peer trainers and help employees develop skillsin another area of operation. Cross functional training provides the followingbenefits to an organisation (and the workers as well) (1) Workers gain richexperience in handling diverse jobs; they become more adaptable and versatile

(2) they can better engineer their own career paths (3) they not only knowtheir job well but also understand how others are able to perform under adifferent set of constraints (4) A broader perspective increases workers'understanding of the business and reduces the need for supervision (5) whenworkers can fill in for other workers who are absent, it is easier to useflexible scheduling, which is increasingly in demand as more employees want tospend more time with their families. Eli Lilly and Company (India), forexample, encourages cross-functional movements to make the organisationequally attractive to both specialists and generalists.

Team Training: Team training generally covers two areas; content tasks andgroup processes. Content tasks specify the team's goals such as cost controland problem solving. Group processes reflect the way members function as ateam - for example how they interact with each other, how they sort outdifferences, how they participate etc. Companies are investing heavy amounts,nowadays, in training new employees to listen to each other and to cooperate.They are using outdoor experiential training techniques to develop teamworkand team spirit among their employees (such as scaling a mountain, preparingrecipes for colleagues at a restaurant, sailing through uncharted waters,crossing a jungle etc.). The training basically throws light on (i) howmembers should communicate with each other (ii) how they have to cooperate andget ahead (iii) how they should deal with conflict-full situations (iv) howthey should find their way, using collective wisdom and experience to goodadvantage.

Creativity training: Companies like Mudra Communications, Titan Industries,Wipro encourage their employees to think unconventionally, break the rules,take risks, go out of the box and devise unexpected solutions.

Postpone judgment: Don't reject any idea Create alternative frames of reference Break the boundary of thinking Examine a different aspect of the problem Make a wish list of solutions Borrow ideas from other fields Look for processes to change or eliminate Think up alternative methods Adopt another person's perspective Question all Assumptions.

In creativity training, trainers often focus on three things:

(a) Breaking away: In order to break away from restrictions, the trainee isexpected to (i) identify the dominant ideas influencing his own thinking (ii)define the boundaries within which he is working (iii) bring the assumptionsout into the open and challenge everything

(b) Generate new ideas: To generate new ideas, the trainee should open up hismind; look at the problem from all possible angles and list as manyalternative approaches as possible. The trainee should allow his mind towander over alternatives freely. Expose himself to new influences (people,articles, books, situations), switch over from one perspective to another, -arrange cross fertilization of ideas with other people and use analogies tospark off ideas.

(c) Delaying judgement: To promote creative thinking, the trainee should nottry to kill off ideas too quickly; they should be held back until he is ableto generate as many ideas as possible. He should allow ideas to grow a little.Brainstorming (getting a large number of ideas from a group of people in ashort time) often helps in generating as many ideas as possible withoutpausing to evaluate them. It helps in releasing ideas, overcoming inhibitions,cross fertilising ideas and getting away from patterned thinking.

Diversity Training: Diversity training considers all of the diverse dimensionsin the workplace race, gender, age, disabilities, lifestyles, culture,education, ideas and backgrounds - while designing a training programme. Itaims to create better cross-cultural sensitivity with the aim of fosteringmore harmonious and fruitful working relationships among a firm's employees.

The programme covers two things: (i) awareness building, which helps employeesappreciate the key benefits of diversity, and (ii) skill building, whichoffers the knowledge, skills and abilities required for working with peoplehaving varied backgrounds.

Literacy Training: Inability to write, speak and work well with others couldoften come in the way of discharging duties, especially at the lower levels.Workers, in such situations, may fail to understand safety messages,appreciate the importance of sticking to rules, and commit avoidable mistakes.Functional illiteracy (low skill level in a particular content area) may be aserious impediment to a firm's productivity and competitiveness. Functionalliteracy programmes focus on the basic skills required to perform a jobadequately and capitalise on most workers' motivation to get help in aparticular area. Tutorial programmes, home assignments, reading and writingexercises, simple mathematical tests, etc., are generally used in all companyin-house programmes meant to improve the literacy levels of employees withweak reading, writing or arithmetic skills.

Training Methods Training methods are usually classified by the location of instruction. On the job training isprovided when the workers are taught relevant knowledge, skills and abilitiesat the actual workplace; off-the-job training, on the other hand, requires

that trainees learn at a location other than the real work spot. Some of thewidely used training methods are listed below.

1. Job Instruction Training (JlT)

The JIT method (developed during World War II) is a four-step instructionalprocess involving preparation, presentation, performance try out and followup. It is used primarily to teach workers how to do their current jobs. Atrainer, supervisor or co-worker acts as the coach. The four steps followed inthe JIT methods are:

1. The trainee receives an overview of the job, its purpose and its desiredoutcomes, with a clear focus on the relevance of training.

2. The trainer demonstrates the job in order to give the employee a modelto copy. The trainer shows a right way to handle the job.

3. Next, the employee is permitted to copy the trainer's way.Demonstrations by the trainer and practice by the trainee are repeateduntil the trainee masters the right way to handle the job.

4. Finally, the employee does the job independently without supervision.

Merits:

Trainee learns fast through practice and observation. It is economical as it does not require any special settings. Also,

mistakes can be corrected immediately. The trainee gains confidence quickly as he does the work himself in

actual setting with help from supervisor. It is most suitable for unskilled and semi-skilled jobs where the job

operations are simple; easy to explain and demonstrate within a shortspan of time.

Demerits:

The trainee should be as good as the trainer if the trainer is not good,transference of knowledge and skills will be poor.

While learning, trainee may damage equipment, waste materials, causeaccidents frequently,

Experienced workers cannot use the machinery while it is being used fortraining.

2. Coaching:

Coaching is a kind of daily training and feedback given to employees by immediate supervisors. Itinvolves a continuous process of learning by doing. It may be defined as aninformal, unplanned training and development activity provided by supervisorsand peers. In coaching, the supervisor explains things and answers questions;he throws light on why things are done the way they are; he offers a model for

trainees to copy; conducts lot of decision making meetings with trainees;procedures are agreed upon and the trainee is given enough authority to makedivisions and even commit mistakes. Of course, coaching can be a taxing job inthat the coach may not possess requisite skills to guide the learner in asystematic way. Sometimes, doing a full day's work may be more important thanputting the learner on track.

When to use coaching usefully? Coaching could be put to good use when:

an employee demonstrates a new competency an employee expresses interest in a different job within the

organisation an employee seeks feedback an employee is expressing low morale, violating company policies or

practices or having performance problems an employee needs help with a new skill following a formal training

programme.

Effective working, obviously, requires patience and communication skills. Itinvolves:

explaining appropriate ways of doing things making clear why actions were taken stating observations accurately offering possible alternatives / suggestions following up

3. Mentoring :

Mentoring is a relationship in which a senior manager in an organisationassumes the responsibility for grooming a junior person. Technical,interpersonal and political skills are generally conveyed in such arelationship from the more experienced person. A mentor is a teacher, spouse,counsellor, developerr of skills and intellect, host, guide, exemplar, andmost importantly, supporter and facilitator in the realisation of the visionthe young person (protege) has about the kind of 1ife he wants as an adult.

The main objective is to help an employee attain psychological maturity and effectiveness and getintegrated with the organisation. In a work situation, such mentoring can take placeat both formal and informal levels, depending on the prevailing work cultureand the commitment from the top management. Formal mentoring can be veryfruitful, if management invests time and money in such relationship buildingexercises.

Career functions: Career functions are those aspects of the relationship thatenhance career advancement. These include:

1. Sponsorship: Where mentors actively nominate a junior person (called'mentee') for promotions or desirable positions.

2. Exposure and visibility: Where mentors offer opportunities for mentees tointeract with senior executives, demonstrate their abilities and exploit theirpotential.

3. Coaching: Mentors help mentees to analyse how they are doing their work andto define their aspirations. Here mentors offer practical advice on how toaccomplish objectives and gain recognition from others.

4. Protection: Mentors shield the junior person from harmfulsituations/seniors.

5. Challenging assignments: Mentors help mentees develop necessarycompetencies through challenging job assignments and appropriate feedback.Mentors create opportunities clients to prove their worth to demonstrateclearly what they have to offer.

Psychological functions: Psychological functions are those aspects thatenhance the mentee’s sense of competence, and identify effectiveness in aprofessional role. These include:

6. Role modeling: Mentors offer mentees a pattern of values and behaviours toimitate

7. Acceptance and confirmation: mentors offer support, guidance andencouragement to mentees so that they can solve the problems independently andgain confidence in course of time. Mentors also help people to learn about theorganisation's culture and understand why things are done in certain ways.

8. Counseling: Mentors help mentees work out their personal problems, learnabout what to do and what not to do, offer advice on what works and whatdoesn't, and do everything to demonstrate improved performance and preparethemselves for greater responsibility.

9. Friendship: Mentors offer practical help and support to mentees so thatthey can indulge in mutually satisfying social interactions (with peers,subordinates, bosses and customers)

Mentoring in India is based on the time-honoured guru-shishya relationshipwhere the guru would do everything to develop the personality of the shishya,offering emotional support, and guidance. Companies like TISCO, NeyveliLignite Corporation, Polaris, Coca-Cola India have used mentoring systems togood effect in recent times (Economic Times, 25 Oct., 2002). Organisationslike General Electric, Intel, Proctor & Gamble have given a lot of importanceto mentoring programmes, going even gone to the extent of penalising senior

managers if they fail to develop leadership skills among subordinates. Ofcourse, mentoring is not without its problems. Mentors who are dissatisfiedwith their jobs and though who teach or narrow or distorted view of events maynot help a protege's development. Not all mentors are well prepared totransfer their skills and wisdom to their junior colleagues. When young peopleare bombarded with conflicting viewpoints - about how things should go - froma series of advisors, they may find it difficult to get ahead with confidence.Mentoring can succeed if (i) there is genuine support and commitment from topmanagement (ii) mentors take up their job seriously and transfer ideas, skillsand experiences in a systematic way and (iii) mentees believe in the wholeprocess and carry out things in an appropriate manner.

4. Job Rotation :

Job rotation may pose several problems, especially when the trainees arerolled on various jobs at frequent intervals. In such a case, trainees do notusually stay long enough in any single phase of the operation to develop ahigh degree of expertise. For slow learners, there is little room to integrateresources properly. Trainees can become confused when they are exposed torotating managers, with contrasting styles of operation. Today's manager'scommands may be replaced by another set from another manager! Further, jobrotation can be quite expensive. A substantial amount of managerial time islost when trainees change positions, because they must be acquainted withdifferent people and techniques in each department. Development costs can goup and productivity is reduced by moving a trainee into a new position whenhis efficiency levels begin to improve at the prior job. Inexperiencedtrainees may fail to handle new tasks in an efficient way. Intelligent andaggressive trainees, on the offer hand, may find the system to be thoroughlyboring as they continue to perform more or less similar jobs without anystretch, pull and challenge. To get the best results out of the system, itshould be tailored to the needs, interests and capabilities of the individualtrainee, and not be a standard sequence that all trainees undergo.

This kind of training involves the movement of trainee from one job toanother. This helps him to have a general understanding of how theorganisation functions. The purpose of job rotation is to provide traineeswith a larger organisational perspective and a greater understanding ofdifferent functional areas as well as a better sense of their own careerobjectives and interests. Apart from relieving boredom, job rotation allowstrainees to build rapport with a wide range of individuals within theorganisation, facilitating future cooperation among departments. The cross-trained personnel offer a great amount of flexibility for organisations whentransfers, promotions or replacements become inevitable.

5 Apprenticeship Training

Most craft workers such as plumbers and carpenters are trained through formalapprenticeship programmes. Apprentices are trainees who spend a prescribedamount of time working with an experienced guide, coach or trainer.Assistantships and internships are similar to apprenticeships because theyalso demand high levels of participation from the trainee. An internship is akind of on-the-job training that usually combines job training with classroominstruction in trade schools, colleges or universities. Coaching, as explainedabove, is similar to apprenticeship because the coach attempts to provide amodel for the trainee to copy. One important disadvantage ofthe apprenticeshipmethods is the uniform period of training offered to trainees. People havedifferent abilities and learn at varied rates. Those who learn fast may quitthe programme in frustration. Slow learners may need additional training time.It is also likely that in these days of rapid changes in technology, oldskills may get outdated quickly. Trainees who spend years learning specificskills may find, upon completion of their programmes, that the job skills theyacquired are no longer appropriate.

6 Committee Assignments

In this method, trainees are asked to solve an actual organisational problem.The trainees have to work together and offer solution to the problem.Assigning talented employees to important committees can give these employeesa broadening experience and can help them to understand the personalities,issues and processes governing the organisation. It helps them to develop teamspirit and work unitedly toward common goals. However, managers should verywell understand that committee assignments could become notorious time wastingactivities. The above on-the-job methods are cost effective. Workers actuallyproduce while they learn. Since immediat.e feedback is available, theymotivate trainees to observe and learn the right way of doing things. Very fewproblems arise in the· case of transfer of training because the employeeslearn in the actual work environment where the skills that are learnt areactually used. On-the-job methods may cause disruptions in productionschedules. Experienced workers cannot use the facilities that are used intraining. Poor learners may damage machinery and equipment. Finally, if thetrainer does not possess teaching skills, there is very little benefit to thetrainee.

Off-the-Job Methods

Under this method of training, the trainee is separated from the job situationand his attention is focused upon learning the material related to his futurejob performance. Since the trainee is not distracted by job requirements, hecan focus his entire concentration on learning the job rather than spendinghis time in performing it. There is an opportunity for freedom of expressionfor the trainees. Off-the-job training methods are as follows:

a. Vestibule training: Vestibule training method, actual work conditions aresimulated in a classroom. Material, files and equipment - those that are usedin actual job performance are also used in the training. This type of trainingis commonly used for training personnel for clerical and semi-skilled jobs.The duration of this training ranges from a few days to a few weeks. Theorycan be related to practice in this method.

b. Role playing: It is defined as a method of human interaction that involvesrealistic behaviour in imaginary situations. This method of training involvesaction, doing and practice. The participants play the role of certaincharacters, such as the production manager, mechanical engineer,superintendents, maintenance engineers, quality control inspectors, foreman,workers and the like. This method is mostly used for developing interpersonalinteractions and relations.

c. Lecture method: The lecture is a traditional and direct method ofinstruction. The instructor organizes the material and gives it to a group oftrainees in the form of a talk. To be effective, the lecture must motivate andcreate interest among the trainees. An advantage of lecture method is that itis direct and can be used for a large group of trainees. Thus, costs and timeinvolved are reduced. The major limitation of the lecture method is that itdoes not provide for transfer of training effectively.

d. Conference/discussion approach: In this method, the trainer delivers alecture and involves the trainee in a discussion so that his doubts about thejob get clarified. When big organisations use this method, the trainer usesaudio-visual aids such as black boards, mockups and slides; in some cases thelectures are videotaped or audio taped. Even the trainee's presentation can betaped for self confrontation and self-assessment.

The conference is, thus, a group-centered approach where there is aclarification of ideas, communication of procedures and standards to thetrainees. Those individuals who have a general educational background andwhatever specific skills are required such as typing, shorthand, officeequipment operation, filing, indexing, recording, etc. - may be provided withspecific instructions to handle their respective jobs.

e. Programmed instruction: This method has become popular in recent years. Thesubject matter to be learned is presented in a series of carefully plannedsequential units. These units are arranged from simple to more complex levelsof instruction. The trainee goes through these units by answering questions orfilling the blanks. This method is, thus, expensive and time-consuming.

Behaviourally Experienced Training

Some training programmes focus on emotional and behavioural learning. Hereemployees can learn about behaviour by role-playing in which the role players

attempt to act their part in respect of a case, as they would behave in areal-life situation. Business games, cases, incidents, group discussions andshort assignments are also used in behaviourally-experienced learning methods.Sensitivity training or laboratory training is an example of a method used foremotional learning. The focus of experiential methods is on achieving, throughgroup processes, a better understanding of oneself and others. These arediscussed elaborately in the section covering Executive DevelopmentProgrammes.

Evaluation of a Training Programme

The specification of values forms a basis for evaluation. The basis ofevaluation and the mode of collection of information necessary for evaluationshould be determined at the planning stage.

The process of training evaluation has been defined as any attempt to obtaininformation on the effects of training performance and to assess the value oftraining in the light of that information. Evaluation helps in controlling andcorrecting the training programme. Hamblin suggested five levels at whichevaluation of training can take place, viz., reactions, learning, jobbehaviour, organisation and ultimate value.

1. Reactions: Trainee's reactions to the overall usefulness of the trainingincluding the coverage of the topics, the method of presentation, thetechniques used to clarify things, often throw light on the effectiveness ofthe programme. Potential questions to trainees might include: (i) What wereyour learning goals for the programme? (ii) Did you achieve them? (iii) Didyou like this programme? (iv) Would you recommend it to others who havesimilar learning goals? ( v) what suggestions do you have for improving theprogramme? (vi) Should the organisation continue to offer it?

2. Learning: Training programme, trainer's ability and trainee's ability areevaluated on the basis of quantity of content learned and time in which it islearned and learner's ability to use or apply the content learned.

3. Job behaviour: This evaluation includes the manner and extent to which thetrainee has applied his learning to his job.

4. Organisation: This evaluation measures the use of training, learning andchange in the job behaviour of the department/organisation in the form ofincreased productivity, quality, morale, sales turnover and the like.

5. Ultimate value: It. is the measurement of ultimate result of thecontributions of the training programme to the company goals like survival,growth, profitability, etc. and to the individual goals like development ofpersonality and social goals like maximising social benefit.

Methods of Evaluation

Various methods can be used to collect data on the outcomes of training. Someof these are:

Questionnaires: Comprehensive questionnaires could be used to obtainopinions, reactions, views of trainees.

Tests: Standard tests could be used to find out whether trainees havelearnt anything during and after the training.

Interviews: Interviews could be conducted to find the usefulness oftraining offered to operatives.

Studies: Comprehensive studies could be carried out eliciting theopinions and judgements of trainers, superiors and peer groups about thetraining.

Human resource factors: Training can also be evaluated on the basis ofemployee satisfaction, which in turn can be examined on the basis ofdecrease in employee turnover, absenteeism, accidents, grievances,discharges, dismissals, etc.

Cost benefit analysis: The costs of training (cost of hiring trainers,tools to learn, training centre, wastage, production stoppage,opportunity cost of trainers and trainees) could be compared with itsvalue (in terms of reduced learning time, improved learning, superiorperformance) in order to evaluate a training programme.

Feedback: After the evaluation, the situation should be examined toidentify the probable causes for gaps in performance. The trainingevaluation information (about costs, time spent, outcomes, etc.) shouldbe provided to the instructors, trainees and other parties concerned forcontrol, correction and improvement of trainees' activities. Thetraining evaluator should follow it up sincerely so as to ensureeffective implementation of the feedback report at every stage.

Training Programme of Company

Purpose-

To establish and maintain a documented procedure for identifying and providingtraining to all the employees of the organization with essential skill andknowledge so as to achieve desired quality and productivity goals.

Scope-

This procedure is applicable to all employees. Company's personnel involved inquality system.

Training Process

Training is provided both “In House” and through “Outside Agencies” Whichcould be for an individual or for group of persons as a collective training.

Training is conducted either through “Planned Training Programme” “EmergentTraining Programme” which is organized by the HRD Department

Planned Training-

The planned training programme is drawn on annual basis both for individualand group of persons for collective training at the beginning of Calendar Yearby Manager HRD and HRD Executive of factory. The departmental Heads drawn outthe training requirements on the training requisition slip and sent it to HIDDept. Training of the senior personnel at Factory Is also catered for at HeadOffice on receipt of requirement from HRD Executive.

The annual Training Prog. at Head office is approved by from Chairman cumManaging Director.

Annual training Prog. is prepared on format and circulated to all heads ofdepartment and is updated. If required in case of additional training needs.

Emergent Training –

The Emergent training programme is a supplementary training programme both forindividual and collective persons which is imparted during the course of workto take care for unforeseen or uncatered training requirements arisen due toinstallation of new machine, system, procedure etc.

Identification of such training need is done by the concerned HOD at HeadOffice and HOD/Supervisor at factory and accordingly forwards their request.The procedure as in case of planned training is followed there after.

Conduct of Training

HRD Head at HO & HRD (Executive) at factory ensures that identified trainingin their respective areas is conducted as scheduled.

In case of External training, liaison with the agency is done and dates, venueetc. is fixed up and concerned person is intimated through Heads ofDepartment.

For In-House training, date/Venue is fixed up with identified faculty andconcerned individual is informed through Heads of Department. Besides,necessary resource/infrastructure is also provided for effective training.

External Trainers for the Company are:

Father Son & Company Skill & Thoughts Logic Consultant Topics covered under Training Programme EFT Act & Scheme Provisions Rigid and Semi Rigid Packaging Principles of Contract Labour Act Self-motivational & Attitudinal Seminar Organic farming Training about operations in the company. Processing of Rice (value addition In Rice) Knowledge about rice trade Operational and maintenance of dryer & Cleaning Plant Silo storage Techniques Scientific Instrumentation Finished goods quality control Trouble shooting

Job satisfaction

Job satisfaction is in regard to one's feeling or state of mind regarding thenature of their work. It can be influenced by a variety of factors e.g.:quality of one's relationships with there supervisor, quality of physicalenvironment in which they work, degree of fulfillment in there work etc.

Locke gives a comprehensive definition of job satisfaction as involvingcognitive, effective and evaluative reactions or attitudes and states it is "apleasurable or positive emotional state resulting from the appraisal of one'sjob or job experience." Job satisfaction is a result of employees' perceptionof how well their job provides those things that are viewed as important.

There are three generally accepted dimensions to job satisfaction.

First, job satisfaction is an emotional response to a job situation, as such it cannot be seen;it can only be inferred.

Second, job satisfaction is often determined by how well outcomes meet or exceed expectations. Forexample if organizational participants feel that they are working more harderthan others in the department but are receiving fewer rewards, they willprobably have a negative attitude toward the work, the boss or the coworkers.They will be dissatisfied. On the other hand, if they feel they are beingtreated very well and are being paid equitably, they are likely to have apositive attitude toward the job. They will be job - satisfied.

Third, job satisfaction represents several related attitudes.

Factors determining job satisfaction

Factors affecting jobs are the main factors of job satisfaction, which may be challenging work, rewardsystems, working conditions, colleagues, learning and personality. Skill variety autonomy andsignificance are challenging tasks, which provide maximum satisfaction toemployees. Many people feel bored if a job is too simple and routine, but manyemployees also enjoy simple and routine jobs.

The job characteristics are important factors for providing satisfaction. Reward systems,equitable rewards, equal pay for equal work, promotion avenues, etc aresatisfaction factors. Money is important to employees having unfulfilled basicneeds, i.e. they require more award and recognition.

Fairness in promotion, unbiased attitude of management, responsibilities andsocial status are the factors that are said to be providing satisfaction toemployees.

Working conditions influence employee's level of satisfaction. Under conducive workingcondition, people prefer to work hard while in an adverse atmosphere peopleavoid work. Working condition not only include physicals of the work but alsothe working relationships in the organization. The physical conditions, forexample, are the light, temperature, willingness, etc. A clerk working underroutine conditions likes to work hard in an air - conditioned atmosphere withcomputer facilities. It increases the working capacity of the employee.

The relationships between the employees and the managers have an importantbearing on job satisfaction.

Job satisfaction is greater in case the higher authority is sympathetic, friendly and willing to help theemployees. Employees feel satisfied when their views are listened to andregarded by their higher authorities

Personal attitude and perceptions are the employees' angles of satisfaction,which should be taken into consideration while motivating people to arrive atjob satisfaction

Feedback from the job itself and autonomy are two of the major job-relatedmotivational factors. A recent found that career development was mostimportant to both younger and older employees.

Supervision is another moderately important of job satisfaction. There seem to be twodimensions of supervisory style that affect job satisfaction. One is employeecenteredness, which is measured by the degree to which a supervisor takes apersonal interest and cares about the employee. It commonly is manifested inways such as checking to see how well the employee is doing, providing adviceand assistance to the individual, and communicating with the associate on apersonal as well as an official level . The other dimension is participationor influence, as illustrated by managers who allow their people to participate

in decisions that affect their own jobs. In most case, this approach leadshigher job satisfaction.

Friendly, cooperative coworkers or team members are a modest source of jobsatisfaction to individual employees. The group, especially a "tight" team,serves as a source of support, comfort, advice, and assistance to theindividual member.

Outcomes of job satisfaction

To society as a whole as well as from an individual employee's standpoint, jobsatisfaction in and of itself is a desirable outcome. It is important to know,if at all, satisfaction relates to outcomes variable. For example, if jobsatisfaction is high, will the employee perform better and the organization bemore effective? I f job satisfaction is low, will there be performanceproblems and ineffectiveness? The following sections examine the mostimportant of these.

Satisfaction and performance:

Most assume a positive relationship; the research to date indicates that thereis no strong linkage between satisfaction and performance. Conceptual,methodological, and empirical analyses have questioned and argued againstthese results.

The best conclusion about satisfaction and performance is that there is,definitely a relationship. The relationship may even be more complex thanothers in organization behavior. For example, there seem to be many possible-moderating variables, the most important of which is reward. If people receivereward they feel are equitable, they will be satisfied, and is likely toresult in greater performance effort.

Satisfaction and turnover:

Unlike that between satisfaction and performance, research has uncovered a moderately negativelyrelationship between satisfaction and turnover. High job satisfaction will not, in and ofitself, keep turnover low, but it does seem to help. On the other hand, ifthere is considerable job dissatisfaction, there is likely to be highturnover. Obviously, other variables enter into an Employees decision to quitbesides job satisfaction. For example, age tenure in the organization, andcommitments to the organization, may playa role. Some people cannot see themselves working anywhere else, so they remain regardless of how dissatisfiedthey feel.

Another factor is the general economy, typically there will be an increase inturnover because will being looking for better opportunities with otherorganization.

Satisfaction and absenteeism:

Research has only demonstrated a weak negative relationship between satisfaction and absenteeism. Aswith turnover, many variables enter into the decision to stay home besidessatisfaction with the job. For example, there are moderating variables such asthe degree to which people that there job are important. For example, researchamong state govt. Employees has found those who believed that there wasimportant had lower absenteeism than did who did not feel this way.Additionally, it is important to remember that although job satisfaction willnot necessarily result in absenteeism, low job satisfaction more likely tobring about absenteeism.

Significance of Study

Every organization desires that it will grow continuously and make and retainits position in the competitive and continuously changing market environment.For this purpose the employees of the organization must be skilled andtalented. But all the employees may not have the desired skills. Their skillscan be improved with the help of training programs. It is an importantactivity for the origination to conduct appropriate and related programme forits employees, so that may be able to understand the terms required for thecompletion of his job. This also helps the employees of the organization toknow about his job and organization very well. This also helps in bettercommunication and relation among the organization wants to grow rapidly, thenit is essential for it to conduct periodically training programmes for itsemployees to improve the skills and knowledge.

So the top management must concentrate on the training programs and organizethem in such a way that maximum number of employees wants to attend theseprograms. These must be related to training and development of employees and their jobsatisfaction. 

Project Description : Title : Training & Development of Employees and Training Need for Employees - ProjectReport- 85 Pages

This project is our paid category, its cost is Rs. 2499/- only withoutSynopsis and Rs. 2999/- only with synopsis. If you need this project, mail usat this id : bhushanmehta245@yahoo.co.in or Call me at +91-9468269340 /9034361849.

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