Research Report on Hrm

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INDEX

Sr.

No.

TABLE OF CONTENT

1. COMPANY PROFILE 4

2. PRODUCT PROFILE 7

3. COMPETITORS , CUSTOMERS, INVESTORS 12

4. BOARDS OF DIRECTORS 13

5. SWOT ANALYSIS 15

6. INTRODUCTION OF TRANING & DEVELOPMENT 33

7. INPUTS IN TRAINING AND DEVELOPMENT 34

8. IMPORTANCE OF TRAINING AND DEVELOPMENT 37

9. CYCLE OF TRAINING & DEVELOPMENT 39

10. METHODS OF TRAINING 43

11. RESEARCH METHODOLOGY 49

12. SKILL MATRIX, KRA & TRAINING CALENDER 53

13. AREAS OF TRAINING IN ACME TELEPOWERS 54

14. CASE STUDY I : HOTEL TAJ PRESIDENT 55

15. CASE STUDY II: HOTEL HILTON TOWERS 57

16. ANALYSIS OF THE CASE STUDY COMPARISONS 59

17. CONCLUSION 60

18. ANNEXTURE 61

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1- COMPANY PROFILE

2- PRODUCT PROFILE

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5- SWOT ANALYSIS

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6- INTRODUCTION

Since the beginning of the twentieth century and especially after World War II, training programs have

become widespread among organizations in the United States, involving more and more employees and

also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General

Electric, and International Harvester had factory schools that focused on training technical skills for entry-

level workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or

learning center. In recent decades, as the U.S. companies are confronted with technological changes,

domestic social problems and global economic competition, training programs in organizations have

received even more attention, touted as almost a panacea for organizational problem.

The enormous expansion in the content of training programs over time has now largely been taken for

granted. Now people would rarely question the necessity of training in conversational skills. However,

back to the 1920s, the idea that organizations should devote resources to training employees in such skills

would have been regarded as absurd. Such skills clearly were not part of the exact knowledge and methods

that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years

later, eleven percent of U.S. organizations deem communications skills as the most important on their

priority lists of training, and many more regard it as highly important. More than three hundred training

organizations specialize in communications training (Training and Development Organizations Directory,

1994).

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Previous studies on training have largely focused on the incidence of formal training and the total amount

of training offered. This study, however, draws attention to the enormous expansion in the content of

training with an emphasis on the rise of personal development training (or popularly known as the "soft

skills" training, such as leadership, teamwork, creativity, conversational skills and time management

training). Personal development training can be defined as training programs that aim at improving one'scognitive and behavioral skills in dealing with one self and others. It is intended to develop one's personal

potential and is not immediately related to the technical aspects of one's job tasks. Monahan, Meyer and

Scott (1994) describe the spread of personal development training programs based on their survey of and

interviews with more than one hundred organizations in Northern California. "Training programs became

more elaborate; they incorporated, in addition to technical training for workers and human relations

training for supervisors and managers, a widening array of developmental, personal growth, and self-

management courses. Courses of this nature include office professionalism, time management, individual

contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace,

career management, and structured problem solving. Courses are also offered on health and personal well-

being, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition."

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NATURE OF TRAINING AND DEVELOPMENT

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

knowledge to an employee. A formal definition of training and development is determined as follows:

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

ability to perform through learning, usually by changing the employees attitude or increasing his or her

skills and knowledge.

The need for training and development is determined by the employees performance deficiency,

computed as follows:

TRAINING AND DEVELOPMENT NEEDS =

STANDARD PERFORMANCE ACTUAL

PERFORMANCE

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

us to acquire a better perspective about the meaning if the term training. Which refers to the process of

imparting specific skills, Education, on the other hand is confined theoretically learning in classroom

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

conducted for employees at higher levels. Education however is common to all the employees.

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7- INPUTS IN TRAINING AND DEVELOPMENT

Any training and development programme must contain inputs which enable the participants to

gain skills, learn theoretical concepts and help acquire vision to look into the distant future. The inputs of

training and development are as follows:

1) Skills

2) Education

3) Development

4) Ethics

5) Attitudinal Changes

6) Decision making and problem solving skills

1) SKILLS

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

other equipments with least damage and scrap. This is basic skills without which the operator will not

function.

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

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

certain external and internal stimuli. Employees particularly like supervisors and executives, need

interpersonal skills mostly know as people skills. These skills helps a person understand oneself and others

better and act accordingly. Examples of interpersonal skills include listening. Persuading and showing anunderstanding of others feelings

2) EDUCATION

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

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

understood by the HR specialist.

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

Chief executive officers (CEOs) are known to attend refresher course conducted in many Business

schools. The late Manu Chabria, CMD, Shaw Wallace, attended such a two month programme at the

Harvard business school. Education is more important for managers and executives than for lower-cadre

workers.

3) DEVELOPMENT

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

oriented but stress on knowledge. Knowledge about business environment, management principles and

techniques, human relations, specific industry analysis and the like is useful for better management of a

company.

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

motivation, which should again helps him being self generating. It should make their performance result

oriented and help them in being more efficient and effective. It should also help in making the employee

sensitive towards the environment that is his work place and outside. This programme should keep the

employee aware of him i.e. his potentials and his limitations. Help him see himself as others see him and

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

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

and thereby develop leadership styles which inspire and motivate others. And finally helps install a zest

for excellence, a divine discontent, a nagging dissatisfaction with the status quo.

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4) ETHICS

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

There is no denial of the fact that ethics are largely ignored in businesses. They are less seen and talked

about in the personnel function this does not mean that the HR manager is absolved if the responsibility. Ifthe production, finance or marketing personnel indulge in unethical practices the fault rest on the HR

manager. It is his/her duty to enlighten all the employees in the organization about the need for ethical

behavior.

5)ATTITUDINAL CHANGES

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

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

attitudes. Changing negative attitudes is difficult because of

(1) Employees refuse to change

(2) They have prior commitments and

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

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

performance.

6) DECISION MAKING AND PROBLEM SOLVING SKILLS

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

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

solving skills seeks to improve trainees abilities to define and structure problems, collect and analysis

information, generate alternatives. Training of this type is typically provided to potential managers,

supervisors and professionals

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8- IMPORTANCE OF TRAINING AND DEVELOPMENT FOR THE

ORGANIZATION

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

have categorized as under

1) Benefits for the organization

2) Benefits for the individual

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

policy implementation

1) BENEFITS FOR THE ORGANIZATION

a) Improves communication between group and individuals.

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

c) Provides information on equal opportunities and affirmative action.

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

e) Improve interpersonal skills.

f) Makes organizational policies, rules and regulations viable.

g) Builds cohesiveness in group.

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

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

2) BENEFITS FOR THE INDIVIDUAL

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

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

responsibility and advancement are internalized and operationalised.

c) Aid in encouraging and achieving selfdevelopment and self confidence.

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

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

f)Increases job satisfaction and recognition.

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

h) Satisfies personal needs of a trainee.

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

j) Develops a sense of learning.

k) Helps eliminate fear in attempting new task.

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

3) BENEFITS FOR PERSONNEL AND HUMAN RELATION, INTRA GROUP AND INTERNAL

GROUP RELATION AND POLICY IMPLEMENTATION

a) Improves communication between group and individuals.

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

c) Provides information on equal opportunities and affirmative action.

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

e) Improve interpersonal skills.

f) Makes organizational policies, rules and regulations viable.

g) Builds cohesiveness in group.

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

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

9- CYCLE OF T & D

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Training or development cycle is a model that can be used to represent a

systematic approach to training and development. It helps businesses

identify the series of sequential steps they need to undertake when training

and developing staff. The key steps are:

Identification of training needs

Design of the training or development program Delivery of training

Evaluation

The cycle demonstrates, that the steps should be viewed in their entirety

and not be seen as a series of isolated activities. This means that the

outcome of one stage provides the inputs for the next stage and the

absence of any stage would undermine the validity of the whole process

TRAINING PROCESS

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The steps of Training Process are as under:

A) ORGANIZATIONAL OBJECTIVES AND STRATEGIES

The first step in the training process is an organization in the assessment of its objectives andstrategies. What business are we in? At what level of quality do we wish to provide this product or

service? Where do we what to be in the future? Its only after answering these and other related

questions that the organization must assess the strength and weakness of its human resources.

B)NEEDS ASSESSMENT

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ORGANIZATIONALOBJECTIVES AND

ASSESSMENT OF

TRAI I G EEDS

ESTABLISHMENT OF

TRAINING GOALS

DEVISING TRAINING

PROGRAMME

IMPLEMENTATION OF

TRAINING

EVALUATION OF

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Needs assessment diagnoses present problems and future challenge to be met through training and

development. Needs assessment occurs at two levels i.e. group level and individual level, an individual

obviously needs training when his or her performance falls short or standards that is when there is

performance deficiency. Inadequate in performance may be due to lack of skills or knowledge or any other

problem.

The following diagram explains performance deficiency

Performance

Deficiency

Lack of skills other causes

Or knowledge

Training Non training measures

C) TRAINING AND DEVELOPMENT OBJECTIVES

Once training needs are assessed, training and development goals must be established. Without

clearly-set goals, it is not possible to design a training and development programme and after it has been

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

measurable. This is easy where skilled training is involved

D) DESIGNING TRAINING AND DEVELOPMENT PROGRAM

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

And techniques?

What is the what are the where to conduct

level of training principles of learning the program

E)

CONDUCTING TRAINING ACTIVITIES

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Where is the training going to be conducted and how?

At the job itself.

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

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

F) IMPLEMENTATION OF THE TRAINING PROGRAMME

Program implementation involves actions on the following lines:

Deciding the location and organizing training and other facilities.

Scheduling the training programme.

Conducting the programme.

Monitoring the progress of the trainees.

G) EVALUATION OF THE RESULTS

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

sums of money are spent on training and development, how far the programme has been useful must be

judge/determined. Evaluation helps determine the results of the training and development programme. In

the practice, however organizations either overlook or lack facilities for evaluation.

10- METHODS OF TRAINING

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

imparting skills and knowledge to employees. Training techniques are means employed in the training

methods. They are basically of two types.

1) LECTURES

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

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

groups and hence the cost of training per employee is very low. However, this method violates the

principle of learning by practice. Also this type of communication is a one-way communication and there

is no feedback from the audience because in case of very large groups it is difficult to have interactive

sessions. Long lectures can also cause Boredom.

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2) AUDIO VISUALS

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

films. They can be used to provide a range of realistic examples of job conditions and situations in thecondensed period of time. It also improves the quality of presentation to a great extent.

3) ON- THE JOB- TRAINING

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

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

informal, as when experienced worker shows a trainee how to perform tasks. In this method, the focus of

trainers focus is on making a good product and not on good training technique. It has several steps; the

trainee first receives an overview of the job, its purpose and the desired outcomes. The trainer then

demonstrates how the job is to be performed and to give trainee a model to copy. And since a model is

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

trainers example. The trainee repeats these jobs until the job is mastered.

4) PROGRAMMED INSTRUCTION (PI)

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

to the employee in blocks, in form of books or through teaching machine. After going through each block

of material, the trainee goes through a test/ answers a question. Feedback in the form of correct answers is

provided after each response. Thus PI involves:

Presenting questions, facts, and problems to the learner.

Allowing the person to respond

Providing feedback on the accuracy of the answers

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

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

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

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5) COMPUTER ASSISTED INSTRUCTION (CAI)

This is an extension of the PI method. In this method, the learners response determines thefrequency and difficulty level of the next frame. This is possible thanks to the speed, memory and the data

manipulation capabilities of the computer.

6) SIMULATION

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

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

widely used in Aeronautical Industry.

7) VESTIBULE TRAINING

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

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

learning skills than on production. It is however difficult to duplicate pressures and realities of actual

situations. Even though the kind of tension or pressure may be the same but the employee knows it is

just a technique and not a real situation. Also the employees behave differently in real situations

than in simulations. Also additional investment is required for the equipment.

8) CASE STUDY

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

and make decisions/ suggestions. The trainees read the case, analyze it and develop alternative solutions,

select the best one and implement it. It is an ideal method to promote decision making skills. They also

provide transference to an extent. They allow participation through discussion. This is the most effective

method of developing problem solving skills.

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

end of the case may be considered and not the line of thinking to approach it. This is a major disadvantage

since case studies must primarily be used to influence or mend the attitude or thinking of an individual.

9) ROLE PLAYING AND BEHAVIOR MODELING

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

are on creating a real life situation and have trainees assumed parts of specific personalities (mostly

interchanged roles of boss and subordinate to create empathy for one another). The consequence is better

understanding of issues from the others point of view.

Concept of Behavior Modeling:

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

and existing ones can be altered.

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

imagination of others action.

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

behavior is learned or modified through observation of others experiences.

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

critique it.

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

as recommended.

10) SENSITIVITY TRAINING

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

and get an insight into their own behavior and that of others. These meetings have no agenda and take

place away from the workplace. The discussions focus on why participants behave the way they do and

how others perceive them. The objective is to provide the participants with increased awareness of their

own behavior, the perception of others about them and increased understanding of group process.

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Examples: Laboratory training, encounter groups. Laboratory training is a form of group training primarily

used to enhance interpersonal skills. It can be used to develop desired behaviors for future job

responsibilities. A trained professional serves as a facilitator. However once the training is over employees

get back to being the way they are.

11) APPRENTICESHIPS AND COACHING

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

with other off-the-job methods for effectiveness. It is applied in cases of most craft workers, carpenters,

plumbers and mechanics. This approach uses high levels of participation and facilitates transferability.

Coaching is similar to apprenticeships. But it is always handled by a supervisor and not by the HR

department. The person being trained is called understudy. It is very similar to on the job training method.

But in that case, more stress is laid on productivity, whereas here, the focus is on learning.

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

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

is over the desired outcomes can be seen in the trainee.

11- RESEARCH METHODOLOGY

The Research and Methodology adopted for the present study has been systematic and was done in

accordance to the objectives set which has been detailed as below.

RESEARCH DEFINITION

Research is a process in which the researcher wishers to find out the end result for a given problem and

thus the solution helps in future course of action.

According to Redman & Mory research is defined as a Systemized effort to gain new knowledge.

RESEARCH DESIGN:

According to Claire Seltiz, a research design is the arrangement of condition and analysis of data in

manner that aims to combine relevance to the research purpose with economy in procedure.NATURE OF RESEARCH:

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Research is basically of two types.

1. Descriptive research

2. Explorative research

1. Descriptive Research: These studies are concerned with describing the characteristic of a particular

individual or a group.

DETERMINING SOURCES OF DATA:

There are two main sources of data

1. Primary data

2. Secondary data

Primary Data: It consists of original information collected for specific research. Primary data for this

research study was collected through a direct survey to obtain this primary data a well structured

questionnaire was prepared by the researcher.

Secondary Data: It consists of information that already exists somewhere and has been collected for some

specific purpose in the study.

SAMPLING TECHNIQUES

Random Sample: Each member of the solution has a known and an equal chance of being selected

TOOLS OF THE STUDY

Questionnaire: A set of questions containing a few Technical questions and more number of opinionated

questions are prepared for the employees of both Centralized and Decentralized sections of HR

Department.

Sample Size: Total sample size is 75

Questionnaire Development:

Questionnaire is the most common instrument in collecting primary data. In order to gather primary data

from viewers.

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The questionnaire consists of following type of questions.

Open ended questions

Closed ended questions

Dichotomous questions

Multiple choice questionsRanking question.

OPEN ENDED QUESTIONS: It has no fixed alternatives to which the answer must conform. Thus,

respondent answer in his/her own words at any length they choose.

CLOSED ENDED QUESTIONS: Closed ended questions have no other options other than the selecting

the one that close matches the respondents opinion or attitude.

Dichotomous questions: A dichotomous questions refers to one, which offers the respondents a choice

between only two alternatives.

MULTIPLE QUESTIONS: A multiple choice question refers to one, which provides several sets of

alternatives for the respondents choice.

RANKING QUESTIONS: These questions are given when there are many points to be considered and to

be ranked in priority.

HYPOTHESIS

A hypothesis consists either of a suggested explanation for an observable phenomenon or of a reasoned

proposal predicting a possible causal correlation among multiple phenomena. The term derives from the

Greek, hyposthenia meaning "to put under" or "to suppose." The scientific method requires that one can

test a scientific hypothesis. Scientists generally base such hypotheses on previous observations or on

extensions of scientific theories. Even though the words "hypothesis" and "theory" are often used

synonymously in common and informal usage, a scientific hypothesis is not the same as a scientific theory.

A hypothesis is never to be stated as a question, but always as a statement with an explanation following

it. It is not to be a question because it states what the experimenter thinks will occur. Hypotheses are

usually written in the "if-then form": If X, then Y.

There are two types of Hypothesis:

Null Hypothesis

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Alternate Hypothesis

HYPOTHESIS TESTING

HYPOTHESIS TESTING

Whenever we have a decision to make about a population characteristic, we make a hypothesis.

PROCEDURES IN HYPOTHESIS TESTING

When we test a hypothesis we proceed as follows:

1. Formulate the null and alternative hypothesis.

2. Choose a level of significance.

3. Determine the sample size. (Same as confidence intervals)

4. Collect data.

5. Calculate z (or t) score.

6. Utilize the table to determine if the z score falls within the acceptance region.

7. Decide to

a. Reject the null hypothesis and therefore accept the alternative hypothesis or

b. Fail to reject the null hypothesis and therefore state that there is not enough evidence to

suggest the truth of the alternative hypothesis.

ERRORS IN HYPOTHESIS TESTS

We define a type I erroras the event of rejecting the null hypothesis when the null hypothesis was true.

The probability of a type I error () is called the significance level.

We define a type II error(with probability ) as the event of failing to reject the null hypothesis when the

null hypothesis was false.

STATISTICAL TOOLS

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1. Percentage analysis

2. Correlation

3. The square test

4. Factor Analysis

12- SKILL MATRIX

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HR-

Gap

0

0

0

Gap

0

0

0

0

Gap

0

0

Gap

0

0

0

0

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E mail Etiquettes

Presentation skills

Managerial Skills

Time Management

Stress Management

Conflict Management

Leadership Skills

Personality Development

ERP (Enterprise Resource Planning)

6 Sigma

Product Management

ISO 9001

Soft Skills

Shop Floor Management

Trainee trainer relationship management

Excel skills

DOL (Direct online)

JIT

SCM

5 S

PLC (Programmable Logical Control)

TPM (Total Productivity Maintenance)

First aid

Quality Circle

AutoCAD

7 QC Tools

15- CASE I: HOTEL TAJ PRESIDENT

1) Who are the trainees?

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Every employee walking in with the appointment letter is first a trainee as per the bond he signs

and then when the time period of he being a trainee over, he gets permanently placed in the organization.

Usually the employees other than management heads get selected from the Taj Hotel Management

Institute in Aurangabad.

Following are the departments were training is implemented after an employee walks in with the

appointment letter (the order is in chronological format):

Food and Beverages

Kitchen

House keeping

Front Office

Finance

Accounts

H.R.D

Sales

2) Methods or programs conducted for training

Taj president trains most of the employees on the job. The trainees are trained on the job. The

introduction to the work is explained by the training department of human recourse management.

In case of introduction of new technology - like few days back new software was introduced to the

stores department. Since the software (Orien) was new, the employees were given a lecture and practical

study of this software. They were also showed audio visual to understand how to use the software.

3) Who trains the new employees?

In Case of the departments others than Kitchen,

The Trainees are trained by the Training & Development department which comes under Human

Recourses Department.

In case of Kitchen, the kitchen employees and chefs are trained personally by the Chief

Chef Mr. Aananda Solemon.

4) Why train the employees? What are the benefits?

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To understand the Taj policies, values, morals and ethics. They are introduced with the

vision & values of the hotel so that they perform their task accordingly.

To help the employee build his confidence in performing his work and help him use his

theoretical knowledge provided by his hotel management course.

To make the employee get use to his job and surroundings and to make him comfortable in

performing his job, thus satisfying his employer.

Helps the employee to upgrade his personal skills.

Helps the employee to learn new things and increase his knowledge.

16- CASE II: HOTEL HILTON TOWERS

Hotel Hilton works in a totally different manner from Taj when it comes to training its employees.

In case of new employment, Hilton selects students from various hotel management institutes and molds

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them during their graduation period itself. Each hotel management student is allotted a time period to work

as a trainee in any hotel. Hilton makes use of this time period and molds the students.

1) Who are the trainees?

In case of departments other than management, the trainees are undergraduate students from

various hotel management institutes. In case of management the hotel only employees experienced staff

with high qualification.

2) Who are the trainers?

There is a Training department under the HR who takes care of the new trainees and the training

programs conducted for them.

3) What are the training programs?

Introduction or orientation wherein, the student is introduced to the hotel and is told about

the training program for the immediate three months of his training and the long term

training policies.

Grooming sessions are conducted to educate the trainees how to dress and behave to match

the standards that Hilton maintains. They are given personal skills and are made

presentable.

They are taught values of the hotel that are policies like keeping the customer always

satisfied. The basic principle that is to maintain the old customers and get new customers.

4) What are the benefits for the employee?

The employees are students of hotel management. The training sessions provides them with

practical knowledge which helps them in their hotel management course and makes it easy to understand

the job perspectives during the graduation course itself.

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They also apply the knowledge which they get in these training sessions to their academic

knowledge which makes them a better student in all. The theoretical knowledge gained by them hotel

management course is then converted to practical knowledge.

16- ANALYSIS OF THE CASE STUDY COMPARISON

Both the methods of training are effective and have their merits and demerits which can be

summarized as follows:

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In case of hotel Taj President

The methods of training are good and effective but its not always that the employee changes

himself and molds himself as per the organization principles and objectives even though he might be an

intelligent and talented employee.

In case of Hotel Hilton tower

The hotel conducts a very well planned and managed programme for training but in all there is no

such guarantee that the employee or the trainee would like to join the same organization after his

graduation. He may also start his own business or join some other hotel. This would result in losses for the

hotel.

Therefore a mix strategy, wherein the employees are trained in the hotels as interns and are then

made to sign a bond wherein they to agree to work for few years in the same organization would be

effective.

17- Conclusion

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Gone are the days when training was a 2 hour process on the first day of the job. Training &

Development has transformed from an add-on function to a core function of companies. It has become

more of a science with systematic rules and formats guiding the companies on how to go about training

and development. And that is the way it should be.

Training and development is a necessity for both the trainer and the trainee. The trainer (the

company) would want to make its staff more efficient in this highly competitive world. It would want its

employees to know the latest trends and technologies and use them according to the companys principles

and objectives. The trainees (staff) on the other hand, view training and development as a stepping stone

for enriching their career and fulfilling their personal needs. Training and development is another round of

education for them, the knowledge from which is to be applied later. So, its more of a mutual necessity

and agreement between the companies and their respective employees when it comes to training and

development.

The future would demand more from the employees as well as the companies in terms of

productivity. New technology, multi-tasking, group culture, etc. will be more emphasized upon. This

means training and development is going to be even more important, complex and rigorous. Companies

already foresee this and are already in preparations to make their staff better equipped. On this we

conclude our report with the following words Education ends with school but learning ends with life.

ANNEXURE

Questionnaire on the study on the of Training and Development

Name:Department:

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Designation:

1. Your organization considers training as a part of organizational strategy. Do you agree with this

statement?

Strongly agree

Agree

Somewhat agree

Disagree

2. What is your opinion on training imparted to you in your organization?

Good

Very good

Bad

Time waste process

3. Training of workers is given adequate importance in your organization?

Yes

No

4. Employees are nominated for training programmers on the basis of carefully identified

developmental needs?

Yes

No

5. To whom the training is given more in your organization?

senior staff

Junior Staff

New Staff

Based on requirement

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6. How many training programmers have you attended the last year?

Less than 10

10 - 2020 - 40

More than 40

7. What mode of training method is normally used in your organization?

Job rotation

External training

Conference / Discussion

Programmed instruction

All

8. How do you in the organization participate in determining the training you need?

KRA

Separately arranged TNI

Performance appraisal

All

9. The participants of training go with a clear understanding of the skills and knowledge they are

expected to acquire from the training?

Strongly agree

Agree

Somewhat agree

Disagree

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10. The HR department conducts the briefing and debriefing sessions for employees sponsored for

training?

No

Yes

11. Is the induction training conducted in your organization?

Yes

No

12. Induction training provides an excellent opportunity for new comers to learn comprehensively

about the organization?

Strongly agree

Agree

Somewhat agree

Disagree

13. The induction training is periodically evaluated and improved?

Yes

No

14. What type of training is being imparted for new recruitment in your organization?

Technical training

Management training

Presentation skill

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Other (Please specify)

15. Senior management takes interest and spends time during the training imparted to the new staff?

Yes

No

16. There is adequate emphasis on developing managerial capabilities of managerial staff through

training?

Strongly agree

Agree

Somewhat agree

Disagre

17. How well the workplace of the training is physically organized?

Excellent

Good

Average

Bad

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18. What training and development do you need to make your career aspirations to come true?

Leadership training

External Degree study

Formal meeting procedureOther (Please specify)

19. Are you satisfied with the training you are offered?

Yes

No

20. Is there any improvement in the performance after being exposed to the training?

Yes

No

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Research Report on Hrm

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