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Effectiveness of Training and Development 2010

A

PROJECT REPORT

ON

“EFFECTIVENESS OF TRAINING AND DEVELOPMENT”

AT

THYSSENKRUPP INDUSTRIES INDIA PVT. LTD.

PIMPRI, PUNE

SUBMITTED TO

PUNE UNIVERSITY

In Partial Fulfillment of Requirements

for the award of

Masters of Business Administration

SUMITTED BY

MBA III

PROJECT GUIDE

ACADEMIC YEAR 2010-2011

DEPARTMENT OF BUSINESS MANAGEMENT,

KONDHWA,PUNE-48

CERTIFICATE FROM THE COMPANY


Certificate of the Institute



ACKNOWLEDGEMENT

Completion of any project report is the milestone in the life of every management

student and the success of live project then enhances the self confidence of the

student. The successful completion of any task is the outcome of the invaluable

aggregate contribution of the personal efforts in all directions, explicitly or implicitly.

At the onset, I owe my sincere gratitude to Mr. P. Dave - Vice President (Corporate

Planning & HRD) and Mr. R. S. Nageshkar - Senior General Manager

(Personnel & HRD) for giving me the opportunity of uniting with ThyssenKrupp

Industries India Private Limited.

I would like to express my gratitude towards my industry guide, Mr. Sagar Saraf -

Executive (Personnel & HRD) for his continuous support, efforts and

encouragement along with his knowledge and experience about the industry, enriched

me with conceptual understanding and practical approach needed to work efficiently

for this project. The project would not have reached to its destination without his

guidance. His willingness to make me a part of the organization and sharing his

knowledge with me has helped me to understand Human Resource in a better and

simple way.

I would like to thank the entire team of Personnel & HRD department for their

support and cooperation throughout the tenure of the project and for giving me an in-

depth knowledge on the various processes related to the Human Resource and

Personnel department in the company. I also thank the employees of TKII for giving

their precious time and cooperation.

The key to the acknowledgement of the summer internship program lies in the hands

of the faculty guide. I would like to offer my sincere thanks to Prof. Deepa Hosur


(SAE – Faculty) for her benevolent and expertise guidance without which this project

would not have seen the life of today.

DECLARATION

I herby declare that the project titled “Effectiveness Of Training and Development

in ThyssenKrupp Industries India Pvt. Ltd” is an original piece of research work

carried out by me under the guidance and supervision of Prof.Deepa Hosur .The

information has been collected from genuine & authentic sources. The work has been

submitted in partial fulfillment of the requirement of _____________(Name of

Course) to Pune University.

Place: Signature:

Date: Name of the student


SUMMARY

The project of “Effectiveness Of Training and Development in ThyssenKrupp

Industries India Pvt. Ltd” started with ThyssenKrupp India Pvt. Ltd. on June 1st

2010. The project duration was 8 weeks and the project dealt with studying the

training and development process in the Company.The project started with the

induction program which acquainted me with the concept of HR Functions and gave

me the overview regarding various aspects of the company. After having an overview

as to how the company works, I started with the research on various dimensions of the

organization. Documents were provided to know about the company business

divisions, location of offices, hierarchies, reporting relationship, welfare activities,

safety measures followed, five decades journey of the company etc. After acquiring

an insight about the organization, I prepared questionnaires to identify and analyze

individual and organizational training needs. The questionnaire covered questions

related to:

Training identification and evaluation

Preferable method of learning of every individual

Organizational need apart from individual needs

Organizational strengths and also areas of improvements

Before starting the final survey, I had done a sample testing at Personnel and HRD

department so that I could find the flaws in the questionnaire with respect to various

parameters like interpretation of the questions, time taken by the employees to give

their response etc.

After capturing the responses of the identified participants on the finalized

questionnaire and after conducting one-to-one interactions with them, individual and

organizational training needs were identified & analyzed using Regression analysis.

Apart from identifying the training needs, I also identified:


Perception of the employees about MDPs

Factors affecting the MDPs

Areas of improvement for MDPs

Strengths and areas of improvement of the organization

On the basis of the findings from the analysis, various suggestions and

recommendations were given which will help Personnel and HRD department to

formulate the strategies in near future. The findings and analysis were filed and

recorded so that it could be used for future reference.


TABLE OF CONTENTS

CONTENTS PAGE NO.

Acknowledgements iv

Declaration v

Executive Summary vi-vii

Chapter 1 : Introduction

1.1 Introduction of the Topic

1.2 Objectives of the Study

1.3 Significance of the Study

1.4 Limitations of the Study

1.5 Hypothesis

1-7

1-2

3

4-5

6

7

Chapter 2 : Research Methodology

2.1 Methodology Used

2.2 Design and Details of survey conducted

2.3 Collection of Data

8-10

8

9

9-10

Chapter 3 : Company Profile

3.1 About the Company

3.2 Products

3.3 Factories and Offices in India

3.4 Milestones at a Glance

3.5 Organization Structure

3.6 HR Functions

11-16

11-12

13

13

14

15

16

Chapter 4 : Training Process 17-28


4.1 Training Process

4.2 Training Need Identification

4.3 Training Evaluation

4.4 Benefits of Training Need Identification and Training

Evaluation.

4.5 Steps followed in the project

17

18-22

23-26

27

28

Chapter 5 : Data Analysis 27-56

Chapter 6 : Findings and Observations

6.1 Strengths of the Organization

6.2 Areas of Improvement desired in the Organization

6.3 Areas of Improvement desired in T & D

6.4 Recommendations

57-64

58-59

60-61

62

63-64

Chapter 7

7.1 Conclusion

7.2 References

65-66

65

66

Appendix

Questionnaire

Project Schedule

67-72

73


LIST OF TABLES

TABLE NO. TABLE NAME PAGE NO.

2.1 Details of the Survey Conducted 9

5.1 Percentage of Skills required at the Junior Level

30

5.2 Percentage of Skills required at the Middle Level

32

5.3 Percentage of Skills required at the Senior Level

34

5.4 7 important skills needed at different levels 36

5.5 Briefing Sessions 38

5.6 Debriefing Sessions 39

5.7 Training Opportunities to Employees 40

5.8 Interest shown by Superiors 41

5.9 Training Programs Improvement 42

5.10 Training Need Identification 43

5.11 Organizations Support to Self Learning 44

5.12 Statement Of Duty for Job 45

5.13 Accuracy of Duty Statement 46

5.14 Degree of Technical Knowledge 47

5.15 Method of Working 48

5.16 Overall MDP Rating 49

5.17 Factors responsible for overall success of MDP’s

50

5.18 Regression Test Sheet 52

5.19 Degree of Usage of Skills 53


5.20 Factors creating difficulty in applying new Skills

54

5.21 Methods of Training 55

5.22 Method of Effective Learning 56

8.1 Project Schedule 73

LIST OF FIGURES

FIGURE NO. NAME OF THE FIGURE PAGE NO.

2.1 Collection of Data 10

3.1 Mission of the Company 11

3.2 Process flow of Trunkey Project 12

3.3 Pimpri Office 13

3.4 Milestones of the Company 14

4.1 Training Process 17

4.2 Type of Needs 19

4.3 Job Analysis Matrix 21

4.5 Kirkpatrick’s 4 level Model 25

4.6 Overall Project Steps 28

5.1 Chart showing percentage of various skills required at Junior Level

31

5.2 Chart showing percentage of various skills required at Middle Level

33

5.3 Chart showing percentage of various skills required at Senior Level

35

5.4 Chart showing percentage of most important skills required at all the levels

37


5.5 Briefing Sessions 38

5.6 Debriefing Sessions 39

5.7 Training Opportunities to Employees 40

5.8 Interest shown by Superiors 41

5.9 Training Programs Improvement 42

5.10 Training Need Identification 43

5.11 Organizations Support to Self Learning 44

5.12 Statement Of Duty for Job 45

5.13 Accuracy of Duty Statement 46

5.14 Degree of Technical Knowledge 47

5.15 Method of Working 48

5.16 Overall MDP Rating 49

5.17 Factors responsible for overall success of MDP’s

50

5.18 Regression Test Sheet 52

5.19 Degree of Usage of Skills 53

5.20 Factors creating difficulty in applying new Skills

54

5.21 Methods of Training 55

5.22 Method of Effective Learning 56


CHAPTER 1: INTRODUCTION

1.1: Introduction of the Topic

1.2: Objectives of the Study

1.3: Significance of the Study

1.4: Limitations of the Study

1.5: Hypothesis


1.1 INTRODUCTION

Manufacturing confronts a negative public image. Characteristic notions that are

synonymous with this industry include: low pay, no scope for growth and so on.

Consequently, few highly skilled workers seriously consider manufacturing careers.

But now the general perception is changing dramatically. Apart from providing a

more structured career growth path, one of the reasons for this change in the mindset

would be the nature of training and coaching provided to new entrants once they are

taken on board. Employers are quickly realizing that the quality of their manpower is

directly proportional to the final bottom line, bringing forward the need to train and

coach employees appropriately.

While an assessment process and competency-based interviews help identify talent,

coaching and training are initiatives that aim at grooming and nurturing the talent.

Training provides theoretical support to an individual development whereas coaching

provides a more practical and personal form of support. The combination of both

creates a powerful foundation stone for future development and potential

identification.

Every organization has different processes, and at times, a different approach to work

as well, leading to the need for process-driven training and coaching to facilitate

relevant learning. Most hires may have the theoretical knowledge required for the job,

but they need to be taught the tricks of applying that knowledge in the fashion that

best suits the process.

A company-specific structured training program is extremely essential. Fresh

engineers recruited straight off campuses cannot be put on the job straight away, as

they have very little knowledge about the actual dynamics at shop floor level. They

need to be introduced to Engineering Management skills in a systematic manner.

The manufacturing industry also boasts about the fact that it provides its workforce

with competency enhancement training. This ensures that they become competent to

take up different roles in the organization and have an insight into various managerial

soft skills, which are almost as essential as the technical ones. Training programs have


been put in place to address competency development at various levels by leading

engineering companies like TKII, L&T and Essar. They are customized taking data

from Assessment center reports and from interactions with domain experts in the area.

Faculty members from reputed institutes conduct these programs on a regular basis.

Programs like Leading high performance teams, Resource Optimization, Risk

management, Project management etc have been put together to address managerial

competencies by these leading companies.

The one important resource that can build and transform any organization is its human

resources. And this makes it essential to groom once workforce in order to ensure that

maximum productivity is generated. In the fiercely competitive market, one can

actually score above others if once workforce is well equipped and trained

appropriately to meet industry requirements.

1.2 OBJECTIVES


The primary objective of the project is to act as a facilitator in identifying the

organizational and individual training needs (sample size of 50) and to analyze the

same to give feedback and suggestions to the organization for improving the training

& development process of the organization.

The objectives of the project are as follows:

To identify, study and analyze the training needs of the employees (sample

size of 50).

To study the training and development process carried on in the Company.

To identify the knowledge and skills required to perform the job efficiently

and effectively.

To recommend appropriate interventions to bridge the gap in order to hone the

training & development process.

To identify the strengths and areas of improvement of the organization.

1.3 SIGNIFICANCE OF THE STUDY


Training and Development is very important and essential in every organization due

to the following:

Training is required to cover essential work-related skills, techniques and

knowledge. It is the process used to reduce the gap between the desired

performance and the actual performance which eventually results in increased

Productivity, quality and healthy work environment.

Optimum Utilization of Human Resources – Training and Development helps

in optimizing the utilization of human resource that further helps the employee

to achieve the organizational goals as well as their individual goals.

Training helps to eliminate obsolesce in work, it gives the employees a clear

view of what is needed and also helps in upgrading their skills and knowledge to

keep in pace with the ever changing technology which is very essential in

today’s competitive market.

Development of Human Resources – Training and Development helps to

provide an opportunity and broad structure for the development of human

resources’ technical and behavioral skills in an organization. It also helps the

employees in attaining personal growth.

Team spirit – Training and Development helps in inculcating the sense of team

work, team spirit, and inter-team collaborations. It helps in inculcating the zeal

to learn within the employees.

Safety in work place is another important feature of training which helps to

avoid accidents and injuries in the work place.

Organization Culture – Training and Development helps to develop and

improve the organizational health culture and effectiveness. It helps in creating

the learning culture within the organization.


Training and Development aids in organizational development i.e.

Organization gets more effective decision making and problem solving. It

helps in understanding and carrying out organizational policies

Training and Development helps in developing leadership skills, motivation,

loyalty, better attitudes, and other aspects that successful workers and

managers usually display.

For every employee to perform well especially Supervisors and Managers,

there is need for constant training and development. The right employee

training, development and education provides big payoffs for the employer in

increased productivity, knowledge, loyalty, and contribution to general growth

of the firm. In most cases external trainings for instance provide participants

with the avenue to meet new set of people in the same field and network. The

meeting will give them the chance to compare issues and find out what is

obtainable in each other’s environment. This for sure will introduce positive

changes where necessary.

So I felt it is important to carefully identify the training needs, carefully plan a

training process and evaluate this process. Hence the study on “Effectiveness

of Training and Development in ThyssenKrupp Industries India Pvt. Ltd.”

1.4 LIMITATIONS OF THE STUDY


Time constraint - While getting all the questionnaires filled, I faced that most of

the employee’s didn’t want to respond because of the limited time they had. I

faced a lot of problem while convincing them.

Sample size constraint - As the employee base of the organization is about 1350

employees, so it was very difficult to cover all the employees in this survey.

Number of employee covered in this survey is limited to the sample size of 50

employees only. This limits the scope of the project study and the analysis may

not represent the whole population.

Duration constraint - The time duration for the project is limited to nine weeks

so it was difficult to analyse the trainings needs at micro level.

Perception constraint - Also, Employees have a tendency to underestimate their

skills before training and over estimate their skills post training to validate their

participation in the training program. In this way it is seen that it is difficult to

comprehensively evaluate or capture the effectiveness of a training program.

Interpretation constraint - Due to the use of management words (eg: Change

Management, Work-life balance/issues, Inbasket exercise etc.), few questions in

the questionnaire are difficult to interpret by employees. These questions needed

to be explained to respondents every time so that they can understand and answer

the question in best possible manner.

1.5 HYPOTHESIS


The project “Effectiveness of Training and Development in ThyssenKrupp Industries

India Pvt. Ltd.” is based on the following Hypothesis:

ThyssenKrupp Industries India Pvt. Ltd. carries out training of the employees.

The Company aims at Effective Training and Development.

Training is needed at the following levels :

Junior Level-Shop Floor Workers

Middle Level-Engineers, Design Engineers, Supervisors

Senior Level-Assistant Departmental Managers, Departmental Managers

Training Evaluation is carried out in order to check the effectiveness of the

training and development process.

The training and development process is structured, systematic, well defined

and involves active participation of the employees.

Feedback is available and this feedback can be used for analysis.


CHAPTER 2: RESEARCH METHODOOLOGY

2.1: Methodology Used

2.2: Details and Design of survey

2.3: Collection of Data

2 RESEARCH METHODOLOGY

2.1 Methods used to identify training needs include:


Analysis of existing strategies and plan to identify what skills are needed for

delivery-

At first, the prevailing strategies of training were studied. Detailed information

regarding the MDP’s attended till date, the process of identifying training needs,

methods of training,etc was collected . HR executive provided me with the documents

related to training & development of the employees.

Preparing questionnaires for employees -

Documents cannot be the wholesome criteria to be dependent upon for identifying

training needs. Hence, questionnaires & one-to-one interviews are used as tools to

reflect the individual & organizational training needs. The questionnaire covered

questions related to training identification and evaluation, preferable method of

learning of every individual, organizational needs apart from individual needs,

organizational strengths and also areas of improvements. Questionnaire should be

simple, direct, employee friendly so that employees could comprehend the questions

in a better way.

One-to-one interviews-

Interviews with officer grade employees are conducted to know their response to the

questionnaire and thereby seek deep insight about the organizational needs apart from

their individual training needs, organizational strengths and area of improvements etc.

2.2 A) SAMPLE DESIGN

Design of the Study

The key phases of the project were:


Phase I : Gather Preliminary Data- research

Phase II : Plan

Phase III : Questionnaire

Phase IV : Analyze Data

Phase V : Prepare Report

2.2B) Details of the Survey Conducted

Sample Size 50

Target Population Employees of ThyssenKrupp Industries India

Pvt. Ltd.

Sample Area ThyssenKrupp Industries

Sampling Convenience sampling

Type of questionnaire Structured

No. of Questions involved Around 20 questions

Type of questions Close as well as open ended

Table 2.1: Details of the survey conducted

2.3 Collection of Data

1. Raw Data:

Documents provided by the company

Net Search

2. Primary Data

Questionnaires

One-on-one Interviews


3. Secondary Data

Articles from Newspaper

Company Website

Fig.2.1: Collection Of Data

RAW DATA

PRIMARY

DATASECONDARY

DATA

COLLECTION OF DATA

Qualitative data Quantitative data


CHAPTER 3: COMPANY PROFILE

3.1: About the Company

3.2: Products

3.3: Factories and Offices in India

3.4: Milestones at a Glance

3.5: Organization Structure

3.6: HR Functions

COMPANY PROFILE

3.1 ABOUT THE COMPANY

Fig.3.1: Mission of the Company


ThyssenKrupp Industries India (formally Backau wolf India)was established in 1957

to manufacture world class sugar machinery based on Germany technology and has a

presence of five decades in India. ThyssenKrupp Industries India is a member of

ThyssenKrupp Technologies, a group company of ThyssenKrupp AG, of Germany.

ThyssenKrupp is today, one of the world's largest powerhouses with three main lines

of business activity: Steel, Capital Goods and Services, in which it holds top

positions. Internationally acknowledged for excellence borne out of

intensive research, careful market analysis and close collaboration with its customers;

ThyssenKrupp pursues a strategy of globalization.

Thyssenkrupp Industries India in the last five decades has grown to become one of the

most trusted names in the fields of:

Sugar Plant & Machinery

Open Cast Mining & Bulk Material Handling Systems,

Cement Plants & Machinery

Boilers and Power Plant Division.

Today with strong foundations and access to world class technology Thyssenkrupp

Industries India's plant making capabilities are helping the industry become

competitive world over. Thyssenkrupp Industries India's strategic vision as a EPC

Contractor to execute turnkey projects is derived from its core strength of integrated

engineering expertise & automation in manufacturing backed by an excellent team of


project executives. The company firmly believes in delivering total customer

satisfaction spanning from concept to commissioning to after sales service.

Fig.3.2: Process Flow of Trunkey Project

Thyssenkrupp Industries India's highly competent project management capabilities

are a result of its tradition of anticipating and fulfilling specific customer

requirements. A highly qualified team of engineers and technicians, supported by the

most modern IT infrastructure ensures the brand of quality, Thyssenkrupp is known

for worldwide. The emergence of a true market leader speaks volumes about the

world class technology inherent in the company's products.

3.2 PRODUCTS


Sugar and plant Cement Material Handling Systems Boiler and Power plant Machinery Power plant

1. Refineries 1. Sampling Systems 1. Spreaders 1.CFBC 2. Fiberiser 2. Expert Systems 2. Bucket Wheel 2.Gas/oil 3. Shredder 3. Kiln temp. Scanner Excavators fired Boilers 4. Rotary screen 4. Master process and 3. Tripper Cars 5. 3roller mill Control System 4. Transport Crawlers 6. 4roller mill 5. Crushing Plants7. 5roller mill 6. Stackers8. 6roller mill 7. Pipe Conyers

3.3 FACTORIES AND OFFICES IN INDIA

Manufacturing plant: Fig.3.3: Pimpri Office

Pimpri, Pune Hyderabad

Branch Office:

Kolkata Chennai Dehli Lucknow Mumbai

Registered Office: Mumbai

3.4 MILESTONES AT A GLANCE

ThyssenKrupp are in India at the beginning, in these fifty years, TKII has transformed

itself from an Indian engineering powerhouse to a global solution provider. It’s been a

journey of many engineering firsts and pioneering initiatives where, along the way,

we have added the who’s who of the industrial firmament to our list of customers.


Fig.3.4: Milestones of the Company

3.5 ORGANISATION STRUCTURE

Sl. No. DesignationGrade of the employees

1 VICE CHAIRMAN M 9


2 MANAGING DIRECTOR M 8

3 DIRECTOR M 7

4 VICE PRESIDENT M 6

5 SENIOR GENERAL MANAGER M 5

6 GENERAL MANAGER M 4

7 DEPUTY GENERAL MANAGER M 3

8 SENIOR MANAGER M 2

9 MANAGER M 1

10 DEPUTY MANAGER E 4

11 SENIOR EXECUTICE E 2

12 EXECUTIVE E 1

13 OFFICERS / ENGINEERS O 1

3.6 HR FUNCTIONS

Training Time Employee Recruitment I.R.

And Office Benefits and


Development Administration Selection

Payroll Canteen Transport

Discipline Welfare Law

CHAPTER 4: TRAINING PROCESS


4.1: Training Process

4.2: Training Need Identification

4.3: Training Evaluation

4.4: Benefits of Training Need

Identification and Training

Evaluation.

4.5: Steps followed in the project

4.1 TRAINING PROCESS

Training focuses on learning the skills, knowledge, and attitudes required to initially

perform a job or task or to improve upon the performance of a current job or task,

while development activities are not job related, but concentrate on broadening the

employee's horizons.

Organizational Objectives

and Strategies


Fig. 4.1: Training Process4.2 TRAINING NEED IDENTIFICATION

INTRODUCTION OF TRAINING NEED IDENTIFICATION

Training need identification is a tool utilized to identify what educational courses or

activities should be provided to employees to improve their work productivity. Here

the focus should be placed on needs as opposed to desires of the employees for a

constructive outcome. In order to emphasize the importance of training need

identification we can focus on the following areas: -

Departmental Objectives

and Strategies

Individual Goals (KRAs)

Training Need

Identification

Devising and

Implementation Training

Program

Evaluation of Results


To pinpoint if training will make a difference in productivity and the bottom

line.

To decide what specific training each employee needs and what will improve

his or her job performance.

To differentiate between the need for training and organizational issues and

bring about a match between individual aspirations and organizational goals.

Identification of training needs (TNI), if done properly, provides the basis on which

all other training activities can be considered. Also requiring careful thought and

analysis, it is a process that needs to be carried out with sensitivity as people's

learning is important to them, and the reputation of the organization is also at stake.

Identification of training needs is important from both the organizational point of

view as well as from an individual's point of view. From an organization’s point of

view it is important because an organization has objectives that it wants to achieve for

the benefit of all stakeholders or members, including owners, employees, customers,

suppliers, and neighbours. These objectives can be achieved only through harnessing

the abilities of its people, releasing potential and maximizing opportunities for

development. Therefore people must know what they need to learn in order to achieve

organizational goals. Similarly if seen from an individual's point of view, people have

aspirations, they want to develop and in order to learn and use new abilities, and

people need appropriate opportunities, resources, and conditions. Therefore, to meet

people's aspirations, the organization must provide effective and attractive learning

resources and conditions. And it is also important to see that there is a suitable match

between achieving organizational goals and providing attractive learning

opportunities

DIFFERENT LEVELS AT WHICH TRAINING NEEDS ARE IDENTIFIED

Identification of training needs can be done at three levels to ascertain three kinds of

needs: -

Organizational Needs


These concern the performance of the organization as a whole. Here identification of

training needs is done to find out whether the organization is meeting its current

performance standards and objectives and if not, exploring ways in which training or

learning might help it to do so. Sometimes organizational training needs are also

identified when the organization decides that it has to adopt a major new strategy,

create a new product or service, undergo a large-scale change program, or develop

significant new relationships, such as joining with others to form new partnerships.

Fig. 4.2: Type of Needs

Group Needs

Since working in groups and teams have become very much prevalent in today's

corporate world that is why nowadays there is increased emphasis given on team

effectiveness and team performance. Therefore training needs are nowadays even

identified at the group level. Training needs here are concerned basically with the

performance of a particular group, which may be a team, department, function, sub-

unit, or so on. Information about the performance of the group may identify areas of


training need - which, again, may be further utilized for training or other

interventions. It is used to find out how efficiently a particular team or group goes

about its business and meets its current objectives.

Individual Needs

These concern the performance of one or more individuals (as individuals, rather than

as members of a group). Here identification of training needs is about finding out to

what extent individuals need to learn or be trained in order to bring their current

performance up to the required level as a result of changes in methods and processes

that call for new competencies and skills.

It also sees to it that there is continuous improvement initiative taken by them.

Moreover it also helps to find out whether individuals are comfortable in working

across boundaries, with people from different backgrounds and different perspectives.

This is especially important because there is so much work force diversity observed

today in organizations that it has become impossible to retain workforce, which is not

flexible enough to accommodate such changes into their daily work schedule.

SOURCES FOR IDENTIFYING TRAINING NEEDS

There are three sources for identifying training needs. Although they are independent

sources for gathering the necessary data but it is usually beneficial if they are

considered complementary to one another as the objective of the exercise is to prepare

as consolidated data of training needs as possible. The three sources are as follows: -

Job Profile

It is a comprehensive description of all the functions and the responsibilities that a

person has to carry out in due course of his job. It is very common for us sometimes


to find that people of a particular department more or less perform the same kind of

job and therefore a comparative study can be done on their performance to pinpoint

on the training needs of those people who have not performed up to the mark. In here

we can also include Job analysis in order to have a realistic and systematic appraisal

of training needs. In order to do this first we need to break up the functions and

responsibilities into categories. Next we have to classify these tasks/activities on the

basis of their relative importance to the nature of the job. And lastly we can compute a

priority listing of these tasks in order to have a catalogue of knowledge, skills and

attitudes required for effective performance of the job.

Fig. 4.3: Job Analysis Matrix

Experiences of the training agency

It is very common for organizations nowadays to hire professional training agencies

in order to look into the training matters. The training agency and the trainers thus

should also draw from their own experiences of organizing programs for comparable

groups or in similar areas. However, earlier experiences can only serve to facilitate

the process. It cannot be the sole basis, as training needs of majority of organizations

are very specific.


At ThyssenKrupp this method is used in a modified way, the training agency named

SIBM along with the top management of the organization identify the training needs

and decide the training modules for the employees of all levels.

Pre-training survey of the participant's needs

This is suggested as the best way to conduct a training need identification .A pre-

training survey is nothing but a survey of the needs and expectations of the

participants well in advance of the program. And in this exercise it is better to include

the superiors also as they are in a good position to provide necessary data on the

training needs of their subordinates, especially in context of their performance. This is

generally done in a systematic manner with the help of a structured questionnaire in

order to reflect the genuine desire to involve the participants and the organization in

the planning process. However it might happen in certain cases that it is not possible

to actively involve the superiors due to various reasons like lack of time etc but in that

case at least they must be kept fully informed of the proceedings.

In this project, Pre-training survey method is used to identifying the training needs of

the employees.

4.3 EVALUATION OF TRAINING PROGRAM

INTRODUCTION AND PURPOSE OF EVALUATION OF TRAINING PROGRAM:

The process of examining a training program is called training evaluation. Training

evaluation checks whether training program has had the desired effect. Training

evaluation ensures that whether candidates are able to implement their learning in

their respective workplace, or to the regular work routines.


Purpose of EvaluationFeedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

METHODS OF TRAINING EVALUATION:

As Organization spend a large amount of their time and resources in the training and

development of their employees, it is important to evaluate these programs for their

effectiveness.

Cost-Benefit Analysis:


A Cost- benefit analysis helps in analyzing and evaluating any development

efforts. A Cost-benefit analysis measures the benefits from the development

program, against the monetary costs of development. These costs include the

costs of materials, supplies, lost work time, travel expenses, consultant fees,

and the like. Though it is easy to calculate the monetary costs it is difficult to

translate the benefits into economic terms. For example, an improvement in an

individual’s Leadership skills cannot be measured in monetary terms. Though

the cost benefit analysis sounds appealing, it may not always be practically

useful.

Gap Analysis:

Another strategy to evaluate development efforts is to measure the extent to

which the objectives of the program are met. Identifying the gap between the

actual and desired level of performance helps in measuring the level of success

of the development program. However this strategy depends on the quality of

the objectives set.

Kirkpatrick Model:

In the late 1950’s D.L Kirkpatrick developed a model for evaluating

workplace education programs. Kirkpatrick’s system has four levels of

evaluation. He proposed applying each level of evaluation to a program, which

includes the participant’s reaction, participant’s learning, change in

participant’s behavior and impact of the program on the organizational

effectiveness.

KIRKPATRICK’S MODEL IN BRIEF

ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model

developed by Donald Kirkpatrick (1994). 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.

Fig. 4.5: Kirkpatrick's Four-Level Model

Level 1 - Reactions

Just as the word implies, evaluation at this level measures how participants in a

training program react to it. It attempts to answer questions regarding the participants'

perceptions - Did they like it? Was the material relevant to their work? This type of

evaluation is often called a “smile sheet.” According to Kirkpatrick, every program

should at least be evaluated at this level to provide for the improvement of a training

program. In addition, the participants' reactions have important consequences for

learning (level two). Although a positive reaction does not guarantee learning, a

negative reaction almost certainly reduces its possibility.

Level 2 - Learning

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 self-assessment. 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.


Level 3 - Transfer

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 true 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.

Level 4 - Results

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.

4.4 BENEFITS OF TRAINING NEEDS IDENTIFICATION & TRAINING EVALUATION

Benefits of Training Need Identification and Training Evaluation are:

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 program.


The organization is also able to pitch its course input closer to the specific

needs of the participants.

Find out if the learning is being applied at the workplace.

Ensure training improves continuously.

Track the development of staff knowledge and skills.

It also saves a lot of money for the organization as otherwise money is just

unnecessarily wasted on those training programs, which are either not needed

by the employees or they have no interest in undertaking them.

Lastly, time, which is the most important resource today, is also saved, as the

training programs conducted are the ones, which are actually needed by the

participants.

4.5 OVERALL PROCESS IN BRIEF

Understand the working culture and structure of the

Organization as well the Industry in which the organization is

working

Prepare various data collection measures like questionnaire

with the help of the various inputs provided by the Personnel

& HRD department to collect both qualitative as well as

quantitative data


Fig.4.6: Overall project steps

After drafting the questionnaire, One-to-one interview with

officer grade employees are conducted to gauge their

response and needs

Analyze the entire data collected in order to find out causes

of problem areas and prioritize areas, which need

immediate attention

Prioritize the different training programs according to the

responses collected

After completion of training evaluate the training program

for checking its effectiveness

Record and file the entire data so that it can be used for

future reference while designing the training programs /

training calendar


CHAPTER 5: DATA ANALYSIS

DATA ANALYSIS

The survey was conducted to identify the training needs of the employees and to

know their perception about the Management Development Programs (MDPs). For

this survey fifty employees were selected to know the response through a structured

questionnaire. The employees selected for this survey are from Shop Floor Workers to

Departmental Managers. Employees above Departmental Managers are not included

in this survey.


Of the 21 skills and behaviors tapped by the training need identification survey, the

seven most important skills and behaviors required to perform the job efficiently and

effectively are identified for each level.

“How important are the following skills & behaviors to your current job?”

1. The participants are divided into two levels according to their designation i. e.

Junior level includes Shop Floor Workers

Middle level includes Engineers, Design Engineers and Supervisors

S enior level includes Departmental Managers and assistant departmental

managers.

2. After dividing the participants according to their designations, average of each

of the skills and behaviors are calculated separately for each level. These are

the desired average of skills and behaviors required to perform the job.

3. Then percentages of importance on the basis of average of each of the skills

and behaviors are calculated and based on the percentage, the seven most

important skills and behaviors required to perform the job efficiently and

effectively are identified for each level. These are shown in the table below:

1. Junior Level:

No. of participants=25

Table showing the percentage of skills required for this level is as follows,

No. Skills and Behavior Score based on

Questionnaire

Average Percentage

1. Presentation Skills 25 1 2.43%

2. IT related Skills 25 1 2.43%


3. Supervisory Skills 30 1.2 2.9%

4. Marketing Skills 26 1.04 2.53%

5. Time Management 104 4.16 10.11%

6. Leadership Skills 25 1 2.43%

7. Technical Skills 119 4.76 11.57%

8. Quality related activities

85 3.4 8.26%

9. Team Work 101 4.04 9.82%

10. Decision Making Skills

37 1.48 3.59%

11. Coaching Skills 36 1.04 2.53%

12. Creativity and Innovation

71 1.44 3.52%

13. Change Management

78 2.84 7%

14. Interpersonal Skills 26 3.12 7.59%

15. Negotiating Skills 36 1.04 2.53%

16. Problem Solving Skills

75 1.44 3.51%

17. ISO knowledge 25 3 7.3%

18. Strategy and Planning Skills

28 1 2.43%

19. Stress Management 26 1.12 2.72%

20. Project Management 25 1 2.43%

21. Work Life Balance/issues

25 1 2.43%

Table 5.1: Percentage of Skills required at Junior Level


Fig.5.1: Graph showing percentage of various skills required at junior level.

2. Middle Level:


X axis: Junior level

Y axis: Percentage




Questionnaire

Average Percentage

1. Presentation Skills 15 1 2.139%

2. IT related Skills 15 1 2.139%


4. Marketing Skills 15 1 2.139%


6. Leadership Skills 17 1.13 2.42%



47 3.13 6.69%

9. Team Work 64 4.26 9.112%

10. Decision Making Skills 32 2.13 4.56%



33 2.2 4.71%

13. Change Management 31 2.06 4.4%



16. Problem Solving Skills 31 2.06 4.4.06%

17. ISO knowledge 51 3.4 7.27%


39 2.6 5.6%

19. Stress Management 30 2 4.28%

20. Project Management 16 1.06 2.26%


15 1 2.139%

Table 5.2: Percentage of Skills required at Middle Level


Fig.5.2: Graph showing percentage of various skills required at middle level.

3. Senior Level:


X axis: Middle level

Y axis: Percentage




Questionnaire

Average Percentage

1. Presentation Skills 33 3.3 6.16%

2. IT related Skills 17 1.7 3.17%


4. Marketing Skills 10 1.0 1.86%


6. Leadership Skills 45 4.5 8.39%



26 2.6 4.85%

9. Team Work 39 3.9 7.7%

10. Decision Making Skills 39 3.9 7.27%



15 1.5 2.8%

13. Change Management 27 2.7 5%



16. Problem Solving Skills 28 2.8 5.22%

17. ISO knowledge 23 2.3 4.3%


31 3.1 5.78%

19. Stress Management 29 2.9 5.41%

20. Project Management 26 2.6 4.85%


20 2.0 3.73%

Table 5.3: Percentage of Skills required at Senior Level


Fig. 5.3:Graph showing percentage of various skills required at senior level.

Table showing the 7 most important skills needed at the different level

No. Junior Level Middle Level Senior Level

X axis: Senior level

Y axis: Percentage


Levels

1. Technical Skills ` Technical Skills Leadership Skills

2. Time Management Team Work Time Management

3. Team Work Time Management Team Work

4. Quality Related

Activities

ISO Knowledge Decision Making

5. Interpersonal Skills Quality Related

Activities

Presentation Skills

6. ISO Knowledge Interpersonal Skills Strategy and

Planning Skills

7. Change

Management

Strategy and

Planning Skills

Stress and Conflict

Management

Table 5.4: 7 most important Skills required at Different Level


Fig. 5.4:Graph showing the most important skills needed at the 3 levels

For identifying the existing situation of training and development process in the

organization, questions about briefing and debriefing sessions are included.

“Briefing sessions are conducted for participants sponsored for training.”

Category No. of Participants Percentage

X axis: Different levels

Y axis: Percentage


Strongly Agree 3 6 %

Agree 24 48 %

Disagree 19 38 %

Strongly Disagree 4 8 %

Table 5.5: Briefing Sessions

Fig 5.5: Briefing Sessions

Interpretation: From the response of the participants, it is evident that some of the

departments in the organization are practicing briefing sessions before training

program in an informal manner but there is no formal process of briefing.

“De-briefing sessions are conducted for participants sponsored for training.”



48%

6%

38%

8%


Agree 16 32 %

Disagree 23 46 %


Table 5.6: Debriefing Sessions

Table 5.6: Debriefing SessionsInterpretation: It is evident from the result of this question that some of the departments in the organization are practicing de-briefing sessions after training program in an informal manner but there is no formal process of debriefing in the organization.

32% participants have agreed while 14% participants have strongly agreed

46% participants have disagreed while 8% participants have strongly disagreed

Training opportunities are provided to almost all levels of employees. This can be

shown by the result of the

“I have training opportunities to upgrade my skills & knowledge.”



32%

14%8%

46%


Agree 34 68 %

Disagree 4 8 %


Table 5.7: Training Opportunities to Employees

Table 5.7: Training Opportunities to Employees

Interpretation: Almost all levels of employees get training opportunities to upgrade

their skills and knowledge.


8% participants have disagreed while 0% participants have strongly disagreed

In the organization employees are satisfied with their superior. This can be

shown by the result of the

“My superior is interested in my overall development.”



68%

24%8%


Agree 25 50 %

Disagree 3 6 %


Table 5.8: Interest Shown by Superiors

Fig. 5.8: Interest Shown by Superiors

Interpretation: From the result it is evident that participants believe that their

superiors are interested in their overall development.


6% participants have disagreed while 0% participants have strongly disagree

Training programs like MDPs is continuously improving from year to year; this can

be shown by the result of the

“The Company’s training programs are evaluated and improved upon, every year.”

44%

6%

50%




Agree 33 66 %

Disagree 9 18 %


Table 5.9: Training Programs Improvement

Fig. 5.9: Training Programs Improvement

Interpretation: Training program should be continuously improved so as to get

maximum benefits out of it. Almost all the participants agreed that MDPs are

continuously improving.

Carefully identification of needs is required at the organization as many employees

believe that their training needs are not carefully identified. This can be shown by the

result of the

66%

14%2%18%


“Employees are sponsored for training programs on the basis of carefully

identified needs.”



Agree 9 38%

Disagree 21 42%

Strongly Disagree 6 12%

Table 5.10: Training Need Identification

Fig. 5.10: Training Need Identification

Interpretation: Participants believe that there is a need of identifying the training

needs according to the level, designation and job profile.

Learning is a self directed- activity: employee development is self-development. The

question related to this is:

“The organization encourages and supports self- learning and education by its

officers.”

38%

42%

8%12%




Agree 21 42%

Disagree 13 26%

Strongly Disagree 3 6%

Table 5.11: Organizations Support to Self-Learning

Fig. 5.11: Organizations Support to Self-Learning

Interpretation:

Participants believe that organization encourages and supports self- learning and

education as


Job Profile is one of the important sources for identifying training needs. It is

important that the employees have a duty statement with all the duties to be performed

accurately mentioned in it.

“Do you have a statement of duty for your job?”

42%

26%6%

26%


Table 5.12: Statement of Duty for JobCategory No. of Participants Percentage

Yes 45 90%

No 5 10%

Fig. 5.12: Statement of Duty for Job

Interpretation:

The Company provides a statement on job to almost all Employees

90% agree that the Company provides a statement of job.

10% do not agree with this fact

Q. “Is your job accurately described in the duty statement?”

Table 5.13: Accuracy of duty statementCategory No. of Participants Percentage

YesNo

99%

10%


Yes 35 70%

No 15 30%

Fig. 5.13: Accuracy of duty statement

Interpretation:

From the result it is evident that there are few extra duties that the employees perform that need to be added to the Statement Of Job and there are some duties that are no longer performed by the employee and need to be deleted from the Statement Of Job.

“Do you require high degree of technical knowledge for your work?”

Table 5.14: Degree of technical knowledge neededCategory No. of Participants Percentage

Yes

No

70%

30%


Yes 40 80%

No 10 20%

Fig. 5.14: Degree of technical knowledge needed

Interpretation:

From the result it is evident that-

80% of the participants agree that their work requires high degree of technical

skills. These skills are needed only at the junior level for Shop floor workers,

Engineers, Design Engineers, Supervisors.

The remaining 20% participants which comprises of managers do not need

technical skills.

“How do you work?”

Table 5.15: Method of Working

Yes

No

80% 20%



Alone 2 4%

Team Work 48 96%

Fig. 5.15: Method of Working

Interpretation:

From the result it is evident that almost all the work done is team work as

Only 4% participants agreed that the work has to be done alone.

96% of the participants agreed that it is team-work.

To know the response of the participants, here 5 point rating scale was used i.e.

Excellent, Very Good, Good, Average and Poor.

“How would you rate the MDP’s held in the organization till date?”


Poor 1 2%

Alone

Team Work

4%

96%


Average 5 10%

Good 20 40%Very Good 16 32%

Excellent 8 16%

Table 5.16: Overall MDP Rating

Fig. 5.16: Overall MDP RatingInterpretation: Almost all of the participants have given above average rating to the training program as a whole.

For identifying the most important factors for MDPs success, participants

were asked to rate some of the factors like Relevance to my work,

Discussions, Structured, Use of time, Level of activities, Personal objectives

achieved, Well organized, Training methodology used, Relevant training

material and Communication and coordination.

“How do you feel about the MDPs that you have attended till date in the

company?”

2% 10% 40% 32% 16%


For the analysis of this question, Regression analysis is used as a tool for find

the priority level of the factors and also there significance level.

Regression analysis includes any techniques for modeling and analyzing

several variables, when the focus is on the relationship between a dependent

variable and one or more independent variables. More specifically, regression

analysis helps to understand how the typical value of the dependent variable

changes when any one of the independent variables is varied, while the other

independent variables are held fixed.

Regression models involve the following variables:

The unknown parameters denoted as β; this may be a scalar or a vector.

The independent variables, X.

The dependent variable, Y.

A regression model relates Y to a function of X and β.

In the more general multiple regression model, there are p independent variables:

The least square parameter estimates are obtained by p normal equations. The

residual can be written as

The normal equations are

Once a regression model has been constructed, it may be important to confirm

the goodness of fit of the model and the statistical significance of the

estimated parameters. Commonly used checks of goodness of fit include

the R-squared, analyses of the pattern of residuals and hypothesis testing.

http://en.wikipedia.org/wiki/Errors_and_residuals_in_statistics

http://en.wikipedia.org/wiki/R-squared

http://en.wikipedia.org/wiki/Statistical_significance

http://en.wikipedia.org/wiki/Goodness_of_fit

http://en.wikipedia.org/wiki/Independent_variable

http://en.wikipedia.org/wiki/Dependent_variable

http://en.wikipedia.org/wiki/Dependent_variable


Statistical significance can be checked by an F-test of the overall fit, followed

by t-tests of individual parameters.

An F-test is any statistical test in which the test statistic has an F-

distribution under the null hypothesis. It is most often used when comparing

statistical models that have been fit to a data set, in order to identify the model

that best fits the population from which the data were sampled. An F-test is

any statistical test in which the test statistic has an F-distribution under the null

hypothesis. It is most often used when comparing statistical models that have

been fit to a data set, in order to identify the model that best fits

the population from which the data were sampled.

The formula for the one-way ANOVA F-test statistic is

The "explained variance", or "between-group variability" is

The "unexplained variance", or "within-group variability" is

P-value is the probability of obtaining a test statistic at least as extreme as the

one that was actually observed, assuming that the null hypothesis is true.

T-test is a type of test for a statistical hypothesis. T-scores are the result of a t-

test and follow Student's t distribution.

t = (x - X) / (s / n^2)where, t is the t-score,

x is the mean of the sample,

X is the mean of the population,

s is the sample's standard deviation and

http://en.wikipedia.org/wiki/Null_hypothesis

http://en.wikipedia.org/wiki/Test_statistic

http://en.wikipedia.org/wiki/Probability


http://en.wikipedia.org/wiki/Population_(statistics)

http://en.wikipedia.org/wiki/Data

http://en.wikipedia.org/wiki/Model_selection



http://en.wikipedia.org/wiki/F-distribution


http://en.wikipedia.org/wiki/Statistical_test

http://en.wikipedia.org/wiki/Population_(statistics)

http://en.wikipedia.org/wiki/Data







http://en.wikipedia.org/wiki/Statistical_test

http://en.wikipedia.org/wiki/T-test

http://en.wikipedia.org/wiki/F-test


n is the size of the sample population.

Analysis

Level of significance is = 5% = 0.05

With the help of regression analysis, the three most important factors which are

responsible for the overall success of MDPs at large are found out and shown in the

table:

S.No. Factors Coefficient P-Value

1. Relevance to my work 0.408382 0.000506

2. Well Organized 0.288283 0.00974

3. Level of Activity 0.235741 0.032417

Table 5.17: Factors Responsible for Overall Success of MDPs

The value of R Square is calculated by the regression analysis is = 0.843 and

the value of F- significance = 9.64E-13

Interpretation:

As the coefficients of the three factors shown in the above table are positive so

it is positively related to overall rating of the MDPs, which means, that if

Relevance to my work factor score is increased by 1 unit then the overall

rating of MDPs will be increased by .408 units.

With the help of the value of R Square = 0.843, 84 % variation in the overall

rating is explained by the selected criteria (Ten factors), hence model is a good

fit.

And also the significance of the entire model can be further checked by the

value of F- significance. The value of F- significance = 9.64E-13, which

shows that the entire model (Ten Factors) are highly significant.

Training also helps an individual in applying new skills on the job. For

identifying the level of application of new skills on the job.


REGRESSION TEST

Regression Statistics

Multiple R 0.919

R Square 0.844

Adjusted R Square 0.804

Standard Error 0.422

Observations 50

ANOVA

Df SS MS F Significance


F

Regression 10 37.549 3.755 21.0699.64918E-

13

Residual 39 6.951 0.178

Total 49 44.5

Coefficient

sStandard

Errort

StatP-

value

Intercept -0.526 0.317-

1.659 0.105

RELEVANT TO MY WORK 0.408 0.108 3.793 0.001

DISCUSSION -0.183 0.136-

1.344 0.187

STRUCTURED -0.044 0.107-

0.409 0.684

USE OF TIME 0.016 0.108 0.148 0.883

LEVEL OF ACTIVITY 0.236 0.106 2.218 0.032PERSONAL OBJECTIVES ACHIEVED 0.103 0.109 0.945 0.351

TRAINING METHODOLOGY 0.133 0.115 1.158 0.254

WELL ORGANIZED 0.288 0.106 2.718 0.010

TRAINING MATERIAL 0.050 0.076 0.654 0.517COMMUNICATION & COORDINATION 0.156 0.124 1.260 0.215

Table 5.18: Regression Test

Training also helps an individual in applying new skills on the job. For identifying the

level of application of new skills on the job

“Degree to which you have used the skills you have learnt.”

Here four point rating scale was used. The categories are All, Some, Very few and No.


All Skills 6 12%

Some Skills 33 66%

Very Few Skills 10 20%


No Skills 1 2%

Table 5.19: Degree of Usage of Skills

Fig. 5.19: Degree of Usage of Skills

Interpretation: Training would be successful when there is efficient transfer of learning to the job.

12 % participants perceive that they can apply all skills learnt used on the job

66% participants perceive that they can apply some skills learnt used on the job

Participants are unable to use new skills on the job because of certain factors:

“In your opinion, what factor creates difficulty in applying new skills on the job?”

Category No. Of Participants Percentage

Lack of opportunity 16 32%

Lack of time 17 34%

Skills were not relevant 7 14%

No supervision 1 2%

Lack of coaching or

feedback

9 18%

12% 66% 20% 2%


Table 5.20: Factors creating difficulty in applying New Skills

Fig. 5.20: Factors creating difficulty in applying New Skills

Interpretation:

Most of the participants feel that lack of opportunity and lack of time are the main

factors creating difficulty in applying New Skills.

“Please rate the methods of training you feel would be most appropriate to

achieve your learning goals:”

For this question 3 point scale is used i.e. Not effective, Somewhat effective and Very

effective.

Methods Of Training Percentage

Classroom Lectures 8%

Video 10%

Workshops 11%

On The Job 11%

Computer Base 9%

Case Study 10%

Role Play 10%

14% 2%32% 34% 18%


In the Basket 9%

Outbound 10%

Group Studies 11%

Table 5.21: Methods of Training

Fig. 5.21: Methods of Training

Interpretation:

Workshops, On the job training and Group studies are the most effective

methods

Videos, Case Studies, Outbound and Role Playing are effective methods

In-basket exercise and Classroom Lectures are somewhat effective methods

“How do you learn more effectively during the training programs?”

The options for this question are Studying underlying concept, Step-by-step

instructions, Observing others and Active participation.

Methods of Effective Learning Percentage

Studying underlying concept 8%

Step-by-step instructions 10%

Observing others 8%

Active participation 74%

Table 5.22: Method of Effective Learning


Fig. 5.22: Method of Effective Learning

Interpretation:

From the result it is evident that participants can learn more effectively by Active Participation.

74% are in favor of “Active participation”

8% are in favor of “Observing others”

10% are in favor of “Step-by-step instruction”

8% are in favor of “Studying underlying concepts”

CHAPTER 6: FINDINGS AND

8% 8% 10% 74%


OBSERVATIONS

6.1: Strengths of the Organization

6.2: Areas of Improvement

desired in the Organization

6.3: Areas of Improvement desired

in T & D

6.4: Recommendations

6 FINDINGS & OBSERVATIONS

The questionnaire was drawn up in a format consisting of both closed & open

questions. Training methods and content may not be the same for different levels of

employees. The participants were from junior to senior level at ThyssenKrupp

Industries India Pvt. Ltd. The main purpose of the data collection and statistical

calculation was to identify training needs of employees as well as organizational

needs. Some of the findings from the survey (questionnaire) are listed below:

Training and development programs at ThyssenKrupp Industries India Pvt. Ltd

are aimed at systematic development of knowledge, skills, attitude and team work.


Satisfaction of the learner is the most important factor in training program. It plays

a major role in employees’ growth and development, commitment towards the

job. All the participants have undergone a no. of MDPs and it is evident from the

analysis that 88% participants have ranked MDPs as good and above.

For training, an organization has to follow some criteria for selection depending

on the need and to get each employee trained to achieve the desired results. The

employees are not aware about the criteria of selection for training. 54%

participants are not agreeing to the fact that a formal process for identification of

training needs is being followed in the organization.

The participants have to know the objectives, benefits & learning that they will

gain from training before selection. Only 53% participants were aware about the

objective, benefits & learning of training through briefing sessions when being

selected. Also, some of the departments in the organization are practicing briefing

and debriefing sessions before and after the training program respectively in an

informal manner but there is no formal process of briefing and debriefing in the

organization.

6.1 STRENGTHS OF THE ORGANIZATION

Modern business demand quickness of mind and action. System by them does not

deliver; people do with the help of skills & initiatives. People hold the key to

achieving organizational excellence. People decide the strengths & areas of

improvement of an organization.

According to the participants, the strengths of the organization are:

Supportive & encouraging work culture: 50% participants say that

the working environment in the organization is very encouraging & supportive.


Employees are of the opinion that team work is of paramount importance for

the success of the organization.

Exposure to world class technology: almost all the participants are

agreeing with the fact that strong system base & in depth technical knowhow is

available at all corners of the organization which is enabling the organization to

become one of the global market leaders.

Exposure to world class brand: 30% participants say that the strength of

the organization is in its brand image, relevant collaborations & strong market

hold / share as far as turnkey projects are concerned.

Competent & committed work force: 26% participants say that the

organization has a good & relevant human resource base i.e. multi skilled man

power.

Knowledge of four sectors under one roof: 18% participants given

their view point that diversification of business lines is one of the fundamental

strengths of the organization.

Expertise in delivering customer satisfaction: 16% participants

believe that organization’s long term relations with clients & excellence in

delivering customer satisfaction is proving as one of the organization’s

strengths

Strong financial background: 16% participants believe that financial

soundness of the organization & its ability to stand the adverse situations has

helped organization to become one of the global market leaders


6.2 AREAS OF IMPROVEMENTS

Intra & inter departmental communication: 40% participants

emphasized on improvement in communication & coordination among employees

within the department & among the different departments so that the employees

have a better understanding of the organization and at the same time the

interpersonal relations among the employees enhances.

Performance management system: 24% participants are agreeing to the

fact that organization should have systematic, structured & transparent


performance management system which inculcates performance-oriented culture

in the organization.

Infrastructure & facilities: 38% participants say that there is need for

improvement in infrastructure & facilities provided to employees such as proper

working conditions in summer, proper space arrangements for keeping papers as

well as inventory, adequate sitting space in library, proper entertainment &

cafeteria.

Job enlargement & rotation: 22% participants are agreeing to the fact that

employees should be given enhanced responsibilities along with authority as per

their potential. Job rotation should also be practiced by each & every department

so that employees can hone their cross functional knowledge & repetition of work

can be reduced at an individual level which ultimately enhances motivation &

productivity.

Enhancing team work: participants believe that team work is of utmost

importance for the success of the organization. Thus, the culture of team work

should be encouraged by the management for achieving the organizational vision

& mission.

Exposure to new technology: 12% participants are in the favor that

employees should get more exposure & training in latest technology available in

the market so as to augment their efficiency, effectiveness & productivity.

Flexible timings: 12% participants are of the opinion that employees

belonging to the category of officer and above should have the option of flexible

work timing so that they can work more productively in their preferred work

timings.

Working with defined organizational goals (quantitative): Few

participants believe that the organizational vision, mission & goals should be


cascaded down to the individual level and as a result employees should set

SMART KRAs for evaluating their performance.

Few participants are in favor of adopting business excellence model by the

organization.

Few participants are of the opinion that organization should thrust more on

innovation & research & development activities so as to have an edge over the

competitors & to grab the potential market.

Few participants have given suggestions that “SELF INSPECTION” methods can

be used by employees so as to reduce supervisory hours.

6.3 AREAS OF IMPROVEMENT IN T & D PROCESS

According to the participants following improvements are required in training & development process:

55% participants are agreeing with the fact that the process of identification of behavioral and functional / technical training needs should be carried out across the organization on yearly basis. Participants believe that training needs should be identified according to the level, designation and job profile and such training needs should be finalized only after conducting a joint discussion between HODs and their subordinates.


16% participants have opined that in-house training programs should be conducted by internal trainers of the organization.

12% participants have given the suggestion that management should devise methods for measurement of effectiveness of training imparted.

18% participants are of the opinion that case studies & examples shared with the participants during the training programs should be more realistic and related to project industries so that the participants can successfully relate the same to their day-to-day job demands.

Cross functional departmental training should be imparted in order to do away with the monotony and boredom of their routine work.

Regular training programs for GETs should be conducted during their training period so that they get comprehensive knowledge about the business and information about the systems, processes & policies practiced by the organization.

The Management should implement suggestion scheme across the organization so as to inculcate the culture of innovation & creativity.

The Organization should provide the facility of e-library to all employees wherein technical and behavioral training material can be accessible to employees across the organization in order to promote the concept of self-learning.

SAP / refresher training should be conducted on regular basis so that employees become SAP friendly.

6.4 RECOMMENDATIONS

Personnel & HRD department should be disintegrated into separate Personnel

department & HRD department having separate Personnel Heads & HRD Heads

reporting to a common Functional Head.

The survey for identification of training needs should be conducted more

frequently in order to gauge the perception of the employees regarding training &

development process practiced by the organization.


The Management should implement Kirkpatrick’s model for evaluating the

effectiveness of training & development process across the organization.

The Management should initiate the process of mentoring by the senior

management for new employees to induce hand holding culture in the

organization.

The HODs of different departments should compulsorily practice formal process

of briefing and debriefing before and after every training program respectively

with an objective to inculcate learning culture into the organization.

The management should strengthen sports & cultural activities (e.g. celebration of

festivals, football & cricket matches, photography & drawing competition etc) to

foster interpersonal relations within the organization.

The Management should enhance horizontal & vertical communication by

organizing monthly open feedback sessions, quarterly / monthly performance

review meetings etc. with an objective to reduce the gap between the Management

& the employees.

The Management should change training vendors & faculties for conducting

MDPs on yearly basis.

The Management should drive system-oriented and paperless culture in the

organization.

Job rotation policy should be formulated & practiced across the organization

depending upon the knowledge, skills and career aspirations of the employees in

order to hone cross functional competencies of the employees.

Batch size for MDPs should be reduced so that the faculty can pay better attention

to each & every participant.


The Management should conduct employee satisfaction surveys after every 2

years for gauging perception of the employees in relation to the parameters like

overall employee satisfaction, advocacy & stability and finally to assess the

employee engagement ratio of the organization.

The Management should initiate other Organizational Development interventions

like 360 degree feedback, competency mapping, assessment & development

centers, balanced score card, job evaluation etc only after streamlining the

performance management system in the organization.

The Management should implement SAP – HR module for inculcating system

oriented culture and integration & standardization of all HR processes.

ThyssenKrupp Industries India Pvt. Ltd. is a German based MNC and thus

German language has a special importance for the organization. Therefore,

Management should provide at least basic training on German language to top

management and employees working in the Marketing department.

The entrance of the building should have departmental name plates and

employees should have their individual name plates on the desk.


CHAPTER 7

7.1: Conclusions

7.2: References


7.1 CONCLUSION

I would like to conclude by saying that it was great experience to be associated with

ThyssenKrupp Industries India Pvt. Ltd. (TKII). I had learnt a lot as to how the

Personnel & HRD department actually works at TKII. TKII gave us a full exposure to

the manufacturing industry. I had a wonderful experience taking interviews of the

Shop floor workers, engineers, design engineers,managers. This helped me in sharpen

my skills in dealing with people in a professional manner.

This project gave me an opportunity to have an insight of the working of the

Personnel & HRD department. I have learnt how to identify the training needs of an

employee, how to evaluate a training program and how to discover the strengths and

areas of improvements of the organization, ways to keep employees motivated and the

working environment happy, healthy and peaceful.


Apart from the project, I got an opportunity to learn about maintenance of files &

documents, as we had to give a helping hand in the process of HR audit and

contributed in coordinating welfare activities like Medical checkup for the family

members of the employees and summer camp for the children of the employees. I also

got an opportunity to attend, manage and coordinate Management Development

Program (MDP) on various topics which is very helpful for overall growth of a

Management Student.

At last I would conclude, TKII gave me opportunity to get involved in various HR

activities apart from my project which gave me a taste of living an actual corporate

life. The training had been really helpful throughout and everyday was a new

challenge with new tasks to be performed. I enhanced my listening skills, learning

skills, negotiation skills, convincing skills and various other behavioral skills which

are really important for me to become real HRD professional.

7.2 REFERENCE

Books

Gower handbook of training and development : Anthony Landale

How to identify your organization’ s training needs: John H McConnell

Hiring and Keeping the Best People : Harvard Business School Press, 2002

Evaluating Training Programs: The Four Levels :

Donald L. Kirkpatrick, James D. Kirkpatrick

http://www.flipkart.com/james-d-kirkpatrick/

http://www.flipkart.com/donald-l-kirkpatrick/

http://www.mwls.co.uk/book.htm#landale


Newspapers :

Economic Times

The Times of India

Hindustan Times

Websites

http://www.hr-guide.com/

http://www.hreonline.com/

http://www.managementparadise.com

http://www.thyssenkruppindia.com

http://images.google.com/

ANNEXURE

Questionnaire

Project Schedule

http://images.google.com/

http://www.thyssenkruppindia.com/

http://www.managementparadise.com/

http://www.hreonline.com/

http://www.hr-guide.com/


ANNEXURE

QUESTIONNAIRE

General instructions for filling the questionnaire:1) Please answer all questions.2) Please tick mark (√ ) the most appropriate option that most closely represents

your views.3) Please give your candid and unbiased feedback.4) We assure you full confidentiality of your responses.

Personal Profile:

NAME

TOKEN NO.


DESIGNATION

DEPARTMENT

EDUCATIONAL QUALIFICATIONS

AGE (YEARS)

TOTAL EXPERIENCE (YEARS)

TKII EXPERIENCE (YEARS)

1. How important are the following skills & behavior to your current job?

(1- Least Important & 5- Most Important):

SKILLS 1 2 3 4 51. Presentation skills2. IT related skills

3. Supervisory skills

4. Marketing skills

5. Time management

6. Leadership skills

7. Technical skills

8. Quality related initiatives

9. Team work


SKILLS 1 2 3 4 5

10. Decision making skills

11. Coaching skills

12. Creativity & innovation

13. Change management

14. Interpersonal skills

15. Negotiating skills

16. Problem solving skills

17. ISO knowledge

18. Strategy & planning skills

19. Stress & conflict management

20. Project Management

21. Work life balance / issues

If others, please specify

______________________________________________

2. Briefing sessions are conducted for employees sponsored for training.

Strongly agree Agree

Strongly disagree Disagree

3. Debriefing sessions are conducted for employees sponsored for training.



4. I have training opportunities to upgrade my skills & knowledge.



5. My superior is interested in my overall development.




6. The organization’s training programs are evaluated, and improved upon, every year.



7. Employees are sponsored for training programs on the basis of carefully identified

needs.



8. The organization encourages and supports self- learning and education by

its officers.



9. Do you have a statement of duty for your job?

Yes No

10. Is your job accurately mentioned in the duty statement?

Yes No

11. Do you require a high degree of technical knowledge for your job?

Yes No

12. How do you work?

Alone Team Work

13. In your opinion, what factor creates difficulty in applying new skills on the job?


Lack of opportunity to use skills

Lack of time for use of skills

Skills learnt were not relevant

No supervision for skills practiced

Lack of coaching or feedback

If others, please specify _______________________________________________

__________________________________________________________________

14. How do you feel about the MDPs that you have attended till date in the organization?

Excellen

t

Very

Good

Good Averag

e

Poor

Relevant to my work

Discussions

Structured

Use of time

Level of activity

Personal objectives achieved

Training methodology used

Well organized

Relevant training material


Communication & coordination

15. How would you rate the MDPs that you have attended in the organization till date?

Excellent Very Good

Good Average Poor

16. Degree to which you have used the skills you have learnt.

All skills learnt used on the job

Some skills learnt used on the job

Very few skills learnt used on the job

No skills learnt used on the job

17. How do you learn more effectively during the training programs?

Studying underlying concept

Step-by-step instructions

Observing others

Active participation

18. Please rate the methods of training you feel would be most appropriate to achieve

your learning goals.

Methods Not Effective Somewhat Effective Very EffectiveClassroom LecturesVideosWorkshops On the Job TrainingComputer Base Training Case Study MethodRole Playing In Basket ExercisesOutbound TrainingGroup Studies


19. In your opinion, please enumerate any 3 strengths of the organization.

1.________________________________________________________

2.______________________________________________________

3._____________________________________________________

20. In your opinion, please enumerate any 3 areas of improvement desired in the

organization.

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

21. Please give any 3 suggestions to improve the overall process of training &

development in the organization.

1._________________________________________________________

2._________________________________________________________

3.________________________________________________________

8.2 PROJECT SCHEDULE

The project was of two months starting from 1st June 2010 to 1st August 2010. The

schedule of the project was:

Weeks

Activities

1st 2nd 3rd 4th 5th 6th 7th 8th 9th

Induction

Project Decision


Preliminary Research

Preparation of Questionnaire

One-on-one Interactions

Analysis of data so collected

Report & Presentation

Table 8.1: Project Schedule

NOTE: Preparation of Questionnaire stage also includes sample testing and finalizing

the questionnaire.

hr1

Documents

shop floor workers

global market leaders

tres sm ng

comparing statistical models

delivering customer satisfaction

factor creates difficulty

attended till date

factors creating difficulty