A STUDY ON

TRAINING EFFECTIVENESS WITH REFERENCE TO SHREE CEMENT LTD.

MAJOR RESEARCH PROJECT FOR PARTIAL FULFILLMENT OF MASTERS OF BUSINESS ADMINISTRATION 2010-2012

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SUBMITTED BY KAVITA KUMARI MBA (HR & MARKETING)

SUBMITTED TO: PROF. UTKAL KHANDELWAL

TABLE OF CONTENTS
PREFACE ACKNOWLEDGEMENT CERTIFICATE EXECUTIVE SUMMARY COMPANY PROFILE PURPOSE OF STUDY TRAINING a) DEFINATIONS b) NEEDS & IMPORTANCE c) PHASES OF TRAINING d) TYPES OF TRAINING STANDARD PROCESS OF TRAINING a) IDENTIFY TRAINING NEED b) DESIGNING TRAINING PLAN c) IMPLEMENTATION OF TRAINING PLAN d) TRAINING RECORDS e) EVALUATION OF TRAINING EFFECTIVENESS MODELS OF MEASURING TRAINING EFFECTIVENESS (a) KIRK PATRICKS MODEL (b) PDCA MODEL (c) INPUT-PROCESS-OUTPUT MODEL TRAINING & DEVELOPMENT PROCESS AT SHREE CEMENT LTD. STUDY OF TRAINING PROGRAMS a) GROW CAMPUS TO CORPORATE b) CREATIVITY INNOVATION & PROBLEM SOLVING c) EXPERIMENTAL LEARNING ON INTERPERSONAL SKILLS RESEARCH METHODOLOGY a) QUESTIONNAIRE & ANALYSIS b) HYPOTHESIS TESTING CONCLUSION SUGGESTIONS & RECOMMENDATIONS BIBLIOGRAPHY ANNEXURES
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77 79 81 83

PREFACE

The project is focused towards mapping effectiveness of training. Training is a continuous process which when facilitated nourishes individuals skills, attitude, behavior which improves his effectiveness in organization. Thus continuous training evaluation will lead to its effectiveness that will improve overall organization & individuals strength & productivity. The purpose of this project report is to explain the findings gathered after in depth research over training. This project is part of curriculum for partial fulfillment for MBA (Masters of Business Administration ) in GLA UNIVERSITY, Mathura. This report summarizes the purpose of study i.e. identification of training needs ,making training plan, implementation of plan, post training evaluation . In this report I have studied process of training & its effectiveness with context to practices, I studied during summer internship project.

KAVITA KUMAR MBA (HR & MARKETING) GLA UNIVERISTY, MATHURA (2010-2012)

ACKNOWLEDGEMENT
First of all I would like to thank my institute GLA UNIVERSITY, Mathura. For giving me opportunity to do this in depth study.

Many people have influenced the shape & content of this project & many supported me through it. I express my sincere gratitude to Mr. Ravi Shankar Pandey (Asstt. Manager -HR) for his invaluable guidance & support throughout the project. He has been an inspiration & role model for this topic. His guidance & active support has made it possible to complete the project. I am heavily thankful to Prof. for his support & valuable guidance which enabled me to present the project. Discussions with employees of the organization were fruitful & gave me a great help in my project. I would like to express my deepest & sincere gratitude towards all those who have helped me throughout the project. I would also like to thank my family for their constant support & encouragement throughout the project.

CERTIFICATE
This is to certify that Mr. Nimish Shrivastava, student of batch 2010-12 at GLA University, Mathura. Done his major research project on study of training effectiveness under the guidance of mentorship of undersigned & a project report in prepared on various studies on the above topic. He has completed the above project study successfully. We wish his all success in future.

Thanks,

Prof. Utkal Khandawal

Date:.

EXECUTIVE SUMMARY
The major research project entitled Study of training effectiveness with reference to shree cement ltd. Is prepared to perform the in-depth study of Effectiveness of Training and Development it is an attempt to understand the opinion and attitudes of the various categories of employees & their approach towards the Training & development activities organized. It also aims to know and study obstacles in training & different models in practice. The data was collected through well structured questionnaire. Since the researcher is given limited time the sample size is 20. This survey was carried out in various departments of the Company. Who have attended different behavioral training. In the course of study, it was found that the training programmes analyzed at two levels first is immediate and second is intermediate in some cases third level is also seen which is ultimate level of evaluation of employees. The in depth study of the measures revealed that majority of employees were fairly satisfied with the training and development programmes. For the purpose of survey, the data was divided into two types Primary data and secondary data (training records). The detailed analysis has figured out the short comings in the current system which has been recorded under suggestions & recommendations.

COMPANY PROFILE

INTRODUCTION

Shree cement ltd. is one of the largest cement manufacturers in northern India; it is located in Rajasthan & headquarters in Kolkata with market presence in Rajasthan, some parts of up, Delhi, Haryana some parts of Punjab.it holds record for single largest integrated unit in north India. in addition to this it holds world record to complete a manufacturing unit from scratch to production in just 367days it is quite dedicated towards CSR as it is carrying out several projects in neighborhood right from providing employment, to planting trees and increasing water level campaign. This company was started in late 70s in Jaipur, the formulation & layout took nearly 5 years. On 1st may 1985 only the company commenced its production with a single unit optimum capacity of 1.20mt. Later on, with passing years it had undergone expansion & diversification today it operates over 9 units and 10th is under way with largest single location capacity in country of 8mt as on 2010. During its journey from 1985-2010 it has diversified into power production which fulfill its increasing power need running parallel to state grid, today its power production capacity is 120 MW in two locations of ras & beawar. And grinding units at khushkhera. Shree Cement is in the process of increasing its power generation capacity to 250 MW by end of next financial year. Company is already in process of commissioning 43 MW Green power plants which will generate power from waste heat emitted during the cement manufacturing process. Company has undertaken new projects for investment of close to Rs. 1200 Crores in 2009-2010. New cement plants will come up in Suratgarh , Haridwar & Roorkee. The Company holds world record by completing its Clinkerisation Unit VII at Bangur City, RAS in 367 days only against an industry average of 630 days.

Major stake holders at the time of inception were: Shree digvijay cement ltd. Graphite india ltd. Fort gloster industries ltd. Director, their friends & dignified NRI( on basis on preferential shares)

PROFILE: Shree Cement Ltd. is an energy conscious & environment friendly business organization . it holds certification by ISO 9001,14001 & SA 8000,ohsas 18001. Having Nine Directors on its board under the chairmanship of Shri B.G. Bangur , the policy decisions are taken under the guidance of Shri . H.M. Bangur, Managing Director. Shri. M.K.Singhi, Executive Director of the Company, is looking after all day-to-day affairs. The company is managed by well qualified professionals with broad vision who are committed to maintain high standards of quality & leadership to serve the customers to their fullest satisfaction. The board consists of eminent persons with considerable professional expertise in industry and field such as banking, law, marketing & finance & general management.
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Headquarters Industry Type Status Company size Executive Chairman Managing Director Executive Director Website

India Manufacturing/construction Public company Operating 2,282 employees Shri BG Bangur Shri HM Bangur Shri MK Singhi www.shreecementltd.com

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CHAIRMAN { SHREE B.G. BANGAR}

MANAGING DIRECTOR { SHREE H.M.BANGAR }

EXECUTIVE DIRECTOR { SHREE M.K. SHINGHI }

BOARD OF DIRECTORS

MR. R.C. GAGGAR

MR. S.K. SOMANI

MR. Y.K. ALAGH

MR. O.P. SETIA

MR. ABID HUSSAIN

MR. A.K. GHOSH

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Shree cement started its journey in the year 1985 with first plant of 0.6 mtpa at beawar. Since then the company has experienced continuous growth to become multi unit, multi location and the largest cement producer in north India with a total capacity of 6.8 mtpa. during the course of this journey ,we have realized that corporate responsibility is critical for the long term success of the business and have been addressing needs and concerns of our stakeholders.

1979 BIRTH OF SHREE CEMENT LTD.

1985 ESTABLISHMENT OF BEAWAR UNIT 1

1997 ESTABLISHMENT OF BEAWAR UNIT 2

2002 SHREE CEMENT JOINS THE CEMENT SUSTAINABILITY INITIATIVE

2005 1ST COMPANY IN INDIAN CEMENT INDUSTRY TO PUBLISH A CSR REPORT

2006 ESTABLISHMENT OF UNIT 3 AT RAS

2007 ESTABLISHMENT OF TWO GRINDING UNITS AT KHUSHKHERA & UNITS 4 & 5 AT RAS

2007 FIRST COMPANY TO BE AWARDED GRI CHECKED A+

2008 ESTABLISHMENT OF UNIT 6 AT RAS

2009 ESTABLISHMENT OF UNIT 7 AT RAS

Mile-Stones Of Shree Cement Ltd.

Total production at different locations Ras unit : cement capacity 2.1 mtpa Beawar unit : cement capacity 2.6 mtpa Khuskhera grinding unit : 2.1 mtpa (as on 2009)
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PHILOSOPHY:
Aah no bhadra: Kartaavo yantu vishvataha" - Rigveda Let noble thoughts come to us from all over the world. -Rigved

MISSION STATEMENT OF COMPANY FOLLOWS:

To harness sustainability through low carbon philosophy To sustain its reputation as one of the most efficient manufacturer globally. To continually have most engaged team. To drive down cost through innovative practices. To continually add value to its products & operations meeting expectations of all its stakeholders. To continually build, upgrade skills & competencies of its HR for growth. To be responsible corporate citizen & commitment to communities in which it operates.

VISION STATEMENT OF COMPANY:

To be one of Indias most respected enterprise through best-in-class performance and leading by low carbon philosophy making it a progressive organization that all stakeholders are proud to deal with To drive & sustain industry leadership of the company within a global context by developing individual leadership competencies at every level ,through a robust backbone of trust support, innovation, reward.

GUIDING PRINCIPLES:
Enforce good corporate governance practices Encourage integrity of conduct Ensure clarity & unambiguity in communication Remain accountable to all stake holders Encourage socially responsible behavior.
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Critical review of shree cement

Lack of Advertisement:- There is no brand visibility of Bangur cement as a company. Advertisement ultra tech can be seen overall on Rajasthan at public places but hardly any advertisement on Bangur Cement. Thus we can say that marketing department is not working at its level best. Less Wall-painting:- Many sub dealers have not got any shop paintings. While carrying the survey it was sometime difficult to locate the dealers shop which shows that the company need to increase the promotion to make its presence felt. Absence of company literature:- There has been a limited company literature and stationary material and this had led to low recognition for the brand. Online payment system:- The dealers are finding it difficult to send the demand drafts for the payment of purchased material on the same day because of slow courier service. The dealers have suggested that they will make the DD on the same day but there should be at least 24 hours time before the DD reaches to the region. Low margins:- As compared to the others brands Bangur provide very low margins, so dealers are less interested in the bangur cement. Delivery problem:- Company should appoint people who ensure that the dealer & builders will get their product as per the same shown to them and in pre decided time because they complained of delivery problem and sample not matching.
WEAKNESS : Poor distribution Less Advertising THREAT : High Attrition Rate. Close Competition in the area.

STRENGTH : Abundant supply of raw material. Corrosion free material. Own power production unit. OPPORTUNITY : Liberalization in market. Huge land available for expansion. Different market targeting strategy.

SUSTAINABILITY POLICY:
An energy & environment conscious sustainable organization SUSTAINABILITY is a long term commitment which is beyond the short term renovation solution. it is an essential business practice and in the global meltdown we are more convinced than ever that our success depends on being proactive and responsive to stake holder's need. In the last one year the world has undergone sea change the downward spiral of vrious global economies has put to test the actual resolve of companies towards their sustainability commitments in difficult times, an organisation has two choices. either see sustainability efforts as a cost head
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which can be trimmed, or to see them as source of strength which help them survive both current and future stroms. at shree cement sustainability is to integrated into our organisational DNA that we never saw that the first choice ever existed . we have continued to remain focused on sustainability come hail or high water. our focus on sustainable development which we see as a key growth .To produce quality cement in an eco-friendly , healthy & safe working environment in a socially responsible manner with continual improvement in the performance level and profitability to satisfy all stake holders ensuring:

Customer satisfaction Clean & green environment

Implementation of the systems & continually improving their effectiveness. Adoption of cost effective technologies & practices for improved productivity & profitability. Mutually beneficial stakeholder relationship. Human resource satisfaction.

Sound health & safe working practices Compliance to the applicable laws & respecting international instruments

THE PRODUCTS LINE UP:

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d Cam

Bangur cement

Rock strong

Shree ultra (red oxide)

KEY PRIORITIES:
Capacity expansion : currently investing in two more grinding units & captive power plant.
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Logistic : by optimizing transportation cost by increasing use of railway siding , take innovative measures to cut turn around time for trucks & choose appropriate locations for upcoming plants to reduce distance from markets as well as raw material. Markets: excess supply due to capacity expansion in forth coming years will result in pressurization of margins . to resolve this , they have launched multiple brands i.e. shree ultra, bangur cement & rock strong . they endeavor to develop customer based market strategies through value added products & superior service delivery. Employee motivation & talent retention : to attract & retain workforce is the biggest challenge . at shree cement we believe motivated and engaged people make a better organization, therefore ample opportunities for self development Water conservation : They target for zero discharge and have taken measures to recycle and reuse process cooling water. We are continuously engaged in various water conservation efforts as well as efforts to recharge ground water through check dam , roof rain , water harvesting, installation of sewage treatment plant ,air cooled, fuel cooled etc. Energy security : Operations are energy intensive & have take multiple initiatives to reduce our energy consumption , they are now increasing use of alternative fuels & waste heat recovery. Climate change : Cement industry contributes to 4 % of total GHG (green house gases)emissions in India. To minimize our GHG emissions , the energy management division evaluates the clean development mechanism potential of such projects.

License to operate :Engagement with local communities to understand their needs better & appropriately design our csr programs . our goal is to create social engagement. In 2008-09 shree cement produced 77, 65,207 MT cement & 681932.11 MT clinker. The total output of shree cement was 84, 47,139.11mt. We use natural resources cautiously, and our focus is on using alternative fuels & raw material. Optimal use of raw material We use various types of waste materials generated from other industries , as alternative fuels & raw material (AFR) . in addition to this fly ash generated from our own captive power plant is 100% utilized as a low calorific fuel (LCV) for production of clinker.

Quarry management practices The company operates 2 limestone mines with a total area of 1606.8 hectare. Limestone production during 2008-09 was 94, 12,035 MT .
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Shree cement has a mechanized method of opencast mining with all safety measures. Drilling is performed with hydraulic drill machine for prevention of noise & air pollution. The overburden dump once matured is through plantation activity. non mineralized area is also brought under plantation. 86,501 plants have been planted at mines to reclaim the area. Environmental performance Types of waste Boiler ash from power plant Waste generated by mining activity Solid waste from sewage treatment plant Waste water from stp Waste water from plant Lubricating oil Used batteries Waste gas (clinker cooler) Waste gas (pre heater kiln) Disposal methods Ground in a separate grinding unit then used as LCV fuel & fed to cement kiln Reclaim the waste land through ecological activities Used as manure Used in irrigation of green belt and sprilinking on roads to avoid diffuse emission Used for dust suppression after neutralization Recycled & used within the plant & sold to govt. authorized dealers Sold to authorized government dealers Reutilized through waste hear recovery boiler which generates 3.5 MW power to partially replace coal. Trap the heat through vertical co flow boiler to generate steam in existing power plant which saves around 14,051 tonne pet coke/annum results in reduction to 51,000t CO2 emissions.

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PURPOSE OF STUDY

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The main objective of this project is to : In depth Study process of training & training evaluation. Study of training process & its evaluation at shree cement ltd. Ras . Carrying out primary research to measure training effectiveness. Analysis & hypothesis testing. Findings & recommendations.

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INTRODUCTION

TRAINING CONCEPT OF TRAINING NEED AND IMPORTANCE OF TRAINING OBJECTIVE OF TRAINING AREAS OF TRAINING PHASES OF TRAINING TYPES OF TRAINING

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TRAINING

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DEFINATION: Training is a continuous process of learning in human resource development, which is aimed at developing & enhancing an individuals efficiency, capacity & effectiveness at work. Training is a planned process designed to improve performance & to bring about measurable changes in knowledge, skills, attitude & social behavior of employee for doing job Training activities, properly planned, conducted & valuated help to raise the effectiveness of the organization through more effective use of human resource. Training is a deliberate & planned process of teaching & learning where in knowledge, skills, techniques ,attitudes & experiences are acquired by the trainees with the help & guidance of the trainers in given working environment Training is practical vital necessity because it will be helpful in reducing fear, dissatisfaction, compliances, grievances, indiscipline. Training helps in bridging the gap between existing performance ability & desired performance level.

It at whole can be summarized as: Training need = standard performance - actual performance

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CONCEPT OF TRAINING
Human Resource Management is concerned with the planning, acquisition, training & developing human beings for getting the desired objectives & goals set by the organization. The employees have to be transformed according to the organizations' & global needs. This is done through an organized activity called Training. Training is a process of learning a sequence of programmed behavior. It is the application of knowledge & gives people an awareness of rules & procedures to guide their behavior. It helps in bringing about positive change in the knowledge, skills & attitudes of employees. Thus, training is a process that tries to improve skills or add to the existing level of knowledge so that the employee is better equipped to do his present job or to mold him to be fit for a higher job involving higher responsibilities. It bridges the gap between what the employee has & what the job demands. Since training involves time, effort & money by an organization, so an organization should to be very careful while designing a training program. The objectives & need for training should be clearly identified & the method or type of training should be chosen according to the needs & objectives established. Once this is done accurately, an organization should take a feedback on the training program from the trainees in the form of a structured questionnaire so as to know whether the amount & time invested on training has turned into an investment or it was a total expenditure for an organization. Training is a continuous or never ending process. Even the existing employees need to be trained to refresh them & enable them to keep up with the new methods & techniques of work. This type of training is known as Refresher Training & the training given to new employees is known as Induction Training. This is basically given to new employees to help them get acquainted with the work environment & fellow colleagues. It is a very short informative training just after recruitment to introduce or orient the employee with the organization's rules, procedures & policies. Training plays a significant role in human resource development. Human resources are the lifeblood of any organization. Only through trained & efficient employees, can an organization achieve its objectives.

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NEED & IMPORTANCE OF TRAINING Entry of new recruit: They need training to attain clear definition of nature of job, job responsibility. Promotions: Preparation of employee for higher level jobs need skill up gradation & competency building. To increase productivity: Instructs employees to increase their level of performance on their present segment. To improve quality: in this competitiveness emphasis is on producing & delivering To improve work environment: This will definitely improve employee attitude, behavior which will ultimately boost there morale To prevent accidents: training can create awareness about safety issues, housekeeping to equip employees for better orientation for crisis. To avoid boredom/fatigue: refreshers courses can be organized to overcome usual work fatigue. To support personal growth & development: employees not only improve work skills by training but also improve there personal life, awareness by improved behavioral skills. Morale: It help in improving the morale of the work force. Image: It help in creating a better corporate image. Team spirit: It help in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture: help to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. Organization Climate: It help building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality: It help in improving upon the quality of work and work-life. Healthy work environment: It help in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety: It help in improving the health and safety of the organization thus preventing obsolescence. Profitability: It lead to improved profitability and more positive attitudes towards profit orientation.

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OBJECTIVE OF TRAINING To impart to the new entrants the basic knowledge & skills they need for an intelligent performance of definite tasks. To prepare employees for more responsible positions. To bring about change in attitudes of employees in all directions. To reduce supervision time, reduce wastage & produce quality products. To reduce defects & minimize accident rate. To absorb new skills & technology. Helpful for the growth & improvement of employee's skills & knowledge

AREAS OF TRAINING The areas of training has been classified under three heads Enhancing knowledge: these trainings include those which enhance competency skills core abilities of individual or group. Technical skills: these are training program centered towards the attainment of specific skills regarding job, project, task assigned. Interpersonal/behavioral skills: here individuals are exposed to self awareness programmes to develop right attitude towards job, colleagues, self & society.

PHASES OF TRAINING
Training has 3 main phases The unfreezing phase The remolding phase The refreezing phase

Unfreezing

Remolding

Refreezing

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The unfreezing phase: This phase involves motivating trainees & preparing them ready mentally for making changes in their formal habits and routine and ultimately challenging the previous behavioral pattern. Inspiring the trainees to accept change & making them willing to change. The remolding phase: After achieving the motivation & willingness of the trainees to change new patterns of behavior are accomplished through identification internalization or a mixture of both. The refreezing phase: In this phase the acquired new behavior pattern are integrated into the trainees personality for ever through constant reinforcement & feedback.

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TYPES OF TRAINING
The most widely used methods of training used by organizations are classified into two categories: Onthe-Job Training & Off-the-Job Training. ON-THE-JOB TRAINING is given at the work place by superior in relatively short period of time. This type of training is cheaper & less time-consuming. This training can be imparted by basically four methods: Coaching is learning by doing. In this, the superior guides his sub-ordinates & gives him/her job instructions. The superior points out the mistakes & gives suggestions for improvement. Job Rotation In this method, the trainees move from one job to another, so that he/she should be able to perform all types of jobs. E.g. In banking industry, employees are trained for both back-end & frontend jobs. In case of emergency, (absenteeism or resignation), any employee would be able to perform any type of job. OFF THE JOB TRAINING : is given outside the actual work place. Lectures/Conferences :- This approach is well adapted to convey specific information, rules, procedures or methods. This method is useful, where the information is to be shared among a large number of trainees. The cost per trainee is low in this method. Films: - can provide information & demonstrate skills that are not easily presented by other techniques. They used in conjunction with Conference, discussions to clarify & amplify those points that the film emphasized. Simulation Exercise: - Any training activity that explicitly places the trainee in an artificial environment that closely mirrors actual working conditions can be considered a Simulation. Simulation activities include case experiences, experiential exercises, vestibule training, management games & roleplay. Cases: - present an in depth description of a particular problem an employee might encounter on the job. The employee attempts to find and analyze the problem, evaluate alternative courses of action & decide what course of action would be most satisfactory. Experiential Exercises: - are usually short, structured learning experiences where individuals learn by doing. For instance, rather than talking about inter-personal conflicts & how to deal with them, an experiential exercise could be used to create a conflict situation where employees have to experience a conflict personally & work out its solutions. Role Play: - Its just like acting out a given role as in a stage play. In this method of training, the trainees are required to enact defined roles on the basis of oral or written description of a particular situation.
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Management Games: - The game is on a model of a business situation. The trainees are divided into groups who represent the management of competing companies. They make decisions just like these are made in real-life situations. Decisions made by the groups are evaluated & the likely implications of the decisions are fed back to the groups. . In-Basket Exercise: - Also known as In-tray method of training. The trainees is presented with a pack of papers & files in a tray containing administrative problems & is asked to take decisions on these problems & are asked to take decisions on these within a stipulated time. The decisions taken by the trainees are compared with one another. The trainees are provided feedback on their performan

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PROCESS OF TRAINING SYSTEM

Analysis of training needs

Design of training program

Development of training material

Implementation of training course

Evaluation of training effectiveness

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IDENTIFY TRAINING NEED

The training needs assessment is a critical activity for the training and development function. Whether one is a human resource generalist or a specialist, they should be adept at performing a training needs assessment. A training need is the gap between what somebody already knows, and what they need to know to do their job or fulfill their role effectively i.e. here the focus should be placed on needs as opposed to desires of the employees for a constructive outcome. The first step in identifying training needs is to assess the current level of knowledge and skills of the participants. The second step is to clarify what skills, knowledge and attitudes people need to do their jobs or tasks. Like: What the organization expects to happen and what actually happens. Current and desired job performance. Existing and desired competencies and skills.

Annexed assessment can be done by many ways some popular ways practiced are as follows: Questionnaires Group discussions Self-assessment Discussions with managers, service users and others Observing participants while they are working

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SOURCES OF TRAINING NEEDS

The training manager must determine who, what, when, where, why and how of training. Training needs of the company based on the level of company development and HR policies of company such as

Plans and strategic goals in the future. The upcoming needs of managers, professional staff. The changes in process of technology, tools and equipment. What are the requirements of law and standards affect to the organization. Training needs are identified on Training Needs Appraisal Form by HR manager and / or department heads

Review training needs

Based on Training Needs Appraisal Form, Training manager will review and give consultants to directors base on policies, procedures of company. Then, training manager send Training Needs Appraisal Form to director for approval. Based on the proposed division of department head and training manager, director approves form and returned to the training dept.

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There are three levels of needs assessment:

TRAINING NEED ANALYSIS

CORPORATE

TASK

INDIVIDUAL

Vision

Strategic

Training Surveys

Potential Job Analysis

Organizational analysis/corporate looks at the effectiveness of the organization and determines where training is needed and under what conditions it will be conducted. Task analysis provides data about a job or a group of jobs and the knowledge, skills, attitudes and abilities needed to achieve optimum performance. Individual analysis analyzes how well the individual employee is doing the job and determines which employees need training and what kind. Need assessment helps in determining solution to problems like Competencies & performance of work team Problem solving & productivity issues Preparation for respond to change in future roles & duties. The results of the needs assessment allows the training manager to set the training objectives by answering two very basic questions: who, if anyone, needs training and what training is needed. Sometimes training is not the solution. Some performance gaps can be reduced or eliminated through other management solutions such as communicating expectations, providing a supportive work environment, arranging consequences, removing obstacles and checking job fit.

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PROCESS OF NEED ASSESSMENT

Step 1: Define and chart part of the organization in which the work has to be done. It is to have a focused approach of the study. It could either be a particular department, a section, a unit, a specific group or a staff category. Step 2: Use various data collection measures to collect both qualitative as well as quantitative data. Step 3: Analyze the entire data collected in order to find out causes of problem areas and prioritize areas, which need immediate attention. Step 4: Prioritize the different training programmes according to the responses collected. Step 5: Record and file the entire data so that it can be used for future reference while designing the training programmes / training calendar.

BENEFITS OF NEEDS ASSESSMENT

As pointed above needs assessment helps diagnose the causes of performance deficiency in employees that require remedial actions. This being a generalized statement there are certain specific benefits of needs assessment. They are as follows: The organization is informed about the broader needs of the participants. Through this process it may be possible that certain new training programs, which were, previously not in their list may come to the forefront. The organization is able to reduce the perception gap between the participant and his/her boss about their needs and expectations from the training programme. Once the needs assessment is completed and training objectives are clearly identified.

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TRAINING PLAN
Development and execution of a well-conceived training plan is the cornerstone upon which a successful training program rests. A Training Plan provides direction to the training program and explicitly states the program's aims. The needs analysis process identifies overall training needs while a Training Plan sets training priorities for the next 6 to 12 months. Training Plans are an important part of a good training program. The purpose of a Training Plan is to outline, in written form, the training goals for a specific group of employees. It is important to put this plan in writing. Ideally, the plan should be distributed to the office staff so that everyone knows what the office training objectives are for the next 6 to 12 months. Even if the plan is not distributed to the staff, every department head should have a written plan in a folder in his/her desk. Putting a plan in writing says that you have thought about the training needs of the office and have set some priorities for the local training program. The training plan will outline who will deliver the training, and when and where your apprentice or trainee needs to go to receive the structured component of the training

The training plan must specify the following: The competencies to be obtained The time-frame for achieving the competencies The training to be undertaken The delivery modes to be employed The details (when, how and how much) of the time allocated outside routine work duties is for offthe-job training Who is responsible for the delivery and/or assessment of each competency Assessment details and arrangements A record of any recognized prior learning (RPL) for qualifications and cross-credit hours granted prior to commencing the apprenticeship or traineeship. RPL involves the assessment of any existing relevant skills and/or qualifications. This crediting process can reduce the length of the off-the-job training or the duration of the overall apprenticeship or traineeship. The name of the qualification to be issued

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A training plan exists on at least two levels:

Corporate - they are also called office training plan encompassing the entire organization and covering a relatively elastic time period of perhaps several years (this is a reflection of a global or overall set of goals) Experience has shown that separate plans should be developed for each job function within an office. The areas covered by these plans should be fairly broad in scope and not focus on the needs of only a few members of the staff. Specific - they are also called individual plans describing smaller organizational units within the organization and covering a discrete fiscal or calendar time frame (this is a reflection of concrete, measurable goals and objectives) they reflect office goals as well as any additional training needs that an individual may have. Training department will make training plan based on the following factors: Training title. The purpose of the training. Training application. Training method. Time of training. Training cost.

Based on the training plan, directors will review with comments. In case, plans meet the requirements then director will approve for implementation.

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IMPLEMENTATION OF TRAINING PLAN

This step also includes designing & developing training materials e.g.: questionnaire, simulations, interviews, group discussion, hand outs, exercises etc. these are developed according to need of training i.e. the nature, implementation, application of training. The training is done through 2 forms: training in house/on job and external/off job training. Training in house is a type of training trained by the professional training company or trainer from management level. Training outside the form of training by outside experts and it is conducted outside company. Training department will be responsible for deploying training plan. Details of this step express at process of training in house/internal/on job and external training/off job training process.

TRAINING - ON THE JOB/INTERNAL

As the name implies, on the job training involves employees training at their place or work. The most common methods of on the job training are: Demonstration / instruction; showing the trainee how to do the job Coaching - a more intensive method of training that involves a close working relationship between an experienced employee and the trainee Job rotation - where the trainee is given several jobs in succession, to gain experience of a wide range of activities (e.g. a graduate management trainee might spend periods in several different departments) Projects - employees join a project team - which gives them exposure to other parts of the business and allow them to take part in new activities. Most successful project teams are "multidisciplinary"

Advantages of on the job training Generally more cost effective Less disruptive to the business - i.e. employees are not away from work

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Training an employee in their own working environment, with equipment they are familiar with and people they know can help they gain direct experience to a standard approved by the employer Employees may find that they have more confidence if they are supervised and guided as they feel they are doing the job right Employees may feel more at ease being taught or supervised by people they know rather than complete strangers at an external training course Managers or supervisors can assess improvement and progress over a period of time and this makes it easier to identify a problem intervene and resolve problems quickly On the job training is also productive, as the employee is still working as they are learning As training progresses and the employee begins to feel more confident, this confidence would allow them to work at a higher standard and ultimately be more productive Training "on-the-job" provides an opportunity to get to know staff they might not normally talk to

Disadvantages of on the job training Teaching or coaching is a specialist skill in itself; unless the trainer has the skills and knowledge to train, this would mean that the training will not be done to a sufficient standard The trainer may not be given the time to spend with the employee to teach them properly, which would mean substandard training has been achieved and learning has only been half done The trainer may posses bad habits and pass these on to the trainee

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TRAINING OFF-JOB/EXTERNAL.

Advantages Of Off Job Training This type of training gets employees away from their work environment to a place where their frustrations and bustle of work are eliminated. This more relaxed environment can help employees to absorb more information as they feel less under pressure to perform. Can be a source to supply the latest information, current trends, skills and techniques for example current employment legislation or other company law and regulations, current computer software or computerized technologies or improved/innovative administrative procedures. These new skills can be brought back and utilized within the company. Experts in their field would cover these courses, and this would mean that training for staff members would be taught to a reasonable standard. As the courses are held externally, our company would not have added costs incurred as a result of extra equipment or additional space. Sending an employee on a course could help to make an employee feel more valued as they would feel as if they are receiving quality training. As many courses or seminars invite employees form other companies to attend, this would allow employees to network and perhaps drum-up business.

Disadvantages of off job training Depending on the course, the overall cost could prove quite expensive for example; many courses may require an overnight stay at a hotel if the course is outside the area or the course itself may prove to be expensive due to the level of expertise or equipment need to deliver the course. As there is no real way to know the abilities both as a trainer and their subject knowledge of the people delivering the external training courses, there is no guarantee that sufficient skills of knowledge will be transfers or valuable. The different learning speeds of individuals who are usually forced to progress at a compromise rate. Not all the learners will be starting at the same knowledge or skill level and there is a risk that those starting at the lowest levels, if account is not taken of this, will be lost from the start.
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IN house Training Options Category IN HOUSE Training & Development Type of Training & Development On the job EXPERIENCE For Inexpensive if supported with skilled and motivated staff Against Could be lengthy and expensive if not structured or promote best practice. Will be limited and limiting if not associated with new or better ideas Possibly missing out on more up to date methodology, systems, ideas

Structured COACHING

Inexpensive if well structured and supported by excellent coaches and mentors with a system of monitoring and evaluation

OFF THE JOB on own Premises / own Trainers

Costs controlled and Quality and up to datecustomized training ness of Training materials programs. Not as dependent and presenters. upon numbers and more flexible. Very useful for team learning and working Specialization of Training organization can bring speedy and effective solutions. Need to have the right number of people involved to get best results Use of technology and elearning delivered in house and supported by the external training organization. Can be very useful to deliver a formal structured input. Dependent on quality of training organization, the willingness and ability to customize materials and can be costly Some people not comfortable with PC and loses opportunity to network and team learning. Subject materials not customized.

OFF THE JOB on own Premises / bought in Trainers

OPEN Learning delivered on own premises

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External Training Options Category EXTERNAL Training & Development Type of Training & For Development OPEN PROGRAMME Course content provided by professionals and can make a significant contribution in the short term. Useful for small numbers or an individual A number of small companies join together to run a specific programme using a professional training provider Normally associated with time off work but can be taken in a persons own time. Programme will be standards based and will be recognized. The provision of resources to allow individuals to train at their own pace and place. Normally a mix of self study and coaching using technology and coaching Against Can be a hit/miss affair if training needs are not clearly identified to match the programme content and linked to the individuals development. The ability to customize the inputs to meet the needs of each firm

COLLABORATIVE PROGRAMME

CERTIFICATED PROGRAMMES

Can be lengthy and prescriptive therefore content may not be as specific or customized as required. The motivation and discipline of the learner as well as the lack of opportunities to network with others.

OPEN / FLEXIBLE Learning

These were the ways to implement training programs , depending upon the nature of training program one decides what kind of training program is beneficial is it on job i.e. internal program or external off job program.

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Training Records: Training department has to maintain training records as regulated by this procedure as rules related. These training records are maintained in the separate folder or personnel file till the particular employee remains with the company.

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EVALUATION OF TRAINING EFFECTIVENESS

Concept
Evaluation literally means the assessment of value or worth. It would simply mean the act of judging whether or not the activity to be evaluated is worthwhile in terms of set Criteria. Define: According to Hamblin (1970) defined evaluation of training as: Any attempt to obtain information (feedback) on the effects of training programme and to assess the value of training in the light of that information for improving further training.

Validation
Applies directly to the programme and its, immediate results. Validation is defined in terms of internal and external validation. It deals with a series of tests and assessments designed to ascertain whether: Internal validation the focus is on the immediacy of the training and learning resulting in the improvement of the trainee. External Validation involves a series of tests designed to ascertain whether the objectives of an internally valid programme are based on an accurate identification of training needs in relation to the criteria of effectiveness adopted by the organization. This is to ensure that: a) Training is carried out in the most efficient and effective manner; b) At the lowest cost; c) With the high implementation value Formative Evaluation: Evaluators often talk about two different types of evaluations: "formative" and "summative." A formative evaluation is usually conducted in the early stages of a program and addresses questions about implementation and ongoing planning. Used in the classroom as planned. Formative evaluations are useful for various purposes. For example: a) They may help catch problems early on, while they can still be corrected. b) They are an evaluation of process, so they may be useful in understanding why different outcomes emerge and improving program management. c) They provide an opportunity to collect baseline data for future summative (or "impact") evaluations.

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Summative Evaluation: Summative evaluations assess program outcomes or impacts. To determine the relationship of different factors to outcomes, similar to formative evaluations, some information used in summative evaluations is collected early in the life of a program (e.g., baseline data, test scores). Some advantages of summative evaluations include: a) They can, if designed correctly, provide evidence for a cause-and-effect relationship. b) They assess long-term effects. c) They provide data on impacts. d) They can provide data on change across time.

Principles of Evaluation
Training evaluation is the process of establishing a worth of something, which means the value, merit or excellence of the thing. Evaluation is a state of mind, rather that a set of techniques. To achieve the desired results, evaluation has to based on sound principles such as: 1. Clarity: Trainer / evaluator must be clear about the purpose of evaluation in order to set the standards and criteria of evaluation. 2. Objectivity: To demonstrate objectivity is the hallmark of a good trainer. This requires: a) Measurable standards of assessment. b) Designing of valid and reliable research instruments. c) Detached analysis and interpretation of data in order to stand the test of time. 3. Reliability: Subjective analysis of evaluation data cannot produce reliable results. For evaluation to be reliable the results should confirm: a) Irrespective of the method used to gather the data. b) When repeated by the same trainer again c) When interpreted by any other person. Normally a good trainer uses more than one method of data gathering and data interpretation in order to achieve reliable results.

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4. Evaluation design and methodology This should be checked that it should be feasible: I. Is it cost effective: If spending more on evaluation than the returns on training? II. Is your methodology practical: Do you have the human/other resource and time for executing the suggested methodology? III. Is there utility of the data? It is possible that lot of time/money is spent on generating evaluation data without knowing or being unable to put the same to any use whatsoever. Effective Training Programme- Underlying Principles Any training programme in order to be effective must have some precise goals and objectives: To enlighten the partakers more about their organization, its aspirations, challenges and the business background in which it operates. To make the human resources cognizant of the functions of different sections. To train them to be aware of the significance of communication and enthusiasm in their day to day work as a tool for better organizational climate and morale. To see that once they go back after attending training, they feel that they belong to the organization. To ensure that the participants would share their information gained from training with their coworkers. To develop friendship, fellowship, support and trusteeship among trainees. To ensure that technical, managerial, supervisory and human competencies are built up in the employees on a continuous basis to enable them to perform their current assignments effectively and also to set up them to execute their future tasks. To put forward the attitude based training to ensure that a value based and self sustained culture is built in the organization. To offer the required training inputs to all employees in a need based, organized and lucrative manner. The training programmes imparted to the workforce should be of superior standards with a view to develop good working environment, provide work culture inspiration, support attitudinal change, improve interpersonal relationships, reduce accidents, perk up efficiency, update knowledge and technology, educate saving and investment habits among employees, create consciousness of workrelated health hazards etc. Also, the training institute should comprise of all type of audio visual aids, which forms the venue for the in-house training and development programmes in the organization.

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The 'Training Evaluation ' consists of:

Senior management The trainer Line management The training manager The trainee

Each has their own responsibilities, which are detailed below.

Senior management - training evaluation responsibilities

Awareness of the need and value of training to the organization. The necessity of involving the Training Manager (or equivalent) in senior management meetings where decisions are made about future changes when training will be essential. Knowledge of and support of training plans. Active participation in events. Requirement for evaluation to be performed and require regular summary report. Policy and strategic decisions based on results and ROI data.

The trainer - training evaluation responsibilities

Provision of any necessary pre-programme work etc. and programme planning. Identification at the start of the programme of the knowledge and skills level of the trainees/learners. Provision of training and learning resources to enable the learners to learn within the objectives of the programme and the learners' own objectives. Monitoring the learning as the programme progresses. At the end of the programme, assessment of and receipt of reports from the learners of the learning levels achieved. Ensuring the production by the learners of an action plan to reinforce, practice and implement learning.

The line manager - training evaluation responsibilities

Work-needs and people identification. Involvement in training programme and evaluation development. Support of pre-event preparation and holding briefing meetings with the learner. Giving ongoing, and practical, support to the training programme. Holding a debriefing meeting with the learner on their return to work to discuss, agree or help to modify and agree action for their action plan. Reviewing the progress of learning implementation. Final review of implementation success and assessment, where possible, of the ROI.
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The training manager - training evaluation responsibilities

Management of the training department and agreeing the training needs and the programme application Maintenance of interest and support in the planning and implementation of the programmes, including a practical involvement where required The introduction and maintenance of evaluation systems, and production of regular reports for senior management Frequent, relevant contact with senior management Liaison with the learners' line managers and arrangement of learning implementation responsibility learning programmes for the managers Liaison with line managers, where necessary, in the assessment of the training ROI.

The trainee or learner - training evaluation responsibilities

Involvement in the planning and design of the training programme where possible Involvement in the planning and design of the evaluation process where possible Obviously, to take interest and an active part in the training programme or activity. To complete a personal action plan during and at the end of the training for implementation on return to work, and to put this into practice, with support from the line manager. Take interest and support the evaluation processes.

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The Kirkpatrick model of training evaluation

Donald Kirkpatrick has developed a very popular evaluation model that has been used since the late 1950s by the training community. The focus is on measuring four kinds of outcomes that should result from a highly effective training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level's evaluation. Thus, each successive level represents a more precise measure of the effectiveness of the training program, but at the same time requires a more rigorous and time-consuming analysis Kirkpatricks model includes four levels or steps of outcome evaluation:

Level 1 EvaluationReaction Level 2 EvaluationLearning Level 3 EvaluationBehavior Level 4 EvaluationResults Level 5 EvaluationReturn on Investment(revised model)

Level 1
The goal of this level is to measure the reactions of participants or attitude towards specific component of program like instructor, topic, presentation style, audio visuals here usually both the open ended & closed ended questionnaire are used as tool with scales of ratings, this level enables trainer to know the weakness of the program The following are its advantages:

To know how the participants felt about the training event. It may point out content areas that trainees felt were missing from the training event. It will tell how engaged the participants felt by the training event.

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It can provide information about overall participant reaction as well as participant feedback and evaluation of specific aspects of the training event. Detailed level one evaluation can provide formative evaluation information that can be used to improve future versions of the training program (e.g., trainer can fix the things the participants disliked about the program and add the things they felt was missing i.e. to overcome weakness of program).

Level 2
These levels determine the learning of the participants as the trainers also have the specific objectives for which program are designed. Learning outcomes can include change in knowledge, skills, and attitudes. Some program emphasizes on knowledge while some emphasizes on skills & multiple learning. This level should be conducted just after the training program is over to measure immediate effect. The issues faced here 1. how shall one measure knowledge, skills, and attitudes 2. What research design should be use to demonstrate improvement in level two outcomes? Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess the extent students have advanced in skills, knowledge, or attitude. Measurement at this level is more difficult and laborious than level one. Methods range from formal to informal testing to team assessment and selfassessment. If possible, participants take the test or assessment before the training (pretest) and after training (post test) to determine the amount of learning that has occurred. However, it is important to note that learning at this level does not necessarily translate into application on the job. Measuring the effectiveness of training at this level is important as it gives an indication about the quantum of change vis--vis the learning objectives that were set. It provides critical inputs to fine-tuning the design of the programme. It also serves the important aspect of being a lead indicator for transfer of learning on to the job context. It can be summarized as: Learning evaluation is the measurement of the increasing in knowledge before and after training. Evaluation tools can be typically assessments or tests before and after the training, interview or observation can also be used. Advantages of learning evaluation are relatively simple to set up; clear-cut for quantifiable skills, less easy for complex learning.

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Level 3
This level measures the transfer that has occurred in learners' behavior due to the training program. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner? For many trainers this level represents the truest assessment of a program's effectiveness. However, measuring at this level is difficult as it is often impossible to predict when the change in behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate, and how to evaluate. Inputs at this level can come from participants and their supervisors. It makes sense to obtain feedback from the participants on the application of learning on the job. This can be done a few weeks after the programme so that it gives the participants sufficient time to implement what they have learnt. Their inputs can indicate the cause of success or failure; sometimes it is possible that learning was good at level-2, but implementation did not happen due to system-related reasons. It can help the organization deal with the constraints posed by systems and processes so that they do not come in the way of applying learning. It can be summarized as This level measures the transfer that has occurred in learners behavior due to the training program. Evaluation tools can be observation and interview over time are required to assess change, relevance of change, and sustainability of change.

Level 4
Frequently thought of as the bottom line, this level measures the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment. From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed. Determining results in financial terms is difficult to measure, and is hard to link directly with training. Many organizations would like to measure effectiveness of training at this level; the fact remains that it is not very easy to do this, as it is improbable that we can show direct linkage. However, it is worthwhile making the attempt even if the linkage at this level is indirect. So this step can be summarized as Results evaluation is the effect on the business or environment by the trainee. Measures are already in place via normal management systems and reporting. However, measuring at this level is difficult as it is often impossible to predict when the change in behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate, and how to evaluate.

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Level 5 (Revised Model)

Some later applications of this model have included (ROI)return on investment largely as factor of consideration (LEVEL 5) this return is not only in terms of money invested for training but also in terms of the skills, behavior, attitudinal skills so generated.

Calculating return on investment

Company management wants to know that the money they are spending on training is well spent. They want to know that they are getting a sufficient return on their training investment (ROI). Improvement factors include increased productivity, reduction of waste and improved employee retention. Measurement of training ROI starts with defining the reasons and goals for the training, determining how much the training costs and verifying the amount of return. Questions you may have include:

What is the reason for the training? What is the investment in training? How is the return measured?

RETURN ON INVESTMENT tells you the percentage return you have made over a specified period as a result of investing in a training programme. On the assumption that benefits will continue to accrue some time after the training, then the period that you specify is critical to the ROI figure you will obtain. You may like to specify a period that fits in well with your organizations planning cycle perhaps a year or two years. On the other hand, you may wish to calculate the period to correspond to the lifetime of the benefit, in which case you will need to know how long the average student stays in a position in which they can continue to apply the knowledge and skills being taught. To calculate return on investment: % ROI = (benefits / costs) x 100 The investment in training consists of the cost of the training and the time spent by the personnel from their jobs. By measuring the effect on the company profits before and after training, and then comparing with the costs of the training, a company can determine their return-on-investment.

This model use to roam around parameters what, who, when, how, why These are presented pictographically below.

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Below chart shows comparison of Kirkpatricks model with other models in use for training & development effectiveness evaluation.

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Another four step model for training procedure in practice is PDCA cycle which means PLAN-DOCHECK-ACT, It is also known as the Deming cycle, Shewhart cycle, Deming wheel, or plan-do-study-act. It is used to solve typical business application problems. This completes a cyclical solution process from problem faced to problem solved.

The concept of the PDCA Cycle was originally developed by Walter Shewhart, the pioneering statistician who developed statistical process control in the Bell Laboratories in the US during the 1930's. It is often referred to as `the Shewhart Cycle'. It was taken up and promoted very effectively from the 1950s on by the famous Quality Management authority, W. Edwards Deming, and is consequently known by many as `the Deming Wheel'. Use the PDCA Cycle to coordinate your continuous improvement efforts. It both emphasizes and demonstrates that improvement programs must start with careful planning, must result in effective action, and must move on again to careful planning in a continuous cycle.

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Plan
This step is meant for analyzing the problem & also opportunity to change plan if necessary This includes Define a problem or opportunity Analyze the situation, study & define the problem, brainstorming for causes and corrective measures & think creatively to determine the best approach & best corrective measure. Develop an implementation plan.

Do
This step is meant to test the change at small scale& implement the findings analyzed in previous step; plan is executed in controlled environment. Implement corrective action Document the procedures & observation Use data gathering tools to collect information.

Check (study)
This step is meant for check, review of test & identification of what is learning from previous steps. Analyze information Monitor trends Compare results obtained against expected results from plan

Act
In this step after the test check the findings are analyzed upon these findings the results are prepared which give basis for standardization of further action set on below stated points: If the results are as expected then nothing to do accept them If the results are not as expected repeat the plan , do , act cycle Document against the process and revise the plan.

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When to Use: As a model for continuous improvement. When starting a new improvement project. When developing a new or improved design of a process, product or service. When defining a repetitive work process. When planning data collection and analysis in order to verify and prioritize problems or root causes. When implementing any change. Benefits of pdca model Problem identification & problem solving process Continuous development Vendor development Human resource development Process trails Training until it becomes a skill

The third model for training system is as follows which summarizes the first two models of training. This model works on simple procedure of input, process and output. Input includes need identification, identifying new technologies for imparting training, information of new recruits, etc. Process includes verification of need ,deciding type of training, deciding whether to provide on site or off site training. Implementation of training program, monitoring the programs Output includes release of plan. Issue of order for deputation, feedback and effective measurement, method of implementation & evaluation.

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As a result of globalization, business is exerting pressure on world wide. All the firms need to reduce production cost and improve operational efficiency. Hence it is important for all organizations to maintain an efficient work force for attaining these aims. The firms can develop their employees as talented and knowledgeable workers by means of identifying their insufficiency and lack of knowledge in the required areas and thereby providing sufficient training and development programmes to fill the gap. The organizational training effectiveness and its evaluation play a crucial role in an organization to decide whether the proposed business upshots are attained or not. An effective training programme is emerging as one of the most vibrant and exhilarating aspect for the firms to solve their managerial and human resource issues and thereby winning advantage in the competitive market.

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TRAINING & DEVELOPMENT PROCESS AT SHREE CEMENT

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1.Purpose: The purpose of training is to ensure that all employees have requisite skills to do their job effectively and plan for their development keeping in view of their career aspirations and other fture resource requirement of department. 2.Scope: Applicable to employees across the organization at all levels as per their training need identification. 3.Responsibility: The overall responsibility for establishing , documenting, implementing & updating this procedure. 4.Procedure activities: 1. Training needs identification Training needs are identified at following stages: Personal development needs will be identified by the individual concerned HOD & could include a course of study or activity which would give an individual greater understanding of the organizations involvement & activities. The organization may contribute to personal development by sponsoring fully or partially

1.2 All employees will complete a mini mum of 8 man days of training in a year. The mix of behavioural and functional would differ as per the level of employee.

2.Planning for training program 2.1 Based on above identified training requirements a training calendar is prepared. The training calendar would comprise of following: Training program Tentative dates and duration Faculty (internal & external) Venue (internal & external) No. of participants Cost of program
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3.Inviting nominations to the program depending on training needs identified 3.1 A note/email/circulars sent to relevant departments containing the schedule of the training programme and the list of personnel from that department containing the schedule of training programme and the list of the personnel from that department identified for the training in tni 3.2 The training team would send communication on the programme to the employee and arrange special requirements ,arrangements as per requirement of training programme. 3.3 In case there is any change of dates of the programme the same is communicated to the relevant department through email confirmation is received. 3.4 The employee will nominate him/her for training program based on following: A need based program(organization requirement) As per the employee competency requirement Any specific training for employee requirement TNI of the year

3.5 Any absenteeism or any indiscipline shown during the training will be viewed very seriously & in turn will impact the employees appraisal. 3.6 In case an employee is deputed for an external course he or she would submit a Xerox copy of all the study material received during the course along with a copy of the certificate if any received during training to the training team. 4.Measuring & following up results 4.1 The training effectiveness is measured as follows 4.2 Internal assessment The human resources and the training team will gather feedback from the trainee participants and the faculty that will help in evaluating the training program Trainees will be required to complete an evaluation form and /or give verbal feedback to the e course content organization & HR & training team regarding the quality

4.3 External assessment Managers will be asked for feedback in terms of improvement or changes in the trainees performance particularly in the areas in which they have received the training. Transferability of learning by sharing the know-how acquired from the training program to fellow colleagues. Training & development undertaken will be reviewed in the appraisal system as part of the competency assessment.
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5. Training MIS 5.1 A monthly training mis would be prepared which would be sent to department heads 5.2 The training calendar would be tracked for the trainings planned vis--vis training programme conducted. 6. Training: Wherever applicable , training to be provided to the people responsible to carry the above mentioned functions smoothly in their respective divisions. These trainings needs will get identified as per the training need identification process. 7. Resources: All necessary resources required to perform the above mentioned activities would be provided to all as part of their work environment and work infrastructure. 8. Measurement: The following measurements will be used to determine the status of the above procedure and its effectiveness. These measurements will be done once in three months. Training average man hours: man hours/total number of staff i.e. on 1st april. Training program status: (number of training programs conducted/total number of training programs planned)*100 Training feedback resolution efficiency: (number of training feedback resolved/total number of training feedback resolved)*100

The above is pattern followed to conduct training at shree cement ltd. Ras Here training is conducted through out the year, last year HRD at ras has conducted around approximate 320 programs with achievement of targeted training man hours. its main objective is that all employee should have desired abilities to carry out roles and responsibilities effectively, this training not only focuses on calibrating employee skills but also to improve quality of life by imparting behavioral learnings and monitoring them in order to make it a habit. These programs are conducted at all levels of management may it be junior level or senior level of management. At shree cement ras the hrd has implemented unique practice of training labors it is at initial level of implementation , it is unique as not many companies use to provide this kind of training to labors as most labors are on contract basis.

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WORKMEN

No. of participants 486 Hours of Training 2692 No. of Participants 5269 Hours of Training 3729 No. of Participants 816 Hours of Training 3729 No. of participants 156 Hours of Training 589

JUNIOR MMANAGEMENT MIDDLE MANAGEMENT SENIOR MANAGEMENT

Avg. training hours per employee 6.38

The human resource department holds responsibility to establish, document ,implement and update procedure as per requirement of industry. With changing time changing technology and diversifying roles this updating becomes a necessity. Now actual process begin Firstly need for training is identified this identification is carried out at individual level , by concerned hod this is meant to provide greater insight of organization involvement and activities. this training includes technical need, behavioral need as per identification by HODs which is done by observation, analysis & evaluation of individual. the training is sponsored fully or partially according to nature of program. Here a requisite is that each employee should complete 8 man days of training in a year i.e. 8*8=64 hours of compulsory training in a year. Now next step in the process is planning for training program this planning is based upon outcomes of the need identification process. The first step in the planning process is development of training calendar which determines name of program its tentative dates & duration, faculty that will conduct training, venue for training ,number of participants and the total cost of conducting program , these factors are individually responsible for scheduling the program, as nature of program the total cost incurred on the program which act as responsible factor for determining ROI of program, again the number of participants ,venue & faculty costs determines the approximate budget of money to be spent. Now nominations are invited from the concerned department on the basis of need identified. usually employees supervisor will nominate them according to organization/job requirement, any other training for employee development. Training department follows them by sending note/email or circular containing schedule of department & attached list of personnel from that department nominated for training additionally some communications are sent if any special arrangements are to be made via emails & are followed up for confirmation. Same process is followed in case there is rescheduling of program.in case employee is sent for external course he has to submit Xerox copy of all study material received during course
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along with copy of certificate if any received during or after training. After all this the final effectiveness measurement come into act. This process is measured by two ways internal measurement i.e. here the hr. team will gather feedback from trainees by making filling evaluation form or by recording verbal feedback to the hr. and training team regarding content, quality of program. Another sort of assessment done is external type under this type concerned managers will be asked for feedback about change in trainees performance since training this is also reviewed for appraisal system as part of competency assessment. After this a mis is prepared on monthly basis which would be sent to department heads. Measurement includes calculation of training average man hours, training programme status, training feedback resolution efficiency. Which helps in analyzing the productivity of training. It can be summarized as:

Training effectiveness is mapped in reference to following three programs.

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PROGRAM NAME

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1. Grow campus to corporate :

Key learnings: mind mapping, assertive model, QLP, behavior (body language, corporate learnings like hand shakes, words, tones, writing official/professional emails etc. This program is meant for new recruits who are coming directly from campus i.e. fresher without work experience, the purpose of the program is to Introduce the new world: from campus to corporate Tips to help succeed in corporate Tips & techniques on handling stage fright Eye contact Mind mapping- the four step model for clarity of speech Understand assertiveness The assertive person Assertiveness leads to freedom Body language Guidelines for asking better questions to get better answers Listening Cell phone etiquette Making mistakes at the workplace Effective use of voice (pace, pitch ,emphasis, inflection, articulation) Effective use of listening (prepare in advance ,limit your own talking, think like the other person, ask questions, dont interrupt, take notes, listen for ideas not just words, pay attention, make encouraging responses, turn off your mobile, react to ideas and not the person) Great conversation-tips & techniques (sandwich tech., 3step of effective communication, proactive vs. reactive, how to build rapport ,body language, presentation tips, talk clearly video key points, negative words to avoid when dealing with people

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2. Program on Creativity, Innovation & Problem Solving held on 15-16th June 2010, by the external faculty Dr. Natrajan Annamalai ,from Creativity Sphere Chennai. Oraganised by HRD ,RAS.

The some topics covered among many during the program were : Classification of Brain. Resonable & unresonable Problems. Problem Solving. Anger management & Stress management. Resource myopia. Increasing performance.

This program has imparted extensive learning of individual on parameters like: Creativity on Job. Fear of Failure. Resource Myopia(A feeling on resource lessness). Divergent Thinking (Thinking out of box). Problem solving attitude.

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3.Topic :- improving inter personal relationship on april 16-17 2010 by sh. Balendu bajpai , a.p. shubham services (causing people development) surat.

Parameters for assessment

Like the above stated programme same feed back process is followed herein case of participants feedback first just after training program & then hods feed back by taking participants feedback and work improvement as factor to determine change. Key learnings: Knowledge about circle of concern ,circle of influence meaning of we, I- knowledge (answer of what) -skilled (about knowledge) -attitude (how to be done)

Defining goals by SMART process( specify, measurable ,achievable, realistic, time bound) Ego stages, develop win-win situation Art of asking questions, conflict management, time management, multi tasking, control APA(anger, passion, action),learning through transactional analysis, team building

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RESEARCH METHODOLOGY

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TITLE OF THE STUDY : Evaluation of Training effectiveness.

OBJECTIVES OF THE STUDY : In depth study of training methods and models. Study of training evaluation To analyze the Training methods. To evaluate training effectiveness.

SOURCES OF THE DATA : The data I have collected is primary in nature. For collection of primary data I have prepared questionnaire which was targeted on trainees & focused on training effectiveness. These trainees are from various departments like Mechanical, Electrical, power plant, Administration, Quality Control, and Finance & Human Resources. Data is generated few weeks after training program.

SAMPLING PLAN: Sampling refers to the process of obtaining information about an entire population by examining only a part of it. Sampling plan explains the sampling unit, population, sample size and sampling method.

SAMPLE SIZE: The size of the sample accepted generally is 1/10th of the total population. But size varies from situation to situation and with the researchers satisfaction. The sample size is the true representative of the universe. Because of the limited time factor and for convenience, sample size is 20 trainees The sampled respondents belong to the following departments; Commercial Department Mechanical Department (process & operations) Electrical & instrumentation (process & operations) P&A Power Plant

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SAMPLING METHOD : The simple random sampling method is adopted for selecting the respondents among the various trainees of the organization

FRAME WORK OF SURVEY OBJECTIVE : To identify the Effectiveness of Training. TARGET GROUPS : Trainees No. of questions in the Questionnaire : 16 ANALYSIS : Each question carries four options as detailed below : a) b) c) d) Strongly Agree/Excellent. Some what Agree/Very Good. Agree/Good. Disagree/Poor.

JURISDICTION OF THE STUDY: The backdrop of the study deals with Evaluation of Training provided by Shree Cement Ltd. Bangur City , Ras. The study was carried out by collecting the data from trainees/employees of the factory from different units. BAR CHARTS: Consists of bars of equal width and length proportional to magnitude of the variables for the different items, bars may be proportionally subdivided to show components of magnitude of the variables corresponding to sub variable. If the sub-division corresponds to percentage, we get bar diagram. The data I have collected is both primary & secondary in nature. For secondary data I have analyzed past records have done observations etc For primary data I have prepared questionnaire which was targeted on trainees & focused on training effectiveness. The sample size is = 16 collected randomly. Below are detailed analysis of the responses collected.
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1. How did you find the quality of the program?

Majority of the responses indicated that quality was very good.

2. To what extent training accomplish its stated objectives?

Yes training accomplished its objectives way above average

3. To what extent did this program measure up to your expectation so far

met expectations? Majority of the responses indicated that program lived up to their expectations

4. Do you feel that this program was worthwhile in terms of cost of your time away from normal job duties?

18 16 14 12 10 8 6 4 2 0 Poor Average Good Very good Excellent Q.1. Q.2. Q.3. Q.4.

Yes programs were totally friutfull

5. Rate this program using the following ratings

After survey findings are that on the parameter of practical value, self development & its relatedness to job programs rated high.

10 9 8 7 6 5 4 3 2 1 0 Practical Value Self Development New Ideas Methodology Used Relatedness to job

Poor Average Good Very good Excellent

Q.5.

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6. Rate the teaching / training methods.

Simulations, Roles plays, Presentations & group tasks were the best rated methodology.

7. How satisfied were you with the following services/facilities?

12

Conference room, time management & ambiance rated highest.

10

6 Poor Average Good 4 Very good Excellent 2

Simulations

Case Studies

Group Tasks

Role Plays

Q.6.

Time Management

Presentation

Training Handouts

Conference Room

Q.7.

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Ambiance

Facilities

8. Overall organization and coordination of the programs. 9. Training course encouraged exchange of information and expression of ideas successfully?
10 9 8 7 6 5 4 3 2 1 0 Poor Average Good Very good Excellent Q.8. Q.9.

Majority indicated that organization and coordination during program was very good & exchange of information and ideas were rated as good.

10. The language used in training session was easy to understand? 11. Have you done any preparation before attending training program? 12. Are you encouraged to experiment with new methods and creative ideas on job?
14 12 10 8 6 4 2 0 Yes Some What Neutral Cant Say Q.10. Q.11. Q.12.

The language used was easy to understand & post training innovations were noticed most trainees came unprepared for training.
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13. How do you feel about your job when a change is suggested?

Q.13.
7 6 5 4 3 2 1 0 Highly Stressed Moderatly Stressed Slightly Stressed Not At All Q.13.

Most trainess undergo slight stress during the process of change.

14. Are you satisfied with the opportunities for your development in the company? 15. Have you noticed any behavioral change in yourself since training?
16 14 12 10 8 6 4 2 0 Q.14 Q.15

Most trainees have experienced behavioral change in them after training and they were satisfied with the developmental opportunities provided by the company.

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16.How do you rate trainer on the basis of:

12

10

8 Poor 6 Average Good Very good 4 Excellent

0 Clarity Of Information Presentation Style Ability to motivate Activities Body Language

The above ratings show that trainer was able to deliver exactly according to need of trainees as after training they were quite motivated & satisfied with the program.

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HYPOTHESIS TESTING

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H/R H1--QUALITY H2--PRACTICAL VALUE H3--CREATIVITY & INNOVATION H4--CHANGE MANAGEMENT H5--CAREER DEVELOPMENT R1 0 1 1 -2 0 R2 0 1 1 -2 1 R3 0 1 1 -2 1 R4 0 1 1 2 -1 R5 0 0 1 2 0 R6 0 0 1 2 0 R7 0 0 1 2 0 R8 0 1 0 2 0 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 TOTAL 1 1 1 1 1 1 1 1 1 1 2 2 14 1 1 1 1 1 2 2 2 -1 -1 -1 -1 12 0 0 0 0 0 0 0 -1 -1 -1 -1 -1 2 2 -1 -1 -1 -1 0 0 0 0 0 1 1 4 0 0 0 0 -1 -1 1 0 1 1 1 2 5

H1 : QUALITY This shows that quality of training program is excellent in terms of content, mode of delivery, language, understanding. This quality will positively impact the objective of training. H2 : PRACTICAL VALUE This points towards practical use of acquired knowledge gained through the process of training in improving on job & off job efficiency. Which in turn affects trainees attitude, approach towards the work allotted. H3 : CREATIVITY & INNOVATION The resulted hypothesis shows that creativity and innovation are encouraged and are moderately accepted. This means that at work place creativity and innovation is kept low as compared to pre decided line of work. H4 : CHANGE MANAGEMENT The results shows that attitude towards change management is good and trainees accept change with slight stress observed in some cases. H5 : CAREER DEVELOPMENT The resultant hypothesis shows that after training development is experienced and career growth is observed.

So the net resultant hypothesis shows that training process is on the positive ratings, which in other words shows positive effectiveness of training.

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CONCLUSION

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Through the primary data collected I came to the conclusion that even though the training programs are effective but there is need that the contents of the program should be briefed to the participants in advance also its usefulness in their development and practical value of training should be discussed which will help participants to get motivated to attend training eagerly. Use of case studies should be more that will help them go through business issue/behavioral issues to get some practical application of learning. Also emphasis should be on making time management effective in order to save valuable man hrs. Stress training should be conducted on regular basis which will improve work life of employee and also make them open to changes and challenges. I have concluded that there is improvement i.e. training is efficient. Still there are some areas where work for improvement is to be done the current evaluation system lacks ultimate effectiveness mapping thus that has been a significant lacking. Overall this project is full of learning for me as I have learnt about different aspects of training, different processes etc.

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RECOMMENDATIONS & SUGGESTIONS.

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1. Improvement in current system, by incorporation of graphical aids. 2. Calculation should have more focused approach. 3. The analysis should contain additional steps to show reaction of participants towards training, learning curve, behavioral changes. 4. Lack of motivation among participants to attend training. 5. Respected HODS from different departments should be educated about importance of training effectiveness measurement. 6. The current methodology used should be reviewed to incorporate not only the immediate , intermediate level but also ultimate level of evaluation .i.e. impact in terms of overall organizational result 7. Instead of paper work, the electronic process should be facilitated in order to avoid delay.

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BIBLIOGRAPHY

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1. 2. 3. 4. 5. 6. 7. 8. 9.

www.shreecementltd.com www.google.com www.altavista.com www.slideshare.net Indian Journal of Training & Development Human resources manual A managerial approach to training miller osinski manual HRM by CB Gupta

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ANNEXURE - I
Questionnaire Training Title : ........................................................................................... Faculty : .................. Date of conduct : ............................... Duration : ................................. Name: .............................................. Designation : ........................... 1. How did you find the quality of the program? (Please Tick on below) Very poor Poor Average Good Excellent Comment on it............................

2. To what extent training accomplish its stated objectives? (Please Tick on below)
Very poor Poor Average Good Excellent

3. To what extent did this program measure up to your expectation so far

met expectations? (Please Tick on below) Very poor Poor Average Good Excellent

4. Do you feel that this program was worthwhile in terms of cost of your time away from normal job
duties? (Please comment below). -----------------------------------------------------

5. Rate this program using the following ratings (give numbering below)
Very poor -1, Poor -2, Average-3, Good-4, Excellent-5 A. Practical value ----------------------B. Methodology Used ----------------------C. New ideas gained ---------------D. Helpfulness to self development ------------------E. relatedness to the job -----------------------------------

6. Rate the teaching / training methods. (give numbering below)

Very poor -1, Poor -2, A. simulations B. case studies C. group tasks D. presentation E. role plays F. training handouts Average-3, Good-4, ... .. .. Excellent-5

7. How satisfied were you with the following services/facilities? (give numbering below)
Highly dissatisfied -1, Unsatisfied -2, Neutral -3, Satisfied -4, Very satisfied-5. A. Conference room B. Time Management C. Recreation facilities
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D. Ambiance of organization E. Others (please specify)

..

8. Overall organization and coordination of the programs. (Please Tick on below)

Very poor Poor Average Good Excellent

9. Training course encouraged exchange of information and expression of ideas successfully? (Please Tick
on below)

Very poor Yes

Poor some what easy

Average neutral

Good

Excellent no

10. The language used in training session was easy to understand? (Please Tick on below)
some what difficult

11. Have you done any preparation before attending training program?
(Please Tick on below)

Yes

Some what

No

Cant say
(Please Tick on

12. Are you encouraged to experiment with new methods and creative ideas on job?
below)

Yes

Some what

No

Cant say

13. How do you feel about your job when a change is suggested? (Please Tick on below)
Highly stressed Moderately Stressed Slightly stressed Not at all stressed

14. Are you satisfied with the opportunities for your development in the company? (Please Tick on below)
Highly Satisfied Satisfied Partially satisfied Dissatisfied

15. Have you noticed any behavioral change in yourself since training? (Please Tick below)
Yes Somewhat No Cant say

If yes, please state the change below .(please write below) ..

16. How do you rate trainer on the basis of (give numbering below)
Very poor -1, Poor -2, Average-3, Good-4, Excellent-5 A. Clarity of information .. B. Presentation style .. C. Ability to motivate .. D. Activities during session . E. Methodology/handouts . F. Body language .
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ANNEXURE - II List of images/graphs/diagrams.

Image 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Nature Location map Organization chart Mile Stones Process model Flow Chart Need flow chart Sample Plan Internal Training External Training Kirk Patrick Model Impact Chart Comparative Study of models PDCA Model Chart Input-Process-Output Model Participation Chart Process Summary Questionnaire Graphs

Page no. 8 10 13 23 28 30 35 39 40 47 51 52 53 56 61 62 70-74

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