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ARESEARCH REPORT
ONTRAINING & DEVELOPMENTTRAINING & DEVELOPMENTATAT
HAVELLS INDIA LIMITEDHAVELLS INDIA LIMITED
Submitted For The Partial Fulfillment Towards TheAward Of The Degree In Bachlor Of Business
Administration C.C.S University,
By:Seema Chauhan
Roll No:- 8440616Under the guidance
Mr.PRAMOD SHARMA(Faculty member)
Global Institute of Information Technology
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Gr. Noida
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Aknowledgement
I am also greatly indebted to my project guide Mr. PRAMOD SHARMA and the entire
faculty staff of GLOBAL INSTITUTE OF INFORMATION AND TECHNOLOGY
Greater Noiad, for their kind support and co-operation.
Finally my thanks to all of the team members of HAVELLS INDIA LIMITED, Noida,
my family and friends who helped me directly or indirectly in completing my research project .
SEEMA CHAUHANBBA
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CONTENTS
1. Objectives
2. Executive Summary
3. Company Profile
4. Research Methodology
5. Training & Development Approaches
6. Types of Sensitivity Training
7. Data analysis & Data Interpretation
8. SWOT Analysis
9. Limitations
10. Conclusions
11. Suggestions
12. Bibliography
13. Questionnaire
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OBJECTIVE OF THE RESEARCH
To understand the entire training process and identifying the training needs of
the employees at the HAVELLS INDIA LIMITED.
To study the development and training Practices at havells India ltd.
To identify the various factors companies undertake prior to the training
process.
To study how the companies have coped with change in the market vis a vis its
development process
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EXECUTIVE SUMMARY
Thus to sum up success is a journey and not a destination. Likewise its true for an
organization as well. In order to enable continuous improvement a continuous
training programme must be carried out. An organization is like a sapling, if it
receives regular care and nutrition then it grows to provide shelter and food else
in adverse circumstances it vanes and dies out.
The success of an organizations plans for the future depends largely on a sound
training strategy. In the face of continuous technological innovation higher levels
of knowledge and skills and their applications are crucial resources that can only
be mobilized by training and development infact, maximize the growth of theexecutives in the organization, improve their competence and skills, foster a higher
level of motivation and build behavior adaptability to changes in technology,
structure and environment of the organization.
But these can be of use only when the organizations perceive and attach importance to
training and development of their managers and plan to ensure successful conduct of
training programmes for employees as well.
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COMPANY PROFILEQRG ENTERPRISES
QRG is step towards integrating all our companies under one common entity, one
common vision. QRG is the holding company of all erstwhile Havells group
companies, which includes Havells India, Crabtree India, Standard Electrical, Duke
Arnics, Crabtree Aquatech and TTL.
But then what is QRG?
QRG is Havells in its new avatar. With a new vision, new purpose, new dynamism.
QRG is committed to meeting the challenges of the new economy through business
ethics, global reach and technological expertise.
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GROUP OF COMPANIES OF QRG ENTERPRISES
HAVELLS INDIA LIMITED
CRABTREE INDIA LIMITED
TTL LIMITED
DUKE ARNICS ELECTRONICS LTD.
STANDARD ELECTRICALS LIMITED
CRABTREE AQUATECH LIMITED
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HAVELLS GROUP
Havell's Group, India's leading multi product electrical engineering organization has
been offering the industries the benefits of expertise and experience of over three
decades in the field of Electrical Switchgear, Control gear, Energy Meters, Electrical
wiring Accessories and Cables & Wires etc.
The group has eight Manufacturing plants in and around Delhi equipped with latest state
of-art manufacturing facilities supported by strong marketing network of 20 branch
offices, 16 representative offices, over 500 authorized dealers and more than 100
approved outlets catering to the needs of discerning buyers across the country and partof Asia and Africa. Most of our products manufactured by Havell's bear ISI MARK and
all the products comply with the latest IS & IEC Specification. Most of our existing
plants have been certified and accredited by ISO 9001 further reinforcing our
commitment towards quality. Havell's has made available the best technology to the
Indian buyers by virtue of its strategic alliances with leading global manufacturers in
their respective areas viz Schiele of Germany, Geyer of Germany, DZG of Germany,
Dorman Smith of U.K., Crabtree of U. K.
Highly qualified and experienced professionals backed up by a work force of 1800
employees manage the company. All the branches and manufacturing facilities are
computerized and the company has successfully implemented the first phase of
Enterprise Resource Planning (ERP) so as to provide faster response to its valued
customers.
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HAVELL'S CORE PHILOSPHY
We are committed to meeting the challenges of the 21 st century with integrity and
technological expertise .
ISO 9001 HAVELL'S QUALITY POLICY:
Building customer confidence by providing wide range of quality products and
services through teamwork.
Company Structure
Havell's Group came into being in 1958 with a small electrical goods trading unit M/s
Guptajee & Co. Manufacturing units have been added from time to time viz. Havells
Industries (HI) in 1971. M/s Towers and Transformers (TTL) are a deemed public
limited Company belongs to the Havell's Group of companies a renowned name in the
field of electrical.
Havell's India Ltd (HIL) was floated in 1983 in collaboration with M/s Christian Geyer
A.G.of Germany, which has raised capital through a public issue in 1993.
M/s Havell's Switchgears Pvt Ltd. (HSPL), a new group company, has since started
trading and Distribution of the groups has recently acquired Electric control and
Switchboards Pvt Ltd. (ECS) which is engaged in designing, fabrication, installation and
commissioning of control panels, switchboards, and bus bars etc.
Judicious mix of family control vis-a-vis delegation to professionals in planning and
management process with emphasis on product quality and after sale service has helped
the group to build a market image and to maintain effective presence in the market. Two
of the group companies, TTL & HIL have obtained ISO-9001 Certification.
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HAVELL'S JOINT VENTURES:
Miniature Circuit Breaker- GEYER Germany
RCCB & Control gear - SCHIELE Germany
Changeover Switch - P E T E R E I N S Germany
Moulded Case circuit Breaker- DORMAN SMITH UK
Wiring Accessories - CRABTREE UK
Electronic Meters - AMPY UK
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HAVELL'S NETWORK
Corporate office
Delhi.
Branches:
Bangalore, Baroda, Bhopal, Calcutta, Chennai, Cochin, Hyderabad, Jaipur, Lucknow,
Mumbai.
Representatives:
Ahmedabad, Bhubneshwar, Chandigarh, Dhanbad, Guwahati, Indore,Jamshedpur, Jalandher, Ludhiana, Patiala, Pune, Sonebhadra, Varanasi
The Head Office of the group is based in Delhi. The office consists of 8'employees who
were involved in functions like sales & marketing, Accounts, Personnel & HRD, and
Commercial etc. Over the years the head office has taken a multi-functional role and has
evolved into a decision making, policy formulating, monitoring & coordinating agency
for the entire Group's business activities, thereby transforming itself into the "Corporate
office", besides retaining all unit based activities.
The various functions currently being performed by the corporate office at New Delhi
are:
a). Accounts:
The main function of the accounts dept. at Head Office is to control & supervise all the
accounting functions at the head office as well as the units. It involves finalization of
accounts of the company & all the subsidiary company. It monitors investment and fund
resources. It also complies details for income tax & sales tax assessment cases.
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b). Legal:
The main function of the legal dept. is to coordinate & streamline the realization of
money due from various parties & check out all legal compliance's applicable to Havell's
as per the Companies Act. To satisfy all correspondences & complaints of shareholders.
To correspond with stock exchange, RBI; & other related dept.
c). Marketing
The marketing dept are responsible for overall formulation & implementation of
marketing strategies for their respective product lines. They also monitor the sales
targets periodically & co-ordinate with the respective production dept. for timelydeliveries schedules, collection of sales proceeds, order status, dispatch details stock
availability etc.
d). HRD & Personnel
The corporate . HRD & Personnel dept. is responsible for formulating, implementing,
administering, monitoring & reviewing periodically the personnel & HRD policies &
practices considered conducive to the overall development of the employees as well as
'the organization.
e). Business Development Department.
The main responsibility of this department is to improve the perception of the Group,
pitch the product against competition. It co-ordinate with the branches as well as the
units for enquiries, approvals & projects. This dept. also conducts seminars, product &
corporate presentation.
f). Commercial
The commercial dept. formulate policy guidelines for different units for buying of
materials sending production programs to factory, inspection cases to DGS&D, &
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inspection formalities. It also involves attending liasoner, tender attending, &
commercial correspondences etc.
g). Communication & Market Support
The role & responsibilities of CMS are as follows. -
Design, creative development, Visualization, editing, proofing, printing, execution & Distribution of catalogue, mailer, price-lists, profiles.
Release of press advertisements & press releases to agencies and print media.
Design and installation of dealers and retailers sign board, wall paintings, kiosks, bus
back panels & hoarding
Arranging an execution meets Conferences, seminars, Exhibition and road shows &Launches.
Dispatch and billing. New launch products: Pre-launch information / surveys, Post launch activities. Product: Comparisons, life cycle analysis, sample analysis & features & benefits Complaints after sale services/ analysis sample analysis & features & benefits. Complaints after sale services / analysis /coordination with work.
EDP (Electronic Data Processing Dept.)
This dept. supervises the database at various units & also develops modules as per
Requirement.
Developing various Database programs for the various dept. Keeping the records of all hardware group / training tools of BAAN /To customize the Baan Reports & interactive new system as per company's requirement.
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H AVELL'S WIDE PRODUCT RANGE
INDUSTRIAL
Switch fuses, Fuse Switches, HRC Fuse Links, Distribution Boards, Switchisolator and allied products.
Contactors, Relays, Timers, Motor Starters.
Changeover switches, Programmable Switches, Control switches
SENTRY - Motor Protection circuit Breakers
Dorman Smith Load line Series Moulded Case Circuit breakers
DOMESTIC Miniature Circuit Breakers, Residual Current Circuit Breakers, Plastic I Metallic
Distribution Boards.
PVC Wires / Cables
Crabtree Electrical Wiring Accessories (Modular Plate Switches)
KWh ENERGY METERS Single & Three Phase
POWER CABLES:
Low Voltage PVC /XLPE Cables
Single core up to 1000 Sq.mm &
Multicrore up to 630 Sq.mm.
Control Cables
Special Purpose Cables
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JOINING FORMALITIES
(a) Submit the joining report.
(b) Submit copies of certificates supporting your educational qualifications, Date of birth
certificate and other testimonials, passport -size photograph, clearance certificate from
your previous employer.
(c) Fill in the Provident Fund nomination form.
(d) Complete the ESIC requirement.
(e) Submit a copy of the vehicle registration form for claiming conveyance allowance.
(f) Open a saving bank A/c with the prescribed bank for crediting of your salary: All the
above documents are to be submitted to the HRD & Personnel dept.
EMPLOYMENT RULES.
(a) Timings
For Head Office:
Working Days: Monday to Saturday.
Working Hours: 9:00 a.m. 5:30 p.m.
1.00pm - 1.30 PM (Lunch Time)
Weekly off days: Sunday, Second Saturday
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Sahibabad, Faridabad, Badli, KNW,TNW, Alwar, Madhopur,
Working Days
Working hours: 9.00 am - 5.30 pm
1.00 am - 1.30 pm (Lunch Time) Weekly off Days:
(b) Attendance
You are required to sign the attendance register. A 'mark' is put if you late & three such
marks result in deduction of half day's leave. However employees may be permitted to
inform the office in advance about their late comings on A/c of any unforeseeable.
Exigencies subject however to a maximum of twice a month.
Attendance is normally calculated from the 26 th of the previous month to the 25 th of the
present month for the calculations of salary. However this practice may somewhat vary
from one unit /business to the other.
PERSONNEL REGULATIONS.
(a) Probation /Confirmation
If you are newly appointed employee at the level of Dy.Manager or below you are
normally required to serve a one-year probationary period or as otherwise specifically
prescribed. At the end of the probation period - your performance will be evaluated, and
based on the assessment by your seniors, a decision will be taken to either confirm you
in the services of the company to extend the period of probation or terminate your
services and the decision as it may be, of the management, will, be intimated to you in
writing. However it may be noted that either due to unsatisfactory work performance or
for any other reason whatsoever. The services of a probationer are liable to be
terminated by the company by giving 7 (seven) days notice during the probationary
period & one month notice after confirmation.
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(b) Increments & Rewards:
Depending upon your performance you may be given graded increments on the 1 st April
every year provided you had joined the conil)any before 1 st Oct of the preceding year.
This practice may somewhat vary from one unit / business location to the other. You
cannot however demand an increment as a matter of right. It will be based purely on
your performance of the preceding year, as assessed and recommended by your
departmental head / unit head.
In case of very good performance, the management may decide to give you further
recognition either in status or in monetary terms, or both in appreciation of your work,
and contribution.
(c) Promotion
These are decided on the basis of consistently good performance over functional head,
discussion with the HRD & Personnel dept. or the unit head at the location.
(d) Leave Rules
At Head office: (as per Shops & Establishment act)
Casual leave = 12Privilege leave = 15
Total = 27
At Factories: (as per Factories Act, 1948)
Casual leave = 7
Earned /Privilege leave = 15
Total = 22
Casual leave
Leave availed of in the nature of personnel engagements and of casual nature will be
adjusted against "CL" standing to your credit. However if there is no casual leave is
standing to your credit, it will be adjusted against your privilege only.
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Privilege leave
The term privilege leave is synonymous with "Earned Leave" or "Annual Leave" and is
meant for an employee's rest & recuperation. The company therefore expects that an
employee will avail of privilege leave at least once in each year & have enjoyable
holidays so that he returns to work fully refreshed. 1.25 leave after every 20 actual
working days and total 15 days for which one must have' actually worked for 240 days
in the previous year before his entitlement begins: Earned leave with pay is allowed as
under:
a) 3 leave after completion of first quarter, b) Balance leave after completion of 4 th quarter.
All unavailed earned leaves are encashable at the end of the year. These shall not be
carried over for accumulation in the next year.
9. SOCIAL SECURITY MEASURES
ESI (Employee State Insurance):
ESI is a statutory social security scheme extended by the Govt of India. All employees
drawing a gross salary (excluding conveyance allowance) up to Rs.6500/(Basic + HRA)
per month are covered under the scheme. They can avail of medical facilities for self,
spouse, children, & dependent parents at the rate of 1.75% by the employee and 4.75%
by the employer.
Provident fund (PF)
The Provident Fund Act of 1952 came into being to provide compulsory contribution on
the employer & that of the employee as an old age benefit to the employee.
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According to its prevailing provision, the act states that "Every employee whose pay
does not exceed Rs.5000 PM (Basic earned) is required to become a member of the
fund. " However in our organization it is imperative for every employee, irrespective of
the basic salary to become a member of this fund".
The PF scheme is applicable to all the employees on the rolls of HAVELL'S and its
other associated subsidiaries companies. The employee contribution to the PF scheme is
12% of the basic salary & Havell's also contributes an equal amount to employees
provident fund account as per EPF act 1952.
An employee can take loan from his PF contributions after fulfilling the necessary
requirements. The details of the same can be obtained from the personnel & HRD dept. at your location.
The entire contribution under this fund is payable to the employee under the following
events.
(i) Voluntary or normal retirement of an employee.
(ii) In the event of the employee's death (amount will be paid to the nominee /
nominees).
(iii) If the employee retires due to permanent or total disablement.
(iv) On employees resigning from the company or settling abroad. (After certain
number of months)
(v) If the employee joins another company which does not have a PF facility.
c) Employee Pension fund:
The family pension scheme, as an extension of PF, is applicable to all the employees on
the rolls of Havell's and its subsidiaries. The employee's contribution to the scheme is @
8.33% of the employees' pay which shall be remitted by the employer to the EPF within
15 days of the close of every month.
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d) Gratuity
As a part of the terminal benefit extended to all the employees gratuity becomes payable
upon cessation of the employment after rendering a continuous service of not less than 5
years either in case (six months or more are considered to be one year).
-On Retirement
-On Resignation
After completion of every one year he will be entitled for 15 days salary as gratuity.
However in case of death the Gratuity benefits will be payable (minimum one year
service is required for qualifying this . scheme). The Gratuity shall be payable for every
completed year of service or part thereof in excess of six months the employer shall pay
the gratuity to an employee at the rate of fifteen days' wages based on the rate of wages
last drawn by the employee concerned on the basis of the following formula.
15/26 x Last salary drawn x Number of completed years of service
e) Maternity benefits
According to the Maternity Benefit Act 1961 maternity benefits are applicable to all
married female employees of the company, who have worked for at least 80 (eighty)
days preceding the 12 months immediately the date of her expected delivery. The
maximum duration for which any woman is entitled to maternity benefits would not
exceed 12 weeks, ordinarily six weeks up to & including the day of the delivery & six
weeks immediately following the date.
In case of miscarriage she shall on production of medical proof be entitled to avail leave
with salary (at the rate of maternity benefit) for a period of six weeks immediately
following the day of her miscarriage. In addition the employee can avail leave for a
maximum period of one month in case of her illness or illness of her child arising out of
delivery.
However in case of a miscarriage or illness the employee should submit a medical
certificate from the registered medical practitioner. After completion of maternity
leave& before resuming duty the employee would have to submit a fitness certificate.
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f) Accident Insurance
Employees including managerial staff who have to travel regularly on office duty may
the company determine insured against accident risks for an amount of Rs.1 Lac to 6
lacs according to their status as? The company shall pay 100% premium of such
insurance. The categories are as under:
TM (Top Mgt.) Director /Executive Directors Rs.6,00,000/President / Vice President Rs.4,00,000/
SM (Senior Mgt.) General Manager Rs.4,00,000/AGM / DGMs Rs.3,00,000/
MM (Middle Mgt.) Managers Rs.2,00,000/Dy. Manager/Asst. Managers Rs.,1,00,000/
Notice of Termination
On Probation :
During the probation period, the company may terminate the services of the employee
at any time by giving 7days notice with or without assigning any reason whatsoever.
Similarly the employee would also be at liberty to leave the services of the company at
any time upon giving 7days prescribed notice.
On Confirmation
During the confirmed period, the company may terminate, the services of the employee
at any time by giving one-month notice with or without assigning any reason
whatsoever. Similarly the employee would also be at liberty to leave. The services of the
company at any time giving one month's prescribed notice.
Full And Final Settlement
In case employee decides to leave the organization he will have to submit his letter of
resignation to the Departmental head / Reporting manager.
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Once accepted he will fill in a clearance form & get it signed from his departmental
head. The-relieving letter would be issued. Only after the acceptance of his
resignation & when the clearance form reaches the HRp & personnel dept. The full &
final settlement of dues would be initiated as soon as the relieving letter is issued.
Marketing & Sales dept .
The marketing and sales department has to submit No due certificate from all the
dealers, before leaving the company.
Service Certificate:
At the time of discharge, dismissal, termination of service, resignation or
superannuation, an employee shall be furnished with a service certificate in the
prescribed form.
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TRAINING & DEVELOPMENT DEPARTMENT
The company is growing with more products being sold to increasingly diverse set of
customers & competing against new set of competitors. It is therefore, imperative for us
to keep abreast with world engineering needs, market development & competition.
The main objective of T&D department is " to build a competent & competitive work
force to meet the challenges of growth & achieve the corporate mission".
Excellence is moving target & the means to achieve this is learning which in itself is an
unending process. There is a constant need for training in terms of product improvement
and honing sales / marketing skill.
This needs result in establishing Training & Development dept., which impart training to
the employees in various fields. The process of training & retraining has been set into
motion to bring about a positive cultural & attitudinal change so as to ensure better
responsiveness & accountability among its employees & sufficient resources have been
earmarked to promote continuous development activities at all its business location in a
planned, systematic & organized manner.
Most of the Training programs are conducted by in-house trainer who adds to the sense
of belonging to the company & an itch to do something. The major focus area comprises
of:
Corporate presentation programs.
Product Training programs
Sales management programs. Skill development programs.
Technical education to dealers / customers
Servicing of products tips for proper use & preventive maintenance of products.
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The various training programs will be conducted at Head office in Delhi and Regional
offices such as Calcutta, Chennai, Ahmedabad, Mumbai, Cochin, Hyderabad, Jaipur,
Chandigarh etc. Training programs are conducted for executives & managers to improve
Technical & Professional skills so as to ensure positive contribution towards enhancing
all round development of our employees as well as organization thus equipping all
concerned towards better cohesiveness, improved, performance, & achievement of
targeted results. These training programs build a sense of comrade ship among the
branches and also inter branch colleagues.
The training aims at updating the employees on the product, system & building the
confidence to motivate them in taking up the challenges to achieve growth, profitability
& excellence.
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AN INTRODUCTION TO TRAINING:
Successful candidates placed on the job need training to perform their duties
effectively. Workers must be trained to operate machines, reduce scrap and avoid
accidents. It is not only workers but also executives and supervisors who needtraining as well in order to enable them to acquire maturity of thought and action.
Training and development constitute an ongoing process in any organization.
Training thus means to turn members into productive insiders. It is the second step
after recruitment, screening and selection. The principles of learning make training
work, thus how a person learns should be the guiding principle in explaining how a
person should be trained. Thus training requires
Practice
Feedback
Motivation to learn
Thus training is systematic and intentional basically involving the felicitation of the
learning process. Further training enhances three broad classes of skills:
Motor skills: manipulation of physical environment based on certain patterns of
bodily movements.
Cognitive skills: acqusitional of mental and attitudinal functions.
Interpersonal skills: enhancing interactions with other people.
No organization has unlimited resources, so training has to be done on the basis of
identified resources in three phases
PRE TRAINING
-Clear understanding of the situation that calls for more effective behavior.
TRAINING-
Implementing the effectiveness in behavior.
POST TRAINING -
The management has to handle a person who is more confident, post training a lot of
adjustment is needed on both sides.
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RESEARCH METHODOLOGY
The information was basically obtained from two sources
a. PRIMARY DATA : Informal conversations were the source of information
regarding the training methods already followed and identification of the training
needs of the workers.
b. SECONDARY DATA : Information regarding the new methods that can be
implemented was collected on the basis of book research
.
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LIMITATIONSLIMITATIONS
1.Uncontrollable Variables: Political, legal and social variables are uncontrollable
From Human Resource managers point of view and the results are affected when
these variables change.
2.Human Tendency: Human resource, the basic constituents onwhich the research is carried out is very unpredictable. Many aspects of human
behavior affect the results of study.
3.Due to the small training period, thorough study could not be completed.
4.Since it was my first industrial training therefore deficiency of industrialknowledge was there.
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NATURE OF TRAINING AND DEVELOPMENT
In simple terms training and development refer to imparting of specific skills abilities
and knowledge to an employee. A formal definition of training and development is
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.
According to Edward B. Flippo Training is the act of increasing the knowledge an
skills of an employee for doing a particular job.
Thus training is an organized activity for increasing the knowledge and skills of people
for a definite purpose. It involves a systematic procedure for transferring technical
know how to the employees so as to increase their knowledge and skills for doing
specific jobs with proficiency. In other words, the trainees acquire technical knowledge,
skills and problem solving ability by undergoing the training programme.
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TRAINING OBJECTIVES
Optimize the workers performance in pursuit of organizational goals.
To develop a person s behavioral patterns in areas of knowledge skills or
attitude to achieve a desired performance level.
Interaction during training programmes lets the management understand what
motivates or satisfies the workers.
Leads to improvement in safety standards.
Leads to understanding of corporate strategies.
Manpower planning.
Unifying individual objectives with those of the organization and vice versa.
INPUTS IN TRAINING AND DEVELOPMENT
Any training and development programme must contain inputs that enable the
participants to gain skills, learn theoretical concepts and help acquire vision to look into
the distant future. In addition to these there is a need to impart ethical orientation,
emphasize on attitudinal changes and stress upon decision making and problem solving
abilities.
SKILLS
There are three kinds of skills that need to be imparted these are
Basic skills/technical skills
Motor skills
Interpersonal skills
It also enables to operate machines and use other equipment with least damage and
scrap. Without the basic skill an operator will not be able to function properly motor or
psychomotor skills on the other hand refer to performance of specific physical
activities. These skills involve learning to move various parts of ones body in response
to internal and external stimuli.
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DEVELOPMENT
Another component of training and development programme is development, which is
less skill oriented but stresses on knowledge an organization expect the following from
its mangers when they are deputed to attend training and development programme.
How to make managers self-starters? How to imbue them with a sense of
commitment and motivation so that they become self-starters?
How to make them subordinate their parochial, functional loyalties to the
interests of the organization as a whole?
How to make them result oriented? How to help them to see and internalize the
differences between activity and results between efficiency and effectiveness?
How to make them sensitive to the environment in which they function both at
the workplace and outside?
How to make them aware of themselves their potentials and their limitations
How to help them to see themselves as others see them?
How to teach them to communicate without filters to see and feel others view
points?
How to help them to understand power and thereby develop leadership styles
which inspire and motivate others?
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THE ENTIRE PROCESS OF TRAINING
Just like the budget TNA estimates the training needs of the different levels of
employees in the organization. Although this is done at the beginning of the year, yet to
make my concepts clearer. I was asked to submit an exhaustive list of many topics, on
which training could be carried out at he different levels. The levels were classified
into:
DIAGRAM SHOWS THE DIFFERENT MANAGEMENT LEVELS
IN AN ORGANIZATION
These were the training areas identified :
Top level
Middle level
Lower level
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FOR THE TOP LEVEL
1. Management development programmes
2. Leadership
3. Quality management
4. Motivation
5. Risk management
6. Manpower planning
7. Stress management
8. Conflict resolution
9. Labour relations
10. Business ethics and conduct
11. Self appraisal
12. Counseling
13. Planning, organizing and controlling
14. Job enrichment
15. Effective communication
16. Employee empowerment
17. Customer development (marketing)
18. Personal development19. Customer relationship management (marketing department)
20. Grievance handling (particularly the HR department)
21. Training for internal trainers
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FOR THE MIDDLE LEVEL
1. Manpower planning
2. Job enrichment3. Self appraisal
4. Civil rights and equal opportunity programme
5. Work performance and conduct
6. Security and safety
7. Labour relations
8. Prevention of stock shortages and equipment failures
9. Effective communication
10. Interpersonal skills
11. Technology trends
12. Supervision
13. Training for internal trainers
14. Quality management
15. Basic decision making
16. Motivation
17. Team building18. Disciplinary training
FOR THE LOWER LEVEL
1. Disciplinary training
2. Career planning (skilled)
3. Skill enhancement; basic process training
4. Technology trends5. Self appraisal (skilled/semiskilled)
6. Civil rights and equal opportunity programs
7. Work performance and conduct
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FACTORS THAT ENSURE SUCCESS FOR A TRAINING
PROGRAMME AT HAVELLS
1. THE OVERALL TRAINING PROGRAMME
A training programme, is more than simply the sum of its parts They all must be
interwoven into a unified design .The factors that affect such integration include
how methods are selected sequenced and presented For an evolution of a training
programme seven steps are summarized here
STEP 1 :Define the problem
STEP 2 :Arrange the problem in order of priority
STEP 3 :Analysis of the problem
STEP 4 : Set the targets
STEP 5 : Produce a training plan
STEP 6 :Implement the training process
STEP 7 : Evaluate the results
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Diagram Shows A Schematic View Of Evolution Of A Training Plan
The job of a training manager
Define the problems
Arrange the problem in
Analyze each problem todetermine the best combinationof organizational change,selection and training
Produce a-Target population analysis
-Task analysis-Performance analysis
Design the training process and produce atraining plan
Assemble the resources and
Evaluate the result
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ASSESSING TRAINING NEEDS
In a way training needs analysis (TNA) is an examination of the training system. There
are a variety of internal and external forces in an organization to change. The following
table lists some of these forces and their implications for training within organizations.
Often organizations attempt to change with these forces by maintaining the status quo
some will respond to these forces and recognize the need to change
FORCES TRAINING IMPLICATIONSIncreased computerization Training in the use and mgmt of computersIncreased demand for employees
with technological skills
Develop these skills in the current employees
Changing composition of the
workforce (e.g. greater
education, more minorities and
females)
Need for managers who know how to relate to
employees problems and can work in a cooperative
manner with employees
More demand on management
time
Need for managers who can make quick and
accurate decisions
THE CHANGE MODEL
TNA can be done on the basis that what sorts of changes are needed for the betterment
of the organization. This gives rise to the Change model Price observes that training
need exists when there is a gap between the present performance of an employee or
group of employees and their desired performance. If an organization uses training to
achieve its goals it must first access its training needs.
Which goals can it attain through training?
Which people need training?
What is the purpose of training; and finallyWhat will be the training cores?
Goldstein believes that assessing training needs is far more important than choosing
particular training technique. The Change Model is depicted as under:
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Stimulus for change
Recognition of the
Stimulus
Recognition of the
Need to change
Diagnosis
Goals
In other words we can say that Training needs assessment (TNA) is the examination or
the diagnostic portion of the training system, the system that TNA examines are often
referred to as perceived performance deficiencies. A perceived performance deficiency
exists where there is a difference between the expected and perceived job performance.
Perceived performance deficiency can be equated with the reasons that often lead to
losses within organizations or with the symptoms of the need to change.
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YODERS PRINCIPLES FOR EFFECTIVE TRAINING
1. Training is a management function and accordingly every individual is a trainer
2. The staff trainer must not exert authority over line but provide advice and
guidance
3. Every individual requires training
4. Training should be supported by all levels of managers
5. Either a committee or some other individual should be eventually responsible for
training
6. Attempt must be made to distinguish between staff and line training functions
7. Training should be aimed at the attainment of the objectives of the enterprise by
providing proper knowledge skills and attitude
8. The objective and scope of the training should be defined at the very outset of the
programme
9. Attempts should be made to employ tested principles of learning
10. Training should be imparted in the real work environment
11. Lastly everything should be measured and the proper yardstick standard time cost
etc should be developed
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SUMMARY: ESSENTIALS OF TRAINING
To conclude there are four essentials for effective training namely:
a) Stimulus
b) Response
c) Motivation
d) Reward and incentives
STIMULUS: The trainers communication must be scientific and to the point. The
trainee should understand what he is going to learn. The instructor must use all or at
least most of the sense organs of the trainee so as to get maximum possible
participation.
RESPONSE: The trainer must observe the responses of the trainees as well as the
result of his stimuli. The responses of the trainees can be observed either by asking
questions or allowing him to do the job according to his directions. The instructor
should allow the repetition of the correct response and encourage the trainees to retain
the improved behaviour.
MOTIVATION: The trainee must be motivated to learn unless the trainee is motivated
and interested in learning; even a good instructor cannot train him. Thus a positive
attitude towards learning must be inculcated in the trainee.REWARDS AND INCENTIVES: Rewards and incentives act as a stimulus for the
trainee to satisfy his need for social approval. For any effective training programme the
management must have a provision for the trainees. The management must give
sufficient information about the reward whether in the form of financial or non
financial benefits to the trainees who will come out successfully of the training
programme.
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HOW SHOULD A TNA BE CONDUCTED
To pinpoint the range of training needs and define their content, the HR department
uses different approaches to need assessment. It may survey potential trainees to
identify specific topics about which they want to learn more. Another HR led approach
is task identification. Trainers begin by evaluating the job description to identify the
salient task that the job requires. Trainers are also alert to others sources of information
that may indicate a need for training such as production records quality, control reports
grievances, safety reports, absenteeism and turnover statistics and exit interviews of
departing employees may reveal problems that should be addressed through training
and development efforts. Training needs may also become apparent from career
planning discussions or performance appraisal reviews. Supervisors see employees on
daily basis and thus are another source of recommendation for training. The HR
department also reviews self nominations to learn whether training is actually needed.
Self nominations appears to be less common for training situations but more common
for developmental activities.
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KEY STEPS INVOLVED IN CONDUCTING A TNA Defining the perceived performance deficiency
Prioritizing the problem
Identifying the job requirements, trainees skills and abilities and environmentalconstraints on correcting the deficiency
Developing the behavioral description of the need
These steps are explained as under:
Ask questions about the
jobTraining committees and
conferences
Inputs from several view points can often reveal
training needsAnalysis of the operating
problem
Indicators of task interference environmental
factorsCard sort Utilized in training conferences how to
statements sorted by training importance
1. PERSON ANALYSIS
A person analysis compares the individual with the task requirements The
individual must have the necessary KSA as well as the motivation and the
opportunity to perform the task Training the incumbent can typically rectify the
deficiencies that are due to lack of skill or knowledge To ascertain whether a lack of
KSA is the cause of the performance deficiency the incumbent must be asked to
perform the desired behavior
2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS
The first step in the diagnostic process is to clearly define the deficiency in the
behavioral terms, that needs to be corrected. In a reactive TNA the problem is
typically identified as a result of the performance appraisal. Problem identification
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for a proactive TNA stems from performance appraisal in conjunction with a
planning process. Whatever be the source or type, there is often a tendency to state
the problem in terms of the perceived solutions rather than in behavioral terms.
According to Mager and Pipe one way of removing the problem is to ask the
individual defining the problem what specific behaviors are not taking place
that should be Without a specific behavioral description of the problem an
accurate TNA is highly improbable.
2.PRIORTIZE ORGANISATIONAL GOALS
Since organizations have limited resources all problems cannot be handled
simultaneously an organizational analysis asks, What problem should be solved to provide the greatest organizational benefit.
The answer to this question will depend upon the following three criteria:
ORGANISATIONAL GOALS : The extent to which the performance deficiency
hinders the attainment of organizational goals.
RESOURCES: The capacity to take corrective action must also be considered just
as any individual has strengths and weaknesses so to do training departments (and
immediate supervisors) differ in their abilities to rectify the performance problems.
These along with other resource limitations (such as budget and time constraints
must be considered).
PROBABILITY OF SUCCESS: The objective of training is to improve
performance by changing behavior. Even if a training need is accurately identified and
the correct timing is effectively administered there are still a variety of factors that may
inhibit behavioral change. One such factor is the particular climate/culture of the
organization Orientation towards development is a dimension of climate that has been
identified by several researchers. The table on the next page lists a variety of resources
that can be used in organizational analysis.
DATA SOURCE TRAINING NEED IMPLICATION
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RECOMMENDEDOrganizational goals and
objectives
Were the training emphasis can and should be placed
These provide normative standards of both direction and
expected impact which can highlight deviations from
objective and performance problemsManpower inventory Where training is needed to fill the gaps caused by
retirement turnover age etc This provides an important
demographic data base regarding possible scope of the
training programmeSkill inventory Number of employees in each skill group, knowledge and
skill level training time per job etc This provides an
estimate of the magnitude of the specific training needs
Useful in cost benefit analysis of training projectsOrganizational climate
indices
These quality of working life indicators at the
organizational level may help focus on problems that have
training componentsAnalysis of effective
indices
Cost accounting concepts may represent ratio between
actual performance and the standard or desiredChanges in system or
subsystem
New or changed equipment may present training problems
Management requests or
interrogation
One of the most common techniques of TNA
Exit interviews Often information not otherwise available can be obtained
in these problem areas and supervisory training needs
speciallyMBO or Work Planning
and Review systems
Provides performance review potential review and long
term business objective Provides actual performance data
on recurring basis so that base line measurement may be
known subsequently improvements may be made
Of all the sources listed the most useful for an organizational analysis is the
organizations goal and objectives in larger organizations a formal strategic document
exists which the trainer should not only read but also analyze to get the true feeling for
the direction in which the organization is headed.
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3. JOB TASK AND WORK ENVIRONMENT ANALYSIS
As part of TNA a job analysis should focus on what the trainee needs to be able to
do, to perform the job satisfactorily. In TNA a job analysis should take both worker
and task oriented approach. A worker oriented approach focuses on the skill
knowledge and abilities to perform the job. These might include elementary
notions, job demand and the specific human behavior involved such as decision
making, communicating etc. A task oriented approach focuses on a description of
the work activities performed. These involve a description of how where why a
worker performs an activity. The table below specifies the data sources for job
analysis.
TECHNIQUES FOR
OBTAINING JOB
DATA
TRAINING NEEDS IMPLICATIONS
Job description Outlines the job in terns of typical duties and
responsibilities but is not meant to be all inclusive
Helps define performance discrepanciesJob specifications or task
analysis
List specified tasks require for each job More
specific than job descriptions Specifications may
extend to judgment of the reqd knowledge and
skillsPerformance standards Objectives of the task of the job and standards by
which they are judged This may include base line
data as wellPerform the job Most effective way o determining specific tasks but
has serious limitations the higher the level of job
the greater is the gap between performance and
result outcomesObserve job work
sampling
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Review literature
concerning the job
Possibly useful in comparison analysis of job
structure but far removed from unique aspect of the
job structure within any specific organization
4. WORK ENVIRONMENT ANALYSIS
Even if the KS is acquired there is no guarantee that the deficiency will be
eliminated Training can only rectify a deficiency which is due to the lack of
KS.However, the capacity to perform will not result in performance if the other two
variables are not present analysis. The assessment of whether these variables arepresent is referred to as work environment.
4. DEVELOP OBJECTIVES
The information obtained in the job, person and work environment analysis is used
to develop the training objectives many advocate this approach while others have
questioned its value. Critics have typically stated that behavioral objectives are rigid
and fail to consider individual learning styles.
TRAINING AND DEVELOPMENT APPROACHES
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INTRODUCTION: DISTINCTION BETWEEN KNOWLEDGE, SKILLS AND
ATTITUDE
While the purpose of training in the business context has changed very little over the
past several years, the approach, the methods and the techniques used have progressed
considerably. Specialists have become more aware of what their role should be, what
trends to motivate people to work in various kinds of employment and what are the
most acceptable and profitable ways of achieving the desired performance from
individuals and groups. Employers too have grown to recognize the value of investing
in training with these ends in view.
It has been accepted over some years that all training can be categorized under the
heading of knowledge, skills and attitudes. At one time little distinction was made between these three areas.
Skills were seen to be acquired when knowledge of the method process or system was
passed on either by word of mouth or in writing. Learners were expected to be
proficient in a job after being told what to do. Those who were slow learners were
considered untrainable and thus discharged.
The approach to attitude in training was negative. Employees were often seen to have
the wrong attitude when they failed to meet the employers demand but it wasnt in
practice to inculcate the right attitude i.e. the one that could be accepted as constructive.
But the work of behavioral scientists has helped to bring about a change in the recent
years. Trainers today are aware that men cannot be treated like machines.
The distinction between knowledge and skills has also come about much by reason of
workers pressure as because of managerial enlightenment. Employees were outsiders
and the business secrets were not divulged to them. They lived in blissful ignorance of
the aims of the organization and the significance of themselves. Today managements
have become aware of the facts that employees who re kept in the picture about what is
going on are likely to accept and give commitment to management decisions. After all
uncertainty can have a more damaging effect on workforce than bad news.
Moreover employees need to be continually updated in specific work areas. Many, but
not employees are dedicated enough to undertake private study to keep abreast of the
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latest developments in their field Self development according to most trainers is the
best and the most effective means of training. Nevertheless the employers have a
responsibility towards the employees. Thus there is a continuous need for knowledge
training. Not only is it necessary to cover the knowledge required to enable an
employee to carry out a specific job but a good deal more information about the
business has to be imparted if a person is to be made the contributing member of the
team.
In selecting training and development techniques, trade off exists. That is no single
technique is always best: the best method depends on: cost effectiveness, desired
programme content, learning principles, appropriateness of the facilities, trainee
preferences and capabilities. The importance of these six trade offs depends on thesituation. There is a range of teaching methods available to trainers. Each method has
its advantages and disadvantages in terms of the objective of a particular training
programme. The difference between training methods lies mainly in terms of the
trainees personal involvement or participation in the process of learning. The choice of
the training method depends on:
Experience and competence of the instructor; and
How much a particular group of trainees will learn from a particular methodor a combination of methods.
The intellectual level and educational background of the participants, the
participants age and practical experience.
Depends on the social and cultural factors in the environment. Now many
participative methods are accepted and used in management training.
Some methods are more effective in achieving certain objectives than others
It also depends on the time and availability of resources and infrastructure alfacilities
Training may be classified lucidly as given by Yoder into the following
categories
1. General training methods
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2. Rank and file job training methods
3. Craft training method
4. Executive training method
5. Special training method
The second classification can be on the basis where the training takes
place i.e.
1. On the job training
2. Off the job training
TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE
CLASIFICATION
INDUCTION OR ORIENTATION TRAINING
Induction or orientation training may be defined as a process of guiding
and counseling the employee to familiarize him with the job situation
The induction process accomplishes several objectives including
formation of a favorable impression and attitude, development of a
feeling of belongingness and felicitation of learning and teamwork on
part of the employees content of the induction programme should be
predetermined in the form of a checklist specifying the topics to be
covered. Attempts are to be made to follow up and assess the
programme by interviewing the new employees as a measure to correct
the gaps in the knowledge and attitude of the employees.
RANK AND FILE JOB TRAINING
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This is based on similarities in training on several specific jobs. This type of
training can either be imparted in a class room or on the job. Foreman or a group
leader performs it. Its advantages arise in so far as it is realistic and economical and
does not hamper production as well as necessitate transition from classroom to job
situations Its limitations include
1. The trainer may be an incompetent teacher.
2. The shop floor maybe busy.
3. There may arise heavy production losses.
SUPERVISORY TRAINING
Supervisory training needs reveal utmost divergence in view of the
divergent duty of the supervisor. Employee attitude survey help in finding
areas of supervisory training. Likewise supervisors themselves may be
requested to indicate the areas where they need training Frequently these
surveys indicate that supervisors need training in human relations,
production control, company policies and how to instruct. Supervisory
courses consist of Job method training (JMT) and Job relations training
(JRT).
The JMT helps the supervisors to improve methods in their departments,while the JRT helps them in handling human relations problems in their
departments.
ON THE JOB TECHNIQUES
As the name suggests on the job techniques are conducted in the real job
settings. On the job methods usually involve training in the total job.
Individuals, workers or supervisors typically conduct these methods. The
main advantage is that the trainees learn while actually performing the job
which may minimize the training costs. They also learn in the same physical
and social environment in which they will be working once the normal
training period is completed. However this method has its limitations. It
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does happen sometimes that the supervisors and coworkers are not
interested in training new employees. This becomes a problem particularly
when the trainers believe that their job security may be threatened by
training the new comers.
JOB INSTRUCTION TRAINING
Job instruction training (JIT) is received directly on the job, and is so often
called on the job training. It is primarily used to teach workers how to do
their current jobs. In this the worker learns to master the operations involved
on the actual job situation under the supervision of his immediate boss who
has to carry the primary burden of conducting this training. Usually no
equipment or space is needed, since new employees are trained in the actual
job location.
The trainer may be a skilled workman He may be a superior who breaks in
the new man and then turns him over to the skilled workman who continues
to guide the learner.
JIT may include the following steps:
1. The trainee receives an overview of the job, its purpose and
its desired outcomes with an emphasis on the relevance of the training.2. The trainer demonstrates the job to give the employees a
model to copy
3. The trainee then mimics the trainers example.
4. Demo by the trainer and practice by the trainees is continued till the job
is mastered.
5. On the above basis a continuous feedback is received.
6. Finally the employee performs the job without supervision, although the
trainer may visit the employee to see if there are any lingering questions.
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Before implementing effective JIT programme, one should take into
account certain things, these are as under:
Firstly the choice of trainers should be based upon their ability to teach
and their desire to take this added responsibility.
The trainer should be trained in proper methods of instructions.
Adequate evaluation of the trainers progress has to be made
frequently and then fed off back to the trainee using reliable and
valid methods.
Trainers and trainees should be carefully paired in order to
minimize differences in background languages personality,
attitudes or age that may inhibit communication.
The trainer must be made to realize the importance of close
supervision in order to avoid trainee injuries.
JIT should be used in conjunction with other training approaches
such as programmed instruction lectures and films.
JOB ROTATION
To cross train employees in a variety of jobs, some trainers move a trainee from job to
job by job instruction training. This is a method of training wherein workers rotate
through a variety of jobs, thereby providing them a wider exposure. Trainees are placed
in different jobs in different parts of the organization for a specified period of time
They may spend several days or even years in different company locations. In this way
they get an overall perspective of the organization. Besides giving workers variety in
their jobs it helps the organizations in vacations, absences downsizing or when
resignations occur. It helps workers to sharpen their skills and is used to develop people
for higher level positions by exposing them to a wide range of experience in a relativelyshort span of time. It is used for both blue collared as well as white collared positions.
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APPRENTICESHIP
Apprenticeship training is ancient device. An apprentice is a worker who is learning a
trade but who has not reached the state where he is competent to work without
supervision. It is particularly common in the skilled trades. Organizations that employ
skilled trade people such as plumbers, carpenters, masons, printers and sheet metal
workers may develop journeymen by conducting formal apprentices programmes. An
established worker tutors a new worker. An apprenticeship lasts 2 to 5 years Classroom
instructions are imparted typically in the evenings for 144 or more hours per year. Each
apprentice is usually given a workbook consisting of reading material, tests to be taken
and practice problems to be solved. The apprentice serves as an assistant and learns the
craft by working with a fully skilled member of the trade called a Journeyman. Thistraining is used in such trades, crafts and technical fields in which proficiency can be
acquired after a relatively long period of direct association with the work and under the
direct supervision of experts. At the end of apprenticeship programme, the person is
promoted to journeyman.
COACHING
At management levels, coaching of immediate subordinates by their managers is
common. Coaching is similar to apprenticeships because the coach attempts to provide
a model for the trainee to copy. It tends to be less formal than an apprenticeship
programme because there are few formal classroom sessions and because it is provided
when needed rather than being part of a carefully planned programme. Coaching is
almost always handled by the supervisor or the manager not by the HR department
VESTIBULE TRAINING
To keep instructions from disrupting normal operations, some organizations use
vestibule training. This type of training is often used in production work. A vestibule
consists of training equipment that is set up a short distance from actual production line.
The method is good for promoting practice a learning principle involving the repetition
of behavior. These special training areas are used for skilled and semiskilled jobs
particularly those involving technical equipment.
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OFF THE JOB TRAINING TECHNIQUES
Off the job methods are those training and development programmes that take place
away from the daily pressures of the job and are conducted by highly competent outside
resource people who often serve as trainers, which is one of the main advantages of this
method. Such people include technicians, consultants and university faculty. Its major
drawback is the transfer problem. Too often trainees learn new facts and principles at
lectures workshops and conferences but have no idea how to apply them, once they are
back in their jobs.
LECTURES
The lecture method is a popular form of instruction in educational institutions Even
though the effectiveness of the lecture method is often questioned many instructors findthemselves 30%-50% of their time lecturing It is also used in industry Lectures consist
of meeting in which one or a small number of those present actually play an active part
The lecturer may be a member of the company or a guest speaker Before preparing a
lecture the following 4 questions must be considered:
Who is your audience?
What is your audience?
What is the available time? What is the subject matter?
Besides the following points must be considered:
It should be brief and to the point, presenting the theme of the subject in
a manner that arouses the interest of the audience from the start.
The speaker must poise courteous and sincere.
Simple language must be used.
The method is generally used when:1. Basic theoretical knowledge has to be built up before actual practice.
2. When the summary of some research work has to be communicated.
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3. With a more homogeneous audience a trainer can direct the lecture to specific
topics and techniques, which is often, more beneficial than using some broad
based material.
AUDIO VISUAL TECHNIQUES:
Audiovisual techniques cover an array of training techniques, such as films slides and
videotapes. It allows participants to see while listening and is usually quite good at
capturing their interests. These allow a trainers message to be uniformly given to
numerous organizational locations at one time and to be reused as often as required. It
is important to note that people remember 20%of what they hear, 30% of what they see
and 50% of what they see and hear.
AVAILABLE DEVICES
Blackboard: It is inexpensive and is available in all lecture halls. Its use requires no
prior preparation is very useful for demonstrating calculations and formulations. One of
the major disadvantages of using a blackboard is that the speaker has to turn away from
the audience.
Flip chart: It can replace the blackboard with the advantage that no erasing is required.
It is especially useful for single presentations that may not justify the designing of
costly visuals Limitation of space is a major disadvantage. Drawings have to be stored
away flat to avoid damage.
OVERHEAD PROJECTOR: It projects large size transport images onto a screen
under normal lighting conditions.
Videotapes are extremely useful in time and motion study in recording
employees job behavior which can be later evaluated and feedback provided
They are time saving as copies of the same films can be mailed to all plants at
one time
Trainees can also be provided with immediate visual feedback of their behavior
when necessary
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CONFERENCE METHOD: It is also known as the discussion method. It encourages
the participation of all members of a group in an exchange of opinions, ideas and
criticism. It is a small group discussion in which the leader plays a neutral role
providing guidances and feedback. In spite the intention to encourage general
participation, the conferences are dominated by a few, with the majority no more active
than, had they been facing a lecture. This is particularly effective if the ratio of trainees
to trainers is not very large. This method is useful when the material needs clarification
and elaboration or where a lively discussion would facilitate understanding.
OBJECTIVES OF THE CONFERENCE METHOD:
1. Developing the decision the decision making and problem solving skills of the
personnel.
2. Presenting new and complicated material.
3. Changing and modifying attitudes.
Sometimes the lecture method may be followed by a conference, giving the participants
a chance to share opinion about the material. An effective trainer can get all the
participants involved even the less vocal ones. The success of this method depends
largely on the skills personality and education of the discussion leader.
The conference method can draw on the learning principles of motivation and feedback.
ROLE PLAYING:
Role playing believes that learning is facilitated by active participation rather than
passive reception. This is a training method often aimed at enhancing human relations,
skills or sales techniques. Role-playing can be defined as an educational or therapeutic
technique in which some problems involving human interaction, real or imaginary is
presented and then spontaneously acted out. Participants suggest how the problem can
be handled more effectively in the future. The acting is followed by discussion and
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analysis to determine what happened and why and if necessary how the problem can be
handled in the future. Role-playing is less structured than acting, where performers
have to say lines on cue. Participants are assigned different roles in the scenario to be
enacted so in this way it is a device that forces trainees to assume different identities.
Usually participants exaggerate each others behaviour. Ideally, they get to see
themselves as others see them. The experience may create greater empathy and
tolerance of individual differences and is therefore well suited to diversity training,
which aims to create a work environment conducive to a diverse workforce. The unique
values of role-playing include the following:
It requires a person to carry out a thought or decision he may have reached
Role-playing experience demonstrates the gap between thinking and doing. It permits the practice of carrying out an action and makes it clear that good
human relations require skills.
Attitudinal change is effectively accomplished by placing the person in the
specified role.
It trains a person to be aware of, and be sensitive to others feelings. The
information serves as feedback of the effect his behaviour has on other people
A fuller appreciation of the important part played by feelings in determining
behaviour in social situations is developed.
Each person is able to discover his own personal faults.
It permits training in control of feelings and emotions.
The two important types of role-plays are
1. Structured role-play is characterized by use of written cases
selected from text or written to meet organizational trainingobjectives. It can be further divided into three categories:
Single role-play consists of two or three playing out roles in
front of a class.
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Multiple role play is the one in which all the trainees are players
Each player is given a written role or an assignment as an observer
and then the entire class role plays at the same time. It causes
almost no embarrassment to the players and sharply reduces the
problems related to negative comments about ineffective role play
behaviour. The problem in this type is that very little time can be
allowed for discussion of process experiences of each individual
group.
Role rotation consists typically of one person playing the role
usually that of an individual who has a problem and having several
class members attempt to use their skills to handle the situation.
Participants tend to feel less embarrassed and are more willing.
2.Spontaneous role play is used to help the participant acquire an
insight into his own problem and not on skill development. The trainee
elicits some problem from the group itself and does not use written
material.
ROLE PLAY HAS BEEN SHOWN TO BE EFFECTIVE INa. Studying small group leadership skills
b. Increasing sensitivity to the motivation of others
c. Improving interviewing skills
d. Enhancing ability to develop innovative solutions to the human
relations problem
e. Modifying attitude
CASE STUDY :
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By studying the case, trainees learn about real or hypothetical circumstances and the
action s others take under those circumstances. Besides learning the content of the case
a person can develop decision making skills particularly the analytical skills.
According to KR Andrews business case is a written description of an actual
situation in business which provokes in the reader the need to decide what is going
on what the situation really is or what the problems are and what can and should be
done
Cases are organized around one or more problems or issues that are confronted by an
organization. Cases are designed primarily to illustrate problem issues rather than to
portray success stories Cases can range in length from one page to over fifty pages.
The method calls for language skills but many people are sent to case study courses
primarily because they lack communication skills.
Survey results indicate that the case method is considered by the training directors to be
the best method of developing problem solving skills.
SIMULATION
Simulation is an approach that replicate certain essential characters of the real world
organization so that the trainees can react to it as if it were the real thing and then
consequently transfer what has been learned from the to their job. As the name implies,
simulation training is based on a reproduction of some aspect of job reality.
Coppard defines simulation as a representation of a real life situation which attempts
to duplicate selected components of the situation along with their interrelationships in
such a way that it can be manipulated by the user. Simulation usually enhances
cognitive skills, particularly decision making. A very popular training technique for
higher level jobs in which the employees must process large amounts of information.
Simulation have many forms some use expensive technical instruments while others
are far less costly. Some simulations need only one participant, while others may
involve as many as 15 to 20 people working together as a team. Simulations are broad
based training techniques that can be adapted to suit a companys need. By using
equipment simulators workers can practice new behaviour and operate certain complex
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equipment free of danger to them. Equipment simulators can range from simple mock-
ups to computer based simulations of complete environments. Some of them are
utilized to train a single individual and others are used for team training.
PROGRAMMED INSTRUCTION
It is a training approach, which makes the advantage of private tutoring available to
large group of students being trained in new skills. Programmed instruction is one of
the innovations used in teaching technology developed in recent years but its origin
goes to the research of learning theorist BF Skinner. The method involves an actual
piece of equipment usually called the Teaching machine or a specially constructed
paper booklet. In either case, the method has three characteristics:
The participants are active and they determine their own learning pace.
What is to be learned involves many discrete pieces of material, and the
participants get immediate feedback on whether they have learned each piece.
The material to be learned is prepared in such a way that it can be presented to
the learner in a series of sequential steps. These steps progress from simple to
more complex level of instruction. The information to be taught is presented in
the form of a programme. The person who writes the programme is called theprogrammer and the people for whom the programme is being written is
referred to as the target population.
COMPUTER AIDED INSTRUCTION
It is one of the newest developments in instructional methodology. It is a logical
extension of programmed instruction and shares many of its benefits.
ADVANTAGES
CAI has the advantage of individual pace instruction and a considerably wider
range of application.
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It requires less time to teach the same amount of information than any
conventional method Trainees also react favorably to this method.
The computer is capable of assessing the progress of the trainees and can also
adapt to his needs by virtue of its storage and memory capacities.
DISADVANTAGE
The major drawback to CAI for most organizations is the initial high costs.
SYNDICATE METHOD:
Working in small groups to achieve a particular purpose is described as Syndicate
method. The essence of this method is that the participants learn from each other
and contribute their own experience to the fullest. The syndicate method is designed
to provide the participant an environment that would help him to reflect critically on
his own work and experience; to update his knowledge of new concepts and
techniques with the help of other co- participants to develop sound judgment
through greater insight into the human behaviour. The method is suitable for
training and development of executives with considerable experience. It is not
useful in the case of management students without any experience.
The participants are divided into groups consisting of about eight to ten participants.These groups are called syndicates. Each syndicate functions as a team that can
represent various functions as well as interest areas. The syndicates are given
assignments that have to be furnished and a report submitted by specific date and
time. By rotation each member of the syndicate becomes the leader for completing
the specific task. Each assignment to the syndicate is given in the form of a brief
This is a carefully prepared document by the faculty. Generally each syndicate is
required to submit a report that is circulated to other syndicates for critical
evaluation.
.
BEHAVIOUR MODELLING:
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According to social learning theory, most human behaviour is learnt observationally
through modeling when social learning theory is applied to industrial training
programme it is commonly referred to as behaviour modeling it is generally used to
improve the interpersonal and communication skills of supervisors in dealing with the
subordinates.
There are a number of training sessions and each session follows the same format. The
topic is first introduced by the trainer and then a film is shown depicting the supervisor
model effectively handling a situation followed by asset of three to six learning parts
that are shown in the film immediately before and after the model is presented. A group
discussion is held in which the effectiveness of the method is discussed. After this the
practice session starts in which one of the trainee assumes the role of an employee. And
then feedback from the training class is given on the effectiveness of each trainee indemonstrating the desired behaviour.
At the end of each training session the trainees are given copies of the learning points
and are asked to try and apply them to their job in the following week. It has been
found that this programme has had desirable effects on learning behaviour and
performance criteria.
Employees may learn a new behaviour by observing and then imitating the new
behaviour recreation of the behaviour may be videotaped so that the trainer and the
trainee can review it. When watching the ideal behaviour the trainee also gets to see
negative consequences of not following the right behaviour. By observing the positive
and negative consequences the employee receives enforcement that enables him to
correct the behaviour. This approach has been successful in teaching supervisors how
to discipline employees and is particularly common in athletics.
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SENSTIVITY TRAINING: It provides the participants with an opportunity to
actually experience some concept of management just as a manager would experience
them in his organizational situation. Sensitivity training purports to develop awareness
and sentiments to ones own and others behavioral pattern is a group training method
that uses intensive participation and immediate feedback for self analysis and change.
The method provides face-to-face learning of on going behaviour within a small group
and lacks structure. In this the participants remain involved and enthusiastic. This
attempts to develop the diagnostic ability of the participants the ability to perceive
reality. The individual is made more aware of himself and his impact on others. At a
group level one learns about normative structures and authority relationships leading to
better team work. It increases sensitivity and awareness towards others and their stylesit helps to understand how conflicts arise and is resolved.
Obviously the learning is at an emotional rather than at an intellectual level. Being an
emotional experience the degree of change depends on the amount of emotional
involvement. A predominant problem with the effectiveness of sensitivity training is
the transfer problem that is the inability of the participant to apply concepts and
awareness gained in the laboratory or group to his job.
ROLE OF THE TRAINER
The trainer acts as the facilitator to obtain the feedback and check severe psychological
damage to the participants. He is responsible for creating an environment with time and
space in which learning can take place. He should focus on the discussion and group
learning for constructive purposes. It allows the participants to form their own
conclusion based on HERE AND NOW i.e. learning from the interactions with the
group.
GOALS OF SENSTIVITY TRAINING
Introspection or awareness, the ability to reflect on feelings and ideas within
oneself.
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Awareness of feelings: developing a high regard for the significance of feelings
in working and living situations.
Recognition of and concern about feelings, behaviour discrepancies: developing
an ability to diagnose the relationship between how one feels and how it is
shown in behavioral terms. This helps in moving towards greater congruence
between the two.
Flexibility: developing skills in behaving in new and different ways.
Thus sensitivity training is aimed at developing the entire person and not just a
particular skill. The method is likely to increase managerial sensitivity and trust and
enhance respect for the contribution of others. However the method has not received
proper recognition in the business world.
TYPES OF SENSTIVITY TRAINING
T-GROUP TRANSACTIONALANALYSIS
SENSTIVITYTRAINING
STRANGER GROUP
FAMILYGROUP
COUSINGROUP
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T-GROUP
One of the significant and repeated methods of sensitivity training is the Tgroup. T
group leads to understanding of self and contribute towards organizational change and
development through training in attitudinal change in the participants and create better
team work.
Campbell, Dunnette, Lawler and Weick have summarized the main goals of T
GROUP as follows
To give the trainee an understanding of how and why he acts towards other
people as he does and of the way in which he affects them.
To provide some insights into why people act the way they do.
To teach the participants how to listen i.e. actually hear what other people are
saying rather than concentrating on a replay.
To provide insights concerning how groups operate and what sorts of processes
groups go under certain conditions.
To foster tolerance and understanding of the behaviour of others.
To provide a setting in which an individual can try new ways of interacting with
people and receive feedback as to how these