Synopsis On Training And Development 4q1l

RATIONALE OF THE STUDY

The global economy of the day has endangered the survival of every organization and in particular those who want to have a competitive edge over the others. The competitive edge may be a distant dream in the absence of Superior Quality Products which otherwise is the function of well-trained employees. Today resources are scarce and have to be used carefully and trainers of all kinds are required to justify their position and for their activities. Training activities, which are ill directed and inadequately focused, do not serve the purpose of the trainers. The trainees or the organization hence identification of training needs becomes the top priority of every progressive organization. Identification of training needs, if done properly, provides the basis on which all other training activities can be considered and will lead to multiskilling, fitting people to take extra responsibilities increasing all round competence and preparing people to take on higher level responsibility in future.

INRODUCTION Every organization needs to have experienced and well-trained employees to perform the activities. Rapid changes in the environment have not only made the jobs more complex but have also created increased pressures for the organizations to re-adapt the products and services offered to compete in this fast changing world. Therefore, in a rapidly changing society training is an activity, which is must for maintaining a viable and knowledgeable work force. Success of any training programme largely depends upon proper identification of training needs. Training needs are felt by the managers when they discover/perceive deviation between standard performance and actual performance of its employees. It is not that only workers need training. Simultaneously supervisors, managers and executives need to be trained and developed to grow and acquire maturity of thought and action. Many organizations invest considerable resources in training and development but never really examine how and where this can most effectively promote organizational objectives and individual growth. The failure to analyze training needs within the organization will lead to lesser of benefits and huge investment in the training programme of the institute. Hence it would be pertinent to analyze training needs first and then impart training accordingly. Training is a long term investment in HR using the equation given below: Performance = ability x motivation Training can have an impact on both these factors. It can heighten the skills and abilities of the employees and their motivation by increasing their sense of commitment and encouraging them to develop and use new skills

THEORY OF TRAINING Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve his/her ability to perform on the job. We typically say training can involve the changing of skills, knowledge, attitudes or social behavior. It may mean changing employees, how they work, and their attitudes toward their work of their interaction with their co-workers or supervisors. TRAINING OBJECTIVES AND STRATEGIES Having identified the training needs based on the various analyses discussed above, the next logical steps are to set training objectives in concrete and to decide on the training strategies to be adopted to meet these objectives. The training needs basically highlight the gap between the existing and desired repertoire of knowledge attitude and skills at individual, group and organizational level to enable the employees to contribute towards the realization of organizational objectives at optimum efficiency. The training effort thus will have to aim at filling in this gap by clearly stating the objectives in quantitative and qualitative to be achieved through training. Such an exercise will also enable the training specialists to evaluate, monitor and measure the extent to which stated objectives have been met through training intervention. As the training objectives are related to organizational objectives, the involvement of the top management will be necessary to ensure that the two sets of objectives are integrated.

It will be desirable to use the following criteria in setting training objectives: I. Specific requirements of individuals and organizations so as to achieve integration of the two.

II. Roles and tasks to be carried out by the target group. III. Relationship with other positions vertically and horizontally and technological imperatives. IV. Relevance, applicability and compatibility of training to work situations. V. Training as a means of bringing about a change in behavior back on the job. VI. Behavior including activities that can be observed, measured and/or recorded VII.

The expected change in behavior must be useful, closely related to and subject to

maintenance in the work environment. More specifically the following steps could be involved in setting training objectives: I. Identification of the behavior where change is required. II. Nature and size of the group to be trained in of prior training, situational factors, formal education. III. Existing behavior defined in of ratio, frequency, quality of interaction and supervision, routines and repetitiveness, innovations, omissions, error, etc. IV. Desired behavior aimed at improving the existing condition stated preferably in quantitative such as ratio, frequency of occurrence, reporting by exceptions, self-monitoring mechanisms etc. V. Operational results to be achieved through training stated in of increase in efficiency and effectiveness criteria such as productivity, cost, down time, turnover, time for innovations and creativity. VI. Indicators to be used in determining changes from existing to the desired level in of ratio and frequency. Depending on the objectives set, the next step is to decide on the strategy of training involving the following:  Classification of objectives in of purposes :

a) Corrective objectives b) Maintenance/status-quo objectives c) Problem solving objectives, and d) Innovative objectives  Classification of objectives in of levels of learning: a) Skills of motor responses, memorization and simple conditioning. b) Adaptation level where one is gaining knowledge or adapting to a simple environment; c) interpersonal understanding and skill; d) Values of individuals and groups.  On-the-job or off-the job training. 

In house or external training.



Individual or group training.



Horizontal, vertical or diagonal/mixed group.



Changes required, if any, in the existing work roles, organizational relationships, work system requirements, process of supervision and alternative structures.

SYSTEMATIC APPROACH TO TRAINING ORGANISATIONAL ANALYSIS  

Identification of organizational objectives/needs/growth potential and resources.  TASK ROLE ANALYSIS 

Identification of knowledge, skills and attitudes required.  MANPOWER ANALYSIS



Identification /definition of target population and performance analysis.  STATEMENT OF TRAINING NEED



Identification of gap between existing and required level of knowledge skills and attitude. 

Isolate problem areas amenable to resolution through training  SETTING TRAINING OBJECTIVES 

In of behavioral charges 

In of output/results 

DEVELOP MEASURES FOR JOB PROFICIENCY  DEVELOP TRAINING POLICY, PLAN, PROFICIENCY  PLAN AND DESIGN TRAINING AND PROGRAMME 

Course construction 

Arrange resource 

CONDUCT TRAINING PROGRAMMES



Individual 



Group On-the job 

FOLLOW UP AND EVALUATION 

Carry out evaluation at various phases against the training objectives set. 

Develop follow-up measures for monitoring.  VALIDATE 

Against measures of job proficiency 

ENSURE OF RESULTS  REVISE IF NECESSARY

TYPES OF TRAINING METHODS The training methods which are generally used in an organization are classified into two i.e., a) On the job: The most important type of training is on the job training. The experience of actually doing something makes a lasting impression and has a reality that other types of training cannot provide. There are several types of training programmes which make use of on-the-job training concept which are as follows:  Job Rotation  Internship training  Apprenticeship b) Off the job: This is a type of training which is imparted to the employees through education programmes,simulators and training aids etc.The off the job training includes the following:  Case study method  Incident method  Management Games  Role playing  Seminars Training, as a process of long tem learning is essentially a developmental tool. Through, effectively utilizing this tool, the organization expects to achieve career objectives.

OBJECTIVES OF THE STUDY  To understand the prevailing trends of training and development at Bharti Cellular (Airtel).  This project is an attempt to study, training need identification and evaluation of training programme at Bharti Cellular Ltd (Airtel).  To suggest ways to improve training.

HYPOTHESIS OF THE PROJECT

It is assumed that regular training on various aspects of present and future jobs definitely affected the attitude and satisfaction level with more training given more frequently. More often in the Government organization . The staff through are trained in a particular field but due to istrative reasons posted in an area different from tht of training .

H0 :- There is no significant difference in attitude of the employee before after the training . H1 :- The training imparted result in a positive difference in the attitude of the trained employees .

RESEARCH METHODOLOGY TYPE OF RESEARCH

Descriptive Research

SAMPLE UNIT

Trainees at Dehradun office

SAMPLE SIZE

Twenty

TYPE OF QUESTION

Close ended & open ended.

TYPE OF QUESTIONNAIRE

Structured and non Disguised

TOOLS USED FOR DATA COLLECTION



Primary data collected through questionnaires and informal interviews.



Secondary data collected through magazines, journals, websites, and other corporate publications.

PROCEDURE FOR DATA COLLECTION. 

Communication, asking questions and receiving a response in person



Visiting the various organizations, libraries, internet and also preparation of the questionnaire with the help of the project guide.

STATISTICAL TOOLS USED 

Pie Charts



Bar diagrams

SCOPE OF THE PORJECT WORK

The project work will be divided into the following chapters: Chapter 1 Introduction

Chapter 2 Introduction of the training Chapter 3 Objective Chapter 4 Research Methodology Chapter 5 Hypothesis

LIMITATIONS  Between the sender and the receiver, due to differing perceptions, communication errors in the form of miscomprehension, selective perception etc. creeps in. In this case too, these were unavoidable, and thus might have added to slight inaccuracy in my results.  The other major limitation was of time and nonavailablity of the concerned persons at times.  The respondents would not have divulged all the information needed because of some of its company policies.

BIBLIOGRAPHY



Mamoria, C.B and Gankar, S.V (2002) “Personnel Management” Published by Himalaya Publishing House.



Virmani, B.R. And Seth Premila (1985) “Evaluating Management Training and Development” Published By Vision Book Pvt Ltd



Training and Development - a perspective Harward Business Review 2000



Economic Times, Business World



www.indiainfoline.com



www.bharti.com



www.airtelworld.com