Identification of Training Needs

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Identification of training needs of employees
BUSINESS
A variety of operations keep businesses, especially large corporations, running efficiently and
effectively. Common business operation divisions include (1) production, (2) marketing, (3)
finance, and (4) human resource management.
PRODUCTION
Production includes those activities involved in conceptualizing, designing, and creating

products and services. In recent years there have been dramatic changes in the way goods are
produced. Today, computers help monitor, control, and even perform work. Flexible, high-tech
machines can do in minutes what it used to take people hours to accomplish. Another important
development has been the trend toward just-in-time inventory. The word inventory refers to the
amount of goods a business keeps available for wholesale or retail. In just-in-time inventory, the
firm stocks only what it needs for the next day or two. Many businesses rely on fast, global
computer communications to allow them to respond quickly to changes in consumer demand.
Inventories are thus minimized and businesses can invest more in product research,
development, and marketing.
MARKETING
Marketing is the process of identifying the goods and services that consumers need and want and
providing those goods and services at the right price, place, and time. Businesses develop
marketing strategies by conducting research to determine what products and services potential
customers think they would like to be able to purchase. Firms also promote their products and
services through such techniques as advertising and personalized sales, which serve to inform
potential customers and motivate them to purchase. Firms that market products for which there
are always some demand, such as foods and household goods, often advertise if they face
competition from other firms marketing similar products. Such products rarely need to be sold
face-to-face. On the other hand, firms that market products and services that buyers will want to
see, use, or better understand before buying, often rely on personalized sales. Expensive and
durable goods—such as automobiles, electronics, or furniture—benefit from personalized sales,
as do legal services such as the provision of insurance policies or tax preparation.
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FINANCE
Finance involves the management of money. All businesses must have enough capital on hand to
pay their bills, and for-profit businesses seek extra capital to expand their operations. In some
cases, they raise long-term capital by selling ownership in the company. Other common financial
activities include granting, monitoring, and collecting on credit or loans and ensuring that
customers pay bills on time. The financial division of any business must also establish a good
working relationship with a bank. This is particularly important when a business wants to obtain
a loan.
HUMAN RESOURCE MANAGEMENT
Businesses rely on effective Human Resource Management (HRM) to ensure that they hire and
keep good employees and that they are able to respond to conflicts between workers and
management. HRM specialists initially determine the number and type of employees that a
business will need over its first few years of operation. They are then responsible for recruiting
new employees to replace those who leave and for filling newly created positions. A business’s
HRM division also trains or arranges for the training of its staff to encourage worker
productivity, efficiency, and satisfaction, and to promote the overall success of the business.
Finally, Human Resource Managers create workers’ compensation plans and benefit packages
for employees.

HUMAN RESOURCES MANAGEMENT

MEANING & DEFINITION:
Simply put, Human Resources Management (HRM) is management functions that helps managers’
recruit, select, train & develop members for an organization. Obviously, HRM is concerned with
the people’s dimension in organizations.
We quote three definitions of HRM. But before quoting the definitions, it is useful to point out the
essentials which must find their place in any definition. The core points are:
1. Organizations are not mere bricks, mortar, machineries or inventories. They are people. It
is the people who staff & manage organizations.
2. HRM involves the application of management functions & principles. The functions &
principles are applied to acquisitioning, developing, maintaining & remunerating
employees in organizations.
3. Decisions relating to employee must be integrated. Decisions on different aspects of
employees must be consistent with other human resource (HR) decisions.
4. Decision made must influence the effectiveness of an organization. Effectiveness of an
organization must result in betterment of services to customers in form of high quality
products supplied at reasonable costs.
5. HRM functions are not confined to business establishment only. They are applicable to
non-business organizations, too, such as education, health care, recreation & the like.
The following three definitions collectively cover all the five core point:
1. A series of integrated decisions that form the employment relationship; their quality
contributes to the ability of the organizations & the employees to achieve their objectives.
2. It’s concerned with the people dimension in the management. science every organization is
made up of people, acquiring their services, developing their skills, motivating them to
higher level of performance & ensuring that they continue to maintain their commitment to
the organization are essential to achieving organizational objectives. This is true regardless

of the type of organization – government, education, business, health, recreation or social
action.
3. management is the planning, organizing, directing & controlling of the procurement,
development, compensation, integration, maintenance & separation of human resource to
the end that individual, organizational & social objectives are accomplished.
Thus, HRM refers to set of programmes, functions & activity designed & carried out in order to
maximize both employee as well as organizational effectiveness.
EVALUATION OF HRM IN INDIA
Period Development Outlook Emphasis Status

Status
1920s- Beginning Pragmatism of Statutory, welfare, Clerical
1930s capitalists paternalism
1940s- Struggling for Technical, Introduction of Techniques Administrative
1960s recognition legalistic
1970s- Achieving Professional, Regulatory, conforming, Managerial
1980s sophistication legalistic, imposition of standards on
impersonal other functions
1990s Promising Philosophical Human values, productivity Executive
through people
HRM MODEL
We follow the model for discussing the subject HRM in this project. As seen in the figure, the
model contains all HR activities. When these activities are discharged effectively, they will result
in a competent & willing workforce who will help realize organization goals. There is another
variable in the model – environment. It may be state that the HR function does not operate in
vacuum. It is influenced by several external & internal forces like economical, technological,
political, legal, organizational & professional conditions as will be explained in the next chapter.

Nature of HRM
Human Resource
Planning
Job Analysis
Recruitment
Selection
Placement
Training & Development
Remunaration
Motivation
Compet
Participative ent & Organizat
t
en
m
on
ir
nv
E
Management Willing ional

Communication Work Goals
force
Safety & health
Welfare
Promotions, etc.
Industrial Relations
Trade Unionism
Disputes & their
Settlement
Future of HRM
Ethical issues in HRM
International HRM
TRAINING… AN INTRODUCTION
MEANING & DEFINATIONS
Successful candidates placed on the jobs need training to perform their duties effectively. Workers
must be trained to operate machines, reduce scrap and avoid accidents. It is not only workers who
need training. Supervisors, managers and executives also need to be developed in order to enable
them to grow and acquire maturity of thought and action. Training constitutes on going process in
any organization.
Training plays an important role in man-power development even at the level of industrial unit.
Training comes next to recruitment and selection. It is necessary, useful and productive for all
categories of workers and supervisory staff. Training is practical in nature and is useful in order to
create sense of confidence in the minds of the newly recruited workers. It is for developing skills
among workers. Training is necessary due to technological changes rapidly taking place in the
industrial field. Expenditure on training is a profitable investment to the employer. Training is,
now, common in all industrial units. It is an internal aspect of personality development.
Every organization needs to have well trained and experienced people to perform the activities that
have to be done. If the current or potential job occupant can meet this requirement, training is not
important. But when this is not the case, it is necessary to raise the skill levels and increase the
versatility and adaptability of employees. As the jobs become more complex, the importance of
employee training also increases. In a rapidly changing environment, employee training is not only
an activity that is desirable but also an activity that an organization must commit resources to if; it
is to maintain a viable and knowledgeable work force.
EVALUATION OF TRAINING
Labor, Department of, executive department of the United States government, created by an act of
Congress in 1913”to foster, promotes, and develops the welfare of the wage earners of the United
States, to improve their working conditions and to advance their opportunities for profitable
employment.” The department is administered by a secretary, who is appointed by the president

with the approval of the Senate. Predecessor agencies were the Bureau of Labor in the Department
of the Interior (1884) and the Department of Commerce and Labor (1903).
The Department of Labor is made up of offices, bureaus, and administrations. The following are
among the major operating units. Under the office of the deputy secretary are included the
Employees' Compensation Appeals Board, Office of Small Business and Minority Affairs, Office
of Administrative Law Judges, and Wage Appeals Board.
The Employment and Training Administration (ETA) oversees programs to furnish job training
and placement services; supervises payment of unemployment compensation under federal and
state laws; and conducts national employment and training programs for Native Americans,
migrant workers, and other disadvantaged citizens. The ETA includes the U.S. Employment
Service, Unemployment Insurance Service, Office of Job Training Programs, Bureau of
Apprenticeship and Training, and Office of Strategic Planning and Policy Development.
The Employment Standards Administration enforces laws regulating wages and hours and
prohibiting sex and age discrimination in employment; administers workers' compensation for
work-connected disabilities among federal and certain private employees; and supervises equal
opportunity requirements for federal contractors. It includes the Wage and Hour Division, Office
of Workers' Compensation Programs, and Office of Labor-Management Standards.
The Occupational Safety and Health Administration enforce the Occupational Safety and Health
Act of 1970. It issues regulations, conducts inspections, and issues citations for noncompliance
with safety and health standards established by the act. The Mine Safety and Health
Administration develops mandatory standards of health and safety, issues penalties for violations,
investigates accidents, and provides training programs in cooperation with the mining industry. It
works with the states to reduce mine accidents and occupational diseases.
Income Security Act (ERISA) of 1974. The Bureau of Labor Statistics is the government's main
fact-gathering agency in the field of economics. It publishes statistics on employment, wages,
hours of work, work stoppages, prices, and occupational health and safety.
The Veteran's Employment and Training Service protects reemployment rights of veterans and
provides them with maximum employment opportunities. The Women's Bureau formulates
policies to promote the welfare of wage-earning women by improving their working conditions

and their opportunities for professional employment. The Bureau of International Labor Affairs
helps to formulate international economic policies that affect American workers, represents the
U.S. in international trade negotiations, and carries out technical assistance projects abroad.
INDIAN SCENARIO
Employee education has become an integral part of today’s corporate philosophy (read strategy).
Underwriting tuition fees (partly or fully), for both technical and managerial courses, is common in
most companies which take great pride in being called “learning organizations”. This is a
necessary appellation if an organization wants to attract and retain the best talent pool. It is
however imperative to link the money spent on employee education with career growth and other
business needs.
A recent study done in the US by Adventuress, a Boston based research and consulting company,
revealed that corporate America spent $10 billion in tuition reimbursement. Interestingly, a leading
high-tech company acknowledged that it spent $20 million per annum on tuition reimbursement,
but a subsequent audit revealed that the actual amount was $50 million. The pertinent question is
—can an organization calculate the RoI on employee education? The answer is more complicated
than it appears. “Realization of RoI comes to the fore because of the attrition level,” agrees Satyen
Parekh, managing director, Borland India. The RoI calculated for technical skills training is much
easier than managerial or functional responsibility. For the latter a long-term perspective has to be
considered. Parekh, in fact, believes that an organization should be able to judge on whom to
invest and whom not to at the recruitment level itself. “Knowledge can be implemented by
training, but inner capabilities are ingrained—then if you take in a person, no matter what the
training, attrition will remain,” asserts Parekh.
Whom to sponsor?
It is significant for an organization to analyze which employee should be selected for continuous
training. “Furthermore, the company should be discerning about the amount of reimbursement. For
instance, if someone wants to do an MBA, then 50 percent of the fees should be supplemented,”
adds Parekh.

Types of initiatives
The main areas of employee education are technical and managerial streams. An organization like
HCL Comnet trains its employees worldwide on technical and transition management modules.
The organization has a technical skills certification reimbursement policy. SM Arif, vice president
—HR, HCL Comnet, says, “Our culture of learning is built around the popular programme EDGE
(Employee Development, Growth and Empowerment) which aims at making the company a
‘knowledge driven organization’—an organization where growth is measured not just by profits
but also from the synergetic growth of each employee.” The Top Gun Technology School and the
Star-Tech School are two skill-up gradation initiatives under this programme.
Efunds International introduced a formal programme to sponsor employee education, earlier this
year. Dr Pradnya Parasher, senior director, human resources, eFunds International India, informs,
“The FaCE (Facilitating Continuous Education) scheme was launched to encourage, support and
facilitate associates who are enrolled in advance or specialized courses to complete their course
and to motivate those interested to take up courses relevant to their work area.”
While eFunds employees are entitled to a reimbursement of Rs 50,000 per course, HCL Comnet
has committed a minimum of 14 man-days per employee, instead of limiting the amount of money
spent.
Intangible returns
Most experts agree that the RoI on employee education is intangible. Says Dr Parasher, “A happy,
satisfied and motivated associate is the most valuable asset—so that would be the best return on
this investment for us.” Asserting that the benefits of this investment are difficult to calculate, she
adds: “We are talking of ‘long-term’ and ‘intangible’ benefits or returns. So, from direct and
tangible benefits like longer and more stable tenures, to intangible (and immeasurable) benefits
like employee satisfaction, the impact of an initiative like this is truly immense.” She
acknowledges that while the actual returns cannot be fully measured, the RoI could perhaps be
estimated in terms of indicators such as longer tenure; promotions to higher levels of responsibility
and cross transfers, and also the success of employees at these higher levels of responsibility. Arif

adds that the intangible benefits also include high motivation and commitment levels of
employees, improved customer service and value additions in services.
Win-win scenario
Sponsoring of employee education is a win-win situation for both the employee and the employer.
Dr Parasher explains how:
• The employee gains by the sponsorship, which is not just in monetary terms. In most cases
the education that the employee has opted for is in a field related to the work. Mentoring by
some of the best in the industry is an added bonus.
• The organization also gains significantly. Benefits include a longer tenure for the
employee; promotions to higher levels of responsibility and cross transfers—both vertical
and lateral movement, and also the success of the employees at these higher levels of
responsibility. Overall development of associates and increased productivity are the
benefits. A motivated employee more often than not sets off a positive ripple effect in the
organization. The key takeaway for any organization is the contribution towards building
human assets and building credibility for the company.
Focus of training
The focus of education should be a clear and progressive career map. This is not always easy when
hiring is in large numbers. Parekh concedes that IT organizations hiring people in hundreds or
thousands might find it difficult to form career graphs for each employee, compared to companies
that are hiring fewer people and can offer a more structured career path. The perspective has to be
in terms of enhancing abilities and creating a passion in employees that they should not look
elsewhere rather than reducing attrition per se. “More than just creating loyalty, education should
create a fire in their belly,” says Parekh with conviction.
A bad investment
In an era of constant attrition, does the company consider it a bad investment when a sponsored
employee leaves soon after completing a course? Answers Parekh, “No company can be sure that

all people being sent for training will continue to serve the organisation.” He adds that if one out of
10 employees leaves it is “understandable,” if three leave then there is a problem, however if four
or more leave there is something wrong with the training programme.
At HCL Comnet while there are no clauses binding the sponsored employee to the organization,
the former is expected to share his or her knowledge with other employees. Arif believes that the
company can protect its interest by tying the employee education programmes with growth
opportunities. “Educational opportunities as a standalone make no sense; they have to be packaged
with a promised growth graph, so that the employee does not look at short-term gratification but at
a longer run,” he insists. Similarly, eFunds does not have a binding clause, but there is a qualifying
criterion for the FACE scheme.
Apparently, the only way an organization can ensure that reimbursing the tuition fee is not a dead
investment, is to be selective in its choice of its employee and the training being sponsored.
TYPES OF TRAINING
There are different kinds of training in relation to different types of classification. Such as
behavioral or technical training, on the job of the job training, etc.
Behavioral training are those in which there are needs to change the attitude of the employee,
develop their personality, etc. technical ones are those where a kind of proper knowledge & skills
to be developed.
Managers' Course: The Manager-as-Mediator Seminar: How to mediate conflict between

employees Employees' Course: The Self-as-Mediator Seminar: How to resolve conflict with others
TODAYS NEED
Every morning when she came into the office and opened her drawer, she would find a condom
lying under it. She complained and started to have the door of her office locked. But that
somebody was one step ahead — the condom was slipped under the office door. Outraged, afraid
and fed up by the eerie situation, the woman government employee was forced to seek a transfer to

another station. No, this is not a fictionalized tale; it is the story of an IAS officer in the Capital,
retold by a woman activist.
And if someone as educated as that can be sexually harassed and be forced to flee the situation,
imagine how much more difficult it must have been for a junior bank employee who was
repeatedly asked to stay back by the vice-president of the establishment. While she would work, he
would play golf and come back to office, sit himself on the table in shorts and dictate his
presentation. Then he'd insist on dropping her back home.
The two examples are only to illustrate how subtle and ambiguous this harassment to women can
be. While the Infosys incident, where the company's high profile executive had to resign due to a
case of sexual harassment and wrongful termination of service filed against him and the company,
has brought sexual harassment back into the news, the problem in India goes far beyond the
organized corporate sector and impacts the lives of the 92 per cent of women in the country who
work in the unorganized sector.
But first for the corporate environment, where the so-called cream of society works. Harassment
experts say that there is harassment of two kinds in this environ: the `hostile' atmosphere, where
rude, sexist or offensive jokes are cracked, prolonged staring; off-the-cuff remarks of a sexual
nature, etc are made. The other is called Quid Pro Quo (this for that) harassment, in which a boss
threatens to fire an employee or withhold a promotion unless the employee agrees to sexual favors.
Harassment can also involve the promise of a raise or promotion in exchange for sex, in formal
terms, called sexual blackmail or sexual bribery.
Though in India there may be hundreds of cases such as the Infosys one, there are fewer women
likely to file a complaint. Why is this so? "In Western society, the awareness is much more," says
C. Mahalingam, Group Vice-President - HR, Scandent Group. But this could be because in India,
women are used to lewd comments and leering stares even outside of workplace and they do not
think it's serious enough to rake up an issue.
But after the Supreme Court judgment on sexual harassment and a few cases coming to light,
things have changed somewhat. Indian companies too are waking up to the matter. Besides, MNCs

that are operating from India and are used to US laws, have very clear guidelines on what
constitutes sexual harassment.
Sexual harassment, in fact, can take many forms such as unwelcome sexual advances, requests for
sexual favors, or display of derogatory pictures and other verbal or physical conduct of a sexual
nature. This is especially when submission to such conduct is made a condition of an individual's
employment and when submission to or rejection of such conduct by an individual is used as the
basis for employment decisions affecting the individual.
It also constitutes sexual harassment when such conduct has the purpose or effect of interfering
with an individual's work performance or creating an intimidating hostile or offensive work
environment.
In India, it was the Supreme Court landmark judgment on `Sexual Harassment of Women at
Workplace in Vishakha & others Vs. State of Rajasthan & others' that gave the issue its much-
needed recognition. With a lack of legislation in place on the subject, in 1997, the Supreme Court
referred to the international conventions and norms that had been ratified by India and interpreted
gender equality of women, in relation to work and held that sexual harassment of women at the
workplace, which is against their dignity, is volatile of Articles 14, 15(1) and 21 of the
Constitution. It is also volatile of the fundamental rights under Article 19(1) (g) `to practice any
profession or to carry out any occupation, trade or business'. It felt that the right to life means a life
with dignity and that gender equality itself includes protection from sexual harassment and the
right to work with dignity. The court also stated that these norms and guidelines were to be treated
as the law of the land until appropriate legal provisions were enacted.
Taking the cue from here and in an effort to promote the well being of women employees at the
workplace, the National Commission for Women charted a Code of Conduct for the Workplace,
which included a list of dos and don'ts in accordance to the Supreme Court guidelines. It also
initiated meetings with PSUs, banks, educational institutions and other organizations. A Bill on the
issue was also formulated in 2000 and has been pending since.
However, the Sexual Harassment of Women at their Workplace (Prevention) Bill, 2000 does not
have widespread acceptance. Women's groups find it inadequate and would like a nation wide

debate on the subject before the law is enacted. They point out that the pending Bill concentrates
more on the organized sectors, while 92 per cent of women workers in India are in the unorganized
sector. Besides, peculiar to India are practices that force women from socially disadvantaged
sections to compromise sexually. Known by different names such as Jogin, Basavi, Kalavat,
Mathangi and devadasi, these practices have religious sanction but constitute sexual harassment.
“There are many aspects to sexual harassment, some are not physical in nature but makes a
woman's life a living hell. All these need to be taken into account in the Bill. The Bill also does not
adequately address the unorganized sector and contract labor, the most rampant and exploited form
of labor in India," says Ranjana Kumari, Director of the Centre for Social Research and
coordinator of the Joint Action Front for Women.
Organizational front
However, the fact that the Bill is pending should not make any difference to organizations that
want to put in place what was specified by the Supreme Court as that itself constitutes the law
today. The Court directed that the head of the organization should constitute a Complaints
Committee for the purpose of sexual harassment headed by a woman and with not less than half its
members of the second sex. Further, to prevent the possibility of any undue pressure or influence
from senior levels, the Committee is required to involve a third party either a non-government
organization or someone else who is familiar with the issue of sexual harassment. Detailed rules
and regulations on conducting enquiries and handling complaints have also been provided.
Indian corporate
Though women's groups recently noted that many organizations have not acted upon the directions
of the Supreme Court yet and no such committee exists in several companies, R. Vidyasagar, Vice-
President, HR, i-flex Solutions, feels Indian companies are finally waking up to the issue. He says
the Indian Government too has come out very strongly against sexual harassment. And
multinational companies have very stringent rules on the matter. Indian companies have no option
but to lay down the guidelines and educate their employees on office etiquette.
At Wipro, the Complaints Committee with three women employees looks into the matter.
According to Joydeep Bose, General Manager, Corporate HR, Wipro Ltd., new recruits are given a

complete rundown on how `to behave or not behave with women employees'. Even sending
unsavory e-mail messages as been censured by companies. "We have taken steps against
employees who have indulged in such activities," reveals Bose.
Mahalingam strongly feels all employees need to go through a training programme that will
educate them on the company's diversity policy and harassment policies. Diversity policy helps an
organization to become more acceptable to people of both sexes, all races, communities, religion
and sexual orientation. This even includes employing the physically challenged. "The only way to
reduce these sorts of problems is by communicating constantly with employees and building a
confidence in them about approaching the Council or the superior," says Mahalingam.
In fact, developments in the corporate world have shown that sexual harassment is one of the most
pressing concerns facing companies today. When an employee claims harassment, the company is
faced with decisions that could make or mar it. In the US, most employers have approached this
issue with the utmost seriousness and adopted comprehensive policies to minimize the risk of a
lawsuit. In India, both employers and employees are yet to feel the pain of litigation. But women
are waking up slowly and in the not too distant future leave alone corporate women employees,
one hopes even farm hands and contract labor may stand up for exploitation and sexual
harassment. Now - more than ever - employees must understand that there's far more to workplace
harassment and discrimination than just sex. Is your organization prepared for this changing
world?
It seems as if, every day, the EEO and the courts expand the definition of harassment and
discrimination. In this changing environment it's difficult to know - or understand what's allowed
and what's not allowed at work. This brand new video training program breaks ground by
dramatically illustrating:
• The ever expanding range of behaviors that create a hostile work environment
• The differences between free speech at work and protected speech in public
• The consequences for individuals who exhibit unacceptable behavior
• The legal threats that companies or organizations can encounter
Key Learning Points:

• Harassment and discrimination hurt everyone
• Which behaviors now contribute to a hostile work environment
• The areas in which people and organizations cannot discriminate
• When harassment can become discrimination, or "tangible employment action" and the
implications of those
• Using dramatic examples in white and blue collar, hospitality, health care, and retail
settings, this video will protect your organization by communicating everyone's legal
responsibilities and is for training on diversity as well.
METHODS OF TRAINING
There are many different training and development methods used in an organization. On-the-job
training, informal training, classroom training, internal training courses, external training courses,
on-the-job coaching, life-coaching, mentoring, training assignments and tasks, skills training,
product training, technical training, behavioral development training, attitudinal training and
development, accredited training and learning, distance learning - all part of the training menu,
available to use and apply according to individual training needs and organizational training needs.
ON-THE-JOB TRAINING
It is delivered to employees while they perform their regular jobs. In this way, they do not lose
time while they are learning. After a plan is developed for what should be taught, employees
should be informed of the details. A timetable should be established with periodic evaluations to
inform employees about their progress. On-the-job techniques include orientations, job instruction
training, apprenticeships, internships and assistantships, job rotation and coaching.
OFF-THE-JOB TECHNIQUES
It include lectures, special study, films, television conferences or discussions, case studies, role
playing, simulation, programmed instruction and laboratory training. Most of these techniques can
be used by small businesses although, some may be too costly.

ORIENTATIONS
They are for new employees. The first several days on the job are crucial in the success of new
employees. This point is illustrated by the fact that 60 percent of all employees who quit do so in
the first ten days. Orientation training should emphasize the following topics:
• The company's history and mission.

• The key members in the organization.
• The key members in the department, and how the department helps fulfill the mission of
the company.
• Personnel rules and regulations.
Some companies use verbal presentations while others have written presentations. Many small
businesses convey these topics in one-on-one orientations. No matter what method is used, it is
important that the newcomer understand his or her new place of employment.
LECTURES
The present training material verbally and are used when the goal is to present a great deal of
material to many people. It is more cost effective to lecture to a group than to train people
individually. Lecturing is one-way communication and as such may not be the most effective way
to train. Also, it is hard to ensure that the entire audience understands a topic on the same level; by
targeting the average attendee you may under train some and lose others. Despite these drawbacks,
lecturing is the most cost-effective way of reaching large audiences.
ROLE PLAYING AND SIMULATION
They are training techniques that attempt to bring realistic decision making situations to the
trainee. Likely problems and alternative solutions are presented for discussion. The adage there is
no better trainer than experience is exemplified with this type of training. Experienced employees
can describe real world experiences, and can help in and learn from developing the solutions to
these simulations. This method is cost effective and is used in marketing and management training.

AUDIOVISUAL METHODS
Such as television, videotapes and films are the most effective means of providing real world
conditions and situations in a short time. One advantage is that the presentation is the same no
matter how many times it's played. This is not true with lectures, which can change as the speaker
is changed or can be influenced by outside constraints. The major flaw with the audiovisual
method is that it does not allow for questions and interactions with the speaker, nor does it allow
for changes in the presentation for different audiences.
JOB ROTATION
It involves moving an employee through a series of jobs so he or she can get a good feel for the
tasks that are associated with different jobs. It is usually used in training for supervisory positions.
The employee learns a little about everything. This is a good strategy for small businesses because
of the many jobs an employee may be asked to do.
APPRENTICESHIPS
It develops employees who can do many different tasks. They usually involve several related
groups of skills that allow the apprentice to practice a particular trade, and they take place over a
long period of time in which the apprentice works for, and with, the senior skilled worker.
Apprenticeships are especially appropriate for jobs requiring production skills. Internships and
assistantships are usually a combination of classroom and on-the-job training. They are often used
to train prospective managers or marketing personnel.
PROGRAMMED LEARNING,
Computer-aided instruction and interactive video all have one thing in common: they allow the
trainee to learn at his or her own pace. Also, they allow material already learned to be bypassed in
favor of material with which a trainee is having difficulty. After the introductory period, the
instructor need not be present, and the trainee can learn as his or her time allows. These methods
sound good, but may be beyond the resources of some small businesses.

LABORATORY TRAINING
It is conducted for groups by skilled trainers. It usually is conducted at a neutral site and is used by
upper- and middle management trainees to develop a spirit of teamwork and an increased ability to
deal with management and peers. It can be costly and usually is offered by larger small businesses.
All supervisors and managers need to able to provide training and development for their people -
training develops people, it improves performance, raises morale and increases the health of the
business. The leader's ethics and behavior set the standard for their people's, which determines how
productively they use their skills and knowledge. Training is nothing without the motivation to
apply it effectively. A strong capability to plan and manage skills training, the acquisition of
knowledge, and the development of motivation and attitude, largely determines how well people
perform in their jobs.
It's important that as a manager you understand yourself well before you train others - your own
skills (do you need training in any important areas necessary to train others?) - Your own style
(how you communicate, how you approach tasks, your motives - they all affect the way you see
the role and the person you are training). And it's vital you understand the other person's style and
personality too - how they prefer to learn - do they like to read and absorb a lot of detail, do they
prefer to be shown, to experience themselves by trial and error? Knowing the other person's
preferred learning style helps you deliver the training in the most relevant and helpful way. It helps
you design activities and tasks that the other person will be more be more comfortable doing,
which ensures a better result, quicker. Various models and tests are available to help understand
learning styles - look at the Kolb model below:

ACTIVITY-MENTORING TRAINING
'Activity-mentoring' training is a highly productive and effective new method of training people in
organizations - especially in teams and departments. The activity-mentoring approach uses several
new integrated techniques which produce more reliable and relevant training outputs, in terms of
individual skills, attitudinal development, and direct job and organizational performance
improvement. The approach is facilitative rather than prescriptive, and broadly features:
• strategic assessment of organizational and department priorities and 'high-yield' training

needs
• interpreted discussion with line-managers of training delegates and strategic managers of
the organization
• pre-training skills/behavioral needs-analysis - all training delegates - and pre-training
preparatory work

• small groups - practical workshops - short sessions - highly participative and
situation/solution-based - focused on practical job issues, individual personality/learning
style and organizational priorities
• individually agreed tasks and assignments - focused on practical priorities and individual
needs (SMART and WIIFM factors)
• follow-up coaching and mentoring one-to-one support - giving high accountability and
reliable deliverables
• ongoing feedback and review with line-managers and strategic managers - coaching/task
notes for line managers
The process works on several different levels: individual, team, task, organizational and strategic.
Activity mentoring also gives strong outputs in skills, behavior and job priority areas, as well as
being strongly motivational and where necessary resolving conflict and attitudinal issues. For
advice about activity-mentoring training please get in touch.
MENTORING COST ANALYSIS AND JUSTIFICATION
Mentoring can be provided in various ways and programmes take a variety of shapes. Mentoring
can be external, where the mentoring is essentially provided by external people, or an internal
activity, using mentors within the organization. Due to the newness of mentoring as an organized
process, and because mentoring programs are so varied, statistics as to general costs and returns
across industry are not easy to find. Here however are general cost indicators for a program
essentially delivered by internally appointed mentors.
The main elements of a mentoring program that carry quantifiable cost would be:
• Training of mentor(s) - comfortably achievable for £1,000/head - it's not rocket

science, but selection of suitable mentor is absolutely critical - good ones need little
training; poor ones are beyond any amount of training.
• Mentor time away from normal activities - needs to be a minimum of an hour a
month one-to-one or nothing can usefully be achieved, up to at most a couple of hours a
week one-to-one, which would be intensive almost to the point of overloading the
mentoree. That said, there may be occasions when the one-to-one would necessarily

involve a whole day out for the mentor, for instance client or supplier visits. Say on
average a day a month including the associated administration work.
• Overseeing the program, evaluating and monitoring activity, progress
and outputs - depends on the size of the program, i.e. number of mentors an number of
mentorees - if the mentoring is limited to just a single one-to-one relationship then it's
largely self-managing - if it's a program involving several mentors an mentorees then I'd
estimate an hour per quarter (3 months) per one-to-one mentoring relationship - probably
the responsibility of an HR or training manager. If this person with the
overview/monitoring responsibility needs external advice you'd need to add on two or three
days consultancy costs.
• (Mentoree time away from normal activities - effective mentoring should ideally
integrate with the mentoree's normal activities, and enhance productivity, effectiveness,
etc., so this is arguably a credit not a debit.)
Having said all this, unless the training aim is simply to impart knowledge, for which conventional
classroom training and course work are very appropriate, I'd go for mentoring every time,
especially if the aim is to truly develop people and organizational effectiveness. If you'd like help
establishing a mentoring program, internal or external, or assessing feasibility and providing
justification please contact us for advice.
E-LEARNING
Culture: Will corporate culture support e-Learning? How does a company view employee
development, and who is responsible for human resource development? The traditional training
model--in which the manager identifies employee development needs, the training director
identifies a solution, and the employee attends some type of classroom-based program--will not
work with e-learning Strategies because some control shifts to the individual learner. Indeed, the
opportunity for employees to self-identify. Development needs is touted as one of e-Learning’s
major benefits. Employees don’t have to wait for a training director to identify a learning need;
they can assess individual skill gaps and access information as they need it.
Some questions to consider when assessing corporate culture and readiness include

• What is the business case for e-Learning?
• How does e-Learning support business goals and objectives?
• What value does the company place on learning?
• What is the company’s definition of learning?
• Are learning and training viewed as synonymous terms?
• Where and how does the company believe learning should occur?
• Who determines when learning should occur?
• Does the company support employees who seek out non-traditional development programs or
experiences?
Content: Is the instructional content appropriate for e-Learning? Technology has made huge
advancements enabling e-Learning to mimic a traditional classroom-based learning experience.
Online videos can provide dramatic representations of key content areas; audio files can reinforce
displayed information, and online discussions and collaborative whiteboards facilitate interactive
experiences among geographically dispersed groups. However, there are still some instructional
content areas that may not be suitable for e-Learning. Psychomotor skills, in particular, require
hands-on practice and interactive demonstrations for learners to achieve mastery.
Key questions to consider when evaluating e-Learning programs for a specific content area include
• What are the learning objectives that the company is trying to achieve?
• What are the skills the company is trying to teach?
• Are the skills cognitive, attitudinal, or motor skills?
• Is the problem well-defined?
• What instructional methods are required to deliver the content?
• What type of follow-up, practice, or support is required to achieve mastery?
• What degree of learning interactivity or collaboration is required?
Capability: Capability involves the wide spectrum of computer hardware, infrastructure, IT

support, and instructional design. Organization’s infrastructure support e-Learning programs?
Computer access, in addition to multimedia capability, is required to capture the full advantage of
many e-Learning programs. The Internet provides commercial e-Learning programs but may not
be available to all learners. Intranets can distribute e-Learning, but what happens if a company
doesn’t have an internal intranet?

Some questions to consider when evaluating internal capability for e-Learning initiatives include:
• Do employees have access to computers?
• Do computers support multimedia applications?
• What system factors may limit access to all or parts of e-Learning programs?
• Does the company have the capability to design programs or identify appropriate suppliers?
• Does the company have the capability to develop and implement e-Learning follow-up support?
Cost: Can the companies afford an e-Learning initiative? The truth is that e-Learning can be
expensive. What are the key cost factors of an e-Learning initiative and how do they compare with
existing programs?
Critical questions to consider when evaluating the cost of an e-Learning initiative include
• How extensive is the e-Learning initiative: company-wide, single program, or somewhere in-
between?
• Is this a new offering or replacement of an existing program?
• What are the advantages and disadvantages of using electronic delivery for this program?
• Are internal resources available for tracking and reporting learners?
• What internal system capabilities are required for the e-Learning initiative?
• What internal system capabilities does the company have?
• Are programs commercially available or do they need to be custom designed?
Clients: Will clients (employees) use e-Learning? E-Learning availability doesn’t guarantee that
employees will seek out or access resources. Employee acceptance is critical, but how do you get
employees to embrace e-Learning? The key is to address such factors as awareness, attitude, and
access to e-Learning programs.
Some key questions to ask clients or employees when evaluating e-Learning include
• Do employees take responsibility for their own learning?
• How will employees be informed of e-Learning opportunities and benefits?
• How will e-Learning be integrated into current work responsibilities?
• Do computers have the hardware capability to support multimedia instructional delivery?
• Do employees have the required skills to navigate e-learning programs?

• Will employees accept e-Learning as an instructional strategy or as an alternative to traditional
classroom-based programs?
• Who will be eligible for e-Learning programs?
E-Learning-ready: Each success factor--each of the five Cs--requires individual consideration,

as well as an evaluation of the interplay between factors .Initially, issues should be discussed
separately to provide training professionals and business leaders with a starting point to evaluate e-
Learning initiatives. Next, it’s important to take a close look at complex interrelationships between
the factors to evaluate the merits and feasibility of the whole initiative. For example, a corporate
culture that’s supportive of e-Learning will need to have internal IT capability and budget support
or, clients that don’t have computer access or skills will require resources to support e-Learning
efforts, affecting the initiatives bottom
LEARNING PRINCIPLES
The Learning Principles are of Short-Term and Long-Term Memory. This principle of long-term
memory may well be at work when you recite or write the ideas and facts that you read. As you
recite or write you are holding each idea in mind for the four or five seconds that are needed for
the temporary memory to be converted into a permanent one. In other words, the few minutes that
it takes for you to review and think about what you are trying to learn is the minimum length of
time that neuroscientists believe is necessary to allow thought to go into a lasting, more easily
retrievable memory?
PRINCIPLE ONE-THE BRAIN IS A COMPLEX ADAPTIVE SYSTEM.

Perhaps the most potent feature of the brain is its capacity to function on many levels and
in many ways simultaneously. That is one reason why we have here subsumed two former
principles ("The brain is a parallel processor" and "Learning engages the entire
physiology".) Thoughts, emotions, imagination, predispositions and physiology operate
concurrently and interactively as the entire system interacts with and exchanges
information with its environment. Moreover, there are emergent properties of the brain as a
whole system that can not be recognized nor understood when the parts alone are explored.

Education MUST come to terms with the complex, multifaceted nature of the human
learner
PRINCIPLE TWO-THE BRAIN IS A SOCIAL BRAIN:

"For the first year or two of life outside the womb, our brains are in the most pliable,
impressionable, and receptive state they will ever be in" (Zen Physics, P.18). We begin to
be shaped as our immensely receptive brain/minds interact with our early environment and
interpersonal relationships. Vygotsky was partially responsible for bringing the social
construction of knowledge to our awareness. It is through this dynamic interaction with
others that therapy works, for instance. It is now clear that throughout our lives, our
brain/minds change in response to their engagement with others - so much so that
individuals must always be seen to be integral parts of larger social systems. Indeed, part of
our identity depends on establishing community and finding ways to belong. Learning,
therefore, is profoundly influenced by the nature of the social relationships within which
people find themselves.
PRINCIPLE THREE-THE SEARCH FOR MEANING IS INNATE:

In general terms the search for meaning refers to making sense of our experiences. This is
survival-oriented and basic to the human brain/mind. While the ways in which we make
sense of our experience change over time, the central drive to do so is life long. At its core
the search for meaning is purpose and value driven. Something of the extent of human
purposes was expressed by Maslow. Included are such basic questions as "who am I?" and
"why am I here?" Thus, the search for meaning ranges from the need to eat and find safety,
through the development of relationships and a sense of identity, to an exploration of our
potential and the quest for transcendence.
PRINCIPLE FOUR-THE SEARCH FOR MEANING OCCURS THROUGH"

PATTERNING":
In patterning we include schematic maps and categories, both acquired and innate. The
brain/mind needs and automatically registers the familiar while simultaneously searching
for and responding to novel stimuli. In a way, therefore, the brain/mind is both scientist and

artist, attempting to discern and understand patterns as they occur and giving expression to
unique and creative patterns of its own. It resists having meaninglessness imposed on it. By
meaninglessness we mean isolated pieces of information unrelated to what makes sense to
a particular learner. Really effective education must give learners an opportunity to
formulate their own patterns of understanding.
PRINCIPLE FIVE-EMOTIONS ARE CRITICAL TO PATTERNING:

What we learn is influenced and organized by emotions and mindsets involving
expectancy, personal biases and prejudices, self-esteem and the need for social interaction.
Emotions and thoughts literally shape each other and cannot be separated. Emotions color
meaning. Metaphors are an example as Lakov so aptly describes. Moreover, the emotional
impact of any lesson or life experience may continue to reverberate long after the specific
event that triggers it. Hence an appropriate emotional climate is indispensable to sound
education.
PRINCIPLE SIX-EVERY BRAIN SIMULTANEOUSLY PERCEIVES AND CREATES

PARTS AND WHOLES:
Although there is some truth to the "left-brain right-brain" distinction, that is not the whole
story. In a healthy person, both hemispheres interact in every activity, from art and
computing to sales and accounting. The "two brain" doctrine is most useful for reminding
us that the brain reduces information into parts and perceives holistically at the same time.
Good training and education recognize this, for instance, by introducing natural "global"
projects and ideas from the very beginning
PRINCIPLE SEVEN-LEARNING INVOLVES BOTH FOCUSED ATTENTION AND

PERIPHERAL PERCEPTION:
The brain absorbs information of which it is directly aware, but it also directly absorbs
information that lies beyond the immediate focus of attention. In fact it responds to the
larger sensory context in which teaching and communication occur. "Peripheral signals" are
extremely potent. Even the unconscious signals that reveal our own inner attitudes and

beliefs have a powerful impact on students. Educators, therefore, can and should pay
extensive attention to all facets of the educational environment.
PRINCIPLE EIGHT-LEARNING ALWAYS INVOLVES CONSCIOUS AND

UNCONSCIOUS PROCESSES:
One aspect of consciousness is awareness. Much of our learning is unconscious in that
experience and sensory input is processed below the level of awareness. That means that
much understanding may NOT occur during a class, but may occur hours, weeks or months
later. It also means that educators must organize what they do so as to facilitate that
subsequent unconscious processing of experience by students. In practice this includes
proper design of the context, the incorporation of reflection and met cognitive activities and
ways to help learners creatively elaborate on the ideas, skills and experiences. Teaching
largely becomes a matter of helping learners make visible what is invisible.
PRINCIPLE NINE-WE HAVE AT LEAST TWO WAYS OF ORGANIZING MEMORY:

Although there are many models of memory, one that provides an excellent platform for
educators is the distinction made by O'Keefe and Nadel between taxon and locale
memories. They suggest that we have a set of systems for recalling relatively unrelated
information (taxon systems, from "taxonomies"). These systems are motivated by reward
and punishment. O'Keefe and Nadel also suggest that we have a spatial/ autobiographical
memory which does not need rehearsal and allows for "instant" recall of experiences. This
is the system that registers the details of your meal last night. It is always engaged, is
inexhaustible and is motivated by novelty. Thus we are biologically supplied with the
capacity to register complete experiences. It is through a combination of both approaches to
memory that meaningful learning occurs. Thus meaningful and meaningless information
are organized and stored differently.
PRINCIPLE TEN-LEARNING IS DEVELOPMENTAL:

Development occurs in several ways. In part, the brain is "plastic". That means that much
of its hard wiring is shaped by the experiences that people have. In part, there are
predetermined sequences of development in childhood, including windows of opportunity

for laying down the basic hardware necessary for later learning. That is why new languages
as well as the arts ought to be introduced to children very early in life. And finally, in many
respects there is no limit to growth and to the capacities of humans to learn more. Neurons
continue to be capable of making new connections throughout life.
PRINCIPLE ELEVEN-COMPLEX LEARNING IS ENHANCED BY CHALLENGE AND

INHIBITED BY THREAT:
The brain/mind learns optimally - it makes maximum connections - when appropriately
challenged in an environment which encourages taking risks. However, the brain/mind
"downshifts" under perceived threat. It then becomes less flexible, and reverts to primitive
attitudes and procedures. That is why we must create and maintain an atmosphere of
relaxed alertness, involving low threat and high challenge. However, low threat is NOT
synonymous with simply "feeling good". The essential element of perceived threat is a
feeling of helplessness or fatigue. Occasional stress and anxiety are inevitable and are to be
expected in genuine learning. The reason is that genuine learning involves changes that
lead to a reorganization of the self. Such learning can be intrinsically stressful, irrespective
of the skill of, and support offered by, a teacher.
PRINCIPLE TWELVE-EVERY BRAIN IS UNIQUELY ORGANIZED:

We all have the same set of systems, and yet are all different. Some of this difference is a
consequence of our genetic endowment. Some of it is a consequence of differing
experiences and differing environments. The differences express themselves in terms of
learning styles, differing talents and intelligences and so on. An important corollary is both
to appreciate that learners are different and need choice, while ensuring that they are
exposed to a multiplicity of inputs. Multiple intelligences and vast ranges in diversity are,
therefore, characteristic of what it means to be human.
NEED FOR BASIC PURPOSE OF TRAINING
Reasons for emphasizing the growth and development of personnel include

• Creating a pool of readily available and adequate replacements for personnel who may
leave or move up in the organization.
• Enhancing the company's ability to adopt and use advances in technology because of a
sufficiently knowledgeable staff.
• Building a more efficient, effective and highly motivated team, which enhances the
company's competitive position and improves employee morale.
• Ensuring adequate human resources for expansion into new programs.
Employees frequently develop a greater sense of self-worth, dignity and well-being as they
become more valuable to the firm and to society. Generally they will receive a greater share of the
material gains that result from their increased productivity. These factors give them a sense of
satisfaction through the achievement of personal and company goals.
The need for training of employees would be clear from the observations made by the different
authorities.
1. TO INCREASE PRODUCTIVITY: Instruction can help employees increase their level of
performance on their present assignment. Increased human performance often directly
leads to increased operational productivity, & increased company profit.” Again,
“increased performance & productivity, because of training, are most evident on the part of
new employees who are not yet fully aware of the most efficient & effective ways of
performing their jobs.
2. TO IMPROVEMENT QUALITY: Better informed workers are less likely to make
operational mistakes. Quality increase may be in relationship to a company product or
service, or in reference to the intangible organizational employment atmosphere.
3. TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS:
organizations that have a good internal educational programme will have to make less
drastic manpower changes & adjustments in the event of sudden personnel alterations.
When the need arises, organizational vacancies can more easily be staffed from internal
sources if a company initiates & maintains an adequate instructional programme for both
its non-supervisory & managerial employees.
4. TO IMPROVE ORGANIZATIONAL CLIMATE: An endless chain of positive reactions
results from a well-planned training programme. Production & product quality may

improve; financial incentives may then be increased, internal promotions become stressed,
less supervisory pressure ensure & base pay rate increases result. Increased morale may be
due to many factors, but one of the most important of these is the current state of an
organization’s educational endeavor.
5. TO IMPROVE HEALTH & SAFETY: Proper training can help prevent industrial
accidents. A safer work environment leads to more stable mental attitudes on the part of
employees. Managerial mental state would also improve if supervisors know that they can
better themselves through company-designed development programmes.
6. OBSOLESCENCE PREVENTION: Training & development programmes foster the
initiative & creativity of employees and help to manpower obsolescence, which may be due
to age, temperament or motivation, or the inability of a person to adapt him to
technological changes.
7. PERSONAL GROWTH: Employees on a personal basis gain individually from their
exposure to educational experiences. Again management development programmes seems
to give participants a wider awareness, an enlarged skill, & enlightened altruistic
philosophy, & make enhanced personal growth possible.
It may be observed that the need for training arises from more than one reason.
I. An increased use of technology in production;
II. Labor turnover arising from normal separations due to death or physical incapacity,
for accidents, disease, superannuation, voluntary retirement, promotion within the
organization & change of occupation or job.
III. Need for additional hand to cope with an increased production of goods & service;
IV. Old employees need refresher training to enable them to keep abreast of the changing
methods, techniques & use of sophisticated tools & equipment.
V. Need for enabling employees to the work in more effective way, to reduce learning
time, reduce supervision time, and reduce waste & spoilage of raw material.
VI. Need for reducing grievances & minimizing accidents rates;
VII. Need for maintaining the validity of an organization as a whole and raising the morale
of its employees.

A programme of training becomes essential for the purpose of meeting the specific
problems of a particular organization arising out of the introduction of new lines of
production, changes in design, the demand of competition & economy, quality of material
processed, individual adjustments, promotions, career development job & personal changes
& changes in the volume of business. Collectively, these purpose directly relate to &
comprise the ultimate purpose of organizational training programmes to enhance overall
organizational effectiveness.
THE BENEFITS OF EMPLOYEE TRAINING
HOW TRAINING BENEFITS THE ORGANIZATION

• Leads to improved profitability &/or more positive attitude towards profit orientation
• Improve the job knowledge & skills at levels of the organization
• Improves the morale of the workforce
• Helps people identify with organizational goals
• Helps create a better corporate image
• Fosters authenticity, openness & trust
• Improves relationship between the boss & subordinate
• Aids in organizational development
• Learns from the trainee
• Helps prepare guidelines for work
• Aids in understanding & carrying out organizational policies
• Provides information for future needs in all areas of organization
• Organization get more effective decision making & problem solving skills
• Aids in development for promotion from within
• Aids in developing leadership skills, motivation, loyalty, better attitude & other aspects that
successful workers & manager usually display
• Aids in increasing productivity &/or quality of work
• Helps keep cost down in many areas, e.g. production, personal, administration, etc.

• Develops a sense of responsibility to the organization for being competent &
knowledgeable
• Improves labor management relations
• Reduces outside consulting cost by utilizing competent internal consultation
• Stimulates preventive management as opposed to putting out fires
• Eliminates suboptimal behavior (such as hiding tools)
• Creates an appropriate climate for growth, communication
• Aids in improving organizational communication
• Helps employees adjust to change
• Aids in handling conflicts, there by helping to prevent stress & tension
BENEFITS TO THE INDIVIDUAL WHICH IN TURN ULTIMATELY SHOULD BENEFIT

THE ORGANIZATION
• Helps the individual in making better decision & effective problem solving
• Through training & development, motivational variables of recognition, achievement,
growth, responsibility & advancement are internalized and operationalised
• Aids in encouraging & achieving self development & self confidence
• Helps a person handle stress, tension, frustration & conflict
• Provides information for improving leadership, knowledge, communication skills& attitude
• Increase job satisfaction & recognition
• Move a person towards personal goals while improving interactive skills
• Satisfies personal needs of trainers (and trainee)
• Provides the trainee an avenue for growth & a say his/her own future
• Develop a sense of growth in learning
• Helps a person develop speaking & listening skills; also writing skills when exercise are
required
• Helps eliminate fear in attempting new task

BENEFITS IN PERSONNEL & HUMAN RELATIONS, INTRAGROUP & INTERGROUP
RELATIONS & POLICY IMPLEMENTATION
• Improve communication between groups & individuals

• Aids in orientation for new employee & those taking new jobs through transfer or
promotion
• Provides information on equal opportunity & affirmative action
• Provides information on other government laws & administrative policies
• Improves interpersonal skills.
• Makes organizational policies, rules & regulation viable.
• Improves morale
• Builds cohesiveness in groups
• Provides a good climate for learning, growth & co-ordination
• Makes the organization a better place to work & live.
THE TRAINING PROCESS/ STEPS IN TRAINING PROGRAMME
Your business should have a clearly defined strategy and set of objectives that direct and drive all
the decisions made especially for training decisions. Firms that plan their training process are more
successful than those that do not. Most business owners want to succeed, but do not engage in
training designs that promise to improve their chances of success. Why? The five reasons most
often identified are:
TIME - Small businesses managers find that time demands do not allow them to train employees.
GETTING STARTED - Most small business managers have not practiced training employees.
The training process is unfamiliar.
BROAD EXPERTISE - Managers tend to have broad expertise rather than the specialized skills
needed for training and development activities.

LACK OF TRUST AND OPENNESS - Many managers prefer to keep information to
themselves. By doing so they keep information from subordinates and others who could be useful
in the training and development process.
SKEPTICISM AS TO THE VALUE OF THE TRAINING - Some small business owners

believe the future cannot be predicted or controlled and their efforts, therefore, are best centered on
current activities i.e., making money today.
A well-conceived training program can help your firm succeed. A program structured with the
company's strategy and objectives in mind has a high probability of improving productivity and
other goals that are set in the training mission.
Training programmes are a costly affair, & a time consuming process. Therefore they need to be
drafted very care fully. Usually in the organization of training programmes,

Identify
Map the
Training
Approach
Needs
(Phase 2)
(Phase 1)
Track
Produce
Ongoing
Learning
Follow-
Tools
Through
(Phase 3)
(Phase 6)
Calulate
Apply
Measurable
Training
Results
Techniques
(Phase 5)
(Phase 4)
High Impact training Model

Above mentioned is a high impact training model contains six phase process. This focuses on
providing effective, targeting training. We follow this model, to make our training efforts have
positive impact on our organization. Each step of this model move our training project forward. To
make the model effectively done, we should complete each phase order. The product of each phase
is the raw material for the next phase.
The Following Table Illustrate Our Activities In Each Phase.

Phase Action Product
1. Identify Gather & analyze appropriate information A description of the specific
Training Needs training needed to improve job
performance
2. Map the Define What needs to be learned to Detailed objective for the
Approach improve job performance. choose the training program. A design plan
appropriate training approach for the training program
3. Produce Create the actual training material Training manuals, Facilitator’s
Learning Tools guide, Audiovisual aids, Job
Aids, etc.
4. Apply Training Deliver the training as designed to ensure Instructor-led training,
Techniques successful result Computer-based training, One-
on-One coaching, etc.
5. Calculate Assess whether your training/coaching An evaluation report. A
Measurable accomplished actual performance redesigned course, if needed
Results improvement; the result & redesign
6. Track Ongoing Ensure that the impact of training does not Ongoing suggestions& ideas that
Follow-Through diminish support the training.
Phase 1: Identify Training Needs

Needs assessment diagnoses present problems and future challenges to be met through training and
development. Organizations spend vast sums of money on training and development.
Organizational objective are also to be judge before opting for any assessments of Human
Resources. We should opt for the assessment of organizational goals. This phase uncovers the
specific training needed to improve job performance. You investigate the reasons the training is
needed & describe the training you must develop to answer the need.
Phase 2: Map the Training Approach

After identifying the training needed, you are ready to develop measurable objective for the
training & map out a design plan. The objective defines exactly what the training should
accomplish & provide a means of measuring its success. To develop the design plan, you use the
objective for guidance and prepare an outline for the training that will meet the objectives. The
questions arising here would be:

 Who are the trainees?
 Who are the trainers?
 What methods and techniques?
 What should be the level of training?
 What principals of learning?
 Where to conduct the program?
Phase 3: Produce Effective Learning Tool

This phase involves the actual development of the specific training approach you have chosen. It
might include a training manual or material to support on-the-job training, or it might be an
instructor led course, or it might be something completely different. You may develop the needed
materials yourself or work with others to develop them. This step consists of:
 In putting the learner at ease
 Instating the importance and ingredients of the job, and its relationship to workflow
 In explaining why he is being taught
 In creating interest and encouraging questions, finding out what the learner already knows
about his job or other jobs
 In explaining the “why” of the whole job and relating it to some job the worker already
knows
 In placing the learner as close to his normal working procedure as possible
 In familiarizing him with equipment, material, tools and trade terms.
Phase 4: Apply successful Training Techniques

This is the most important step in training program. The trainer should clearly tell show, illustrate
and questions in order to put over the new knowledge and operations. The learner should be told of
the sequence of the entire job, and why each step in its performance is necessary. In this phase you
deliver the training to those who need it. If it is an instructor led course, you actually run the course
with students. If you develop job aid to use on the job then in this phase you try then out with those
who will use them.

Phase 5: Calculate Measurable Results
Under this, the trainee is asked to go through the job several times slowly, explaining him each
step. Mistakes are corrected, and if necessary, some complicated steps are done for the trainee for
the first time. The trainee is asked to do the job, gradually building up speed and skills. In this
phase, you review the objective developed in phase 2 & determine weather the training is
achieving them. Now you see why measurable objective are so important. You can now look at
specific measure for success that you identified in phase 2 & see if they have been achieved.
Phase 6: Track Ongoing Follow-Through

If phase 5 confirms that you have created a successful training effort, don’t rest on your laurels.
You have a responsibility to ensure that the training continues to be effective. Change is constant
in organizations, & you must respond to changes that affect your training efforts by continuing to
implement suggestions & ideas that support the existing training material & programs. This step is
undertaken with a view to testing the effectiveness of training efforts. This consists in:
 Putting the trainee “on his own”
 Checking frequently to be sure that he has followed instructions
 Tapering off extra supervision and close follow-up until he is qualified to work with
normal supervision.
It is worth remembering that if the learner hasn’t learnt, the teacher hasn’t taught.
Training should be evaluated several times during the process. Determine these milestones when
you develop the training. Employees should be evaluated by comparing their newly acquired skills
with the skills defined by the goals of the training program. Any discrepancies should be noted and
adjustments made to the training program to enable it to meet specified goals. Many training
programs fall short of their expectations simply because the administrator failed to evaluate its
progress until it was too late. Timely evaluation will prevent the training from straying from its
goals.
IMPEDIMENTS TO EFFECTIVE TRAINING
There are many impediments which can make a training program ineffective. Following are the
major hindrance:
MANAGEMENT COMMITMENTS ARE LACKING AND UNEVEN

Most companies do not spend money on training. Those that tend to concentrate on managers,
technicians, and professionals. The rank-and-file workers are ignored. This must change, for, as a
result of rapid technology change, combined with new approaches to organizational design and
production management, worker are required to learn three types of new skills:
1. the ability to use technology,
2. the ability to maintain it, and
3. The ability to diagnose system problems.
In an increasingly competitive environment, the ability to implement rapid change in
products and technology is often essential for economic viability.
AGGREGATE SPENDING ON TRAINING IS INADEQUATE

Companies spend minuscule proportions of their revenues on training. Worse still, budget
allocation on training is the first item to be cut when a company faces a financial crunch.
EDUCATIONAL INSTITUTIONS AWARDS DEGREES BUT GRADUATES LACK

SKILLS
This is the reason why business must spend vast sum of money to train workers in basic skills.
Organizations also need to train employees in multiple skills. Managers, particularly at middle
level, need to be retained in team playing skills, entrepreneurship skill, leadership skills, and
customer orientation skills.
LARGE-SCALE POACHING OF TRAINED WORKERS

Trained workforce is in great demand. Unlike Germany, where local business groups pressure
companies not to poach on another company’s employees, there is no such system in our country.
Companies in our country, however, insist on employees to sign ‘bonds of tenure’ before sending
them for training, particularly before deputing them to undergo training in foreign countries. Such
bonds are not effective as the employees or the poachers are prepared to pay the stipulate amounts
as compensation when the bonds are breached.
NO HELP TO WORKERS DISPLACED BECAUSE OF DOWNSIZING

Organizations are downsizing and de-layering in order to trim their work forces. The government
should set apart certain funds from the ‘National Renewal Fund’ for the purpose of retaining and
rehabilitating displaced workers.
EMPLOYERS AND B-SCHOOLS MUST DEVELOP CLOSER TIES

B-Schools are often seen as not responding to labor market demands. Business is seen as not
communicating its demands to B-Schools. This must change. Businessmen must sit with Deans
and structure the courses that would serve the purpose of business better.
ORGANIZED LABOR CAN HELP

Organized labor can play positive role in imparting training to workers. Major trade unions in our
country seem to be busy in attending to mundane issues such as bonus, wage revision, settlement
of disputes, and the like. They have little time in imparting training to their members.
Some highlighting points would be:

 The benefits of training are not clear to the top management.
 Top management hardly rewards supervisors for carrying out effective training.
 Top management rarely plans and budgets systematically for training.
 The middle management, without proper incentive from top management, does not account
for training in production scheduling.
 Without proper scheduling from above, first line supervisor have difficulty in production
norms if employees are attending training programs.
 Behavior objectives are often imprecise.
 Training external to employing unit sometime teaches techniques on methods contrary to
practices of the participants’ organization.
 Timely information about external programs may be difficult to obtain.
 Trainers provide limited counseling and consulting service to the rest of the organization.
IMPROVINT EFFECTIVNESS OF TRAINING
The training programs can be made effective and successful if the following hints are considered:

1) Ensure that the management commits itself to allocate major resources and adequate time to
training. This is what high performing organizations do.
2) Ensure that training contributes to competitive strategy of the firm. Different strategies need
different HR skills for implementation. Let training help employees at all levels acquire the
needed skills.
3) Ensure that a comprehensive and a systematic approach to training exist, and training and
retaining are done at all level on a continuous and on going basis.
4) Make learning one of the fundamental values of the company. let this philosophy percolate
down to all employees in the organization.
5) Ensure that there is proper linkage among organizational, operational and individual training
needs.
6) Create a system to evaluate the effectiveness of training.
7) Specific training should be outlined on the basis of the type of performance required to achieve
organizational goals and objectives. An audit of personal needs compared with operational
requirements will help to determine specific training needs of individual employees. This
evaluation should form a well defined set of performance standards towards which each trainee
should be directed.
8) Attempt should be made to determine if the trainee has the intelligence, maturity and
motivation to successively complete the training programs. If deficiencies or noted in these
respects, the training must be postponed or cancelled till improvements are visible.
9) The trainee should be helped to see the need for training by making him aware of the personal
benefits he can achieve through better performance. He should be helped to discover the
rewards and satisfactions that might be available to him through in behavior.
10) The training program should be planned so that it is related to the trainee’s previous
experiences and background. This background should be used as a foundation for new
development and new behavior.
11) Attempts should be made to create organizational conditions that are conducive to a good
learning environment. It should be made clear why changes are needed. Any distractions, in the
way of training environment, should be removed. The support of the upper level of
management should be obtained before applying training at lower levels.

12) If necessary, combination of training methods should be selected so that variety is permitted
and as many of the senses as possible are utilized.
13) It should be recognized that all the trainees do not progress at the same rate. Therefore,
flexibility should be allowed in judging the rates of progress in the training program.
14) If possible, the personal involvement or active participation of the trainee should be got in the
raining program. He should be provided with opportunities to practice the newly needed
behavior norms.
15) As the trainee acquire new knowledge, skills or attitude are applies them in job situation, he
should be significantly rewarded for his efforts.
16) The trainee should be provided with regular, constructive feedback concerning his progress in
training and implementation of newly acquired ability.
17) The trainee should be provided with personal assistance when he encounters learning obstacles.
IDENTIFY TRAINING NEEDS

Training needs can be assessed by analyzing three major human resource areas: the organization as
a whole, the job characteristics and the needs of the individuals. This analysis will provide answers
to the following questions:
• Where is training needed?

• What specifically must an employee learn in order to be more productive?
• Who needs to be trained?
Begin by assessing the current status of the company how it does what it does best and the abilities
of your employees to do these tasks. This analysis will provide some benchmarks against which
the effectiveness of a training program can be evaluated. Your firm should know where it wants to
be in five years from its long-range strategic plan. What you need is a training program to take
your firm from here to there.
Second, consider whether the organization is financially committed to supporting the training
efforts. If not, any attempt to develop a solid training program will fail.
Next, determine exactly where training is needed. It is foolish to implement a companywide

training effort without concentrating resources where they are needed most. An internal audit will
help point out areas that may benefit from training. Also, a skills inventory can help determine the
skills possessed by the employees in general. This inventory will help the organization determine
what skills are available now and what skills are needed for future development.
Also, in today's market-driven economy, you would be remiss not to ask your customers what they
like about your business and what areas they think should be improved. In summary, the analysis
should focus on the total organization and should tell you (1) where training is needed and (2)
where it will work within the organization.
Once you have determined where training is needed, concentrate on the content of the program.
Analyze the characteristics of the job based on its description, the written narrative of what the
employee actually does. Training based on job descriptions should go into detail about how the job
is performed on a task-by-task basis. Actually doing the job will enable you to get a better feel for
what is done.

Individual employees can be evaluated by comparing their current skill levels or performance to
the organization's performance standards or anticipated needs. Any discrepancies between actual
and anticipated skill levels identify a training need.
WHAT IS TRAINING NEEDS ASSESSMENT?
A tool utilized to identify what educational courses or activities should be provided to employees
to improve their work productivity. Focus should be placed on needs as opposed to desires.
For example, training dollars would be better spent on a new employee in the accounting
department who needs to learn Microsoft Excel for their job duties as opposed to learning
Microsoft Publisher which the employees wants but does not need.
IT TELLS YOU WHERE THE TARGET IS: you may suspect that the problem exists within
your area, but a needs analysis might indicate that the problem extends beyond your group. For
example, if you are having difficulty improving your cycle-time for a product, the issue might
include your manufacture process; but it might also include the engineering or packaging &
shipping department as well. Needs analysis expands your view & helps you pinpoint all targets.
IT TELLS YOU HOW LARGE THE TARGET IS: Maybe the process improvement challenges
are the result of people not knowing how to properly run a new machine, or maybe the challenge is
an organization wide quality issue. It will tell you how big the solution needs to be.
IT TELLS YOU HOW FAR AWAY THE TARGET IS: Perhaps there’s only need to teach the
group better telephone skills to address the problem – or maybe there’s need a more sophisticated
telephone system to handle the increased demand. Your needs analysis will give you these
answers.
IT TELLS YOU WHAT KIND OF ARROWS TO USE: Training comes in several different
shapes & sizes. needs analysis will help you determine whether you need to do coaching, small
group training, large group training, computer based training, or any combination of these & other
options.

IT TELLS YOU WHO SHOULD SHOOT THE ARROWS: Once you determine the training
need, you consider the best way to meet it. For instance, if you need to do team-building, it might
be best to use internal line managers as trainers because they are part of the team. You might also
want to consider using the training department’s instructors. In some cases, an external resource
would best suit your needs. The information you gather for needs analysis helps you make this
decision.
IT TELLS YOU WHEN TO SHOOT: Timing is everything. Some training is best given
immediately, such as new employee safety procedures. Other training, such as learning a new
computer system, may best be given just before the new system is installed or perhaps immediately
after it is installed so training participants can practice as they learn. Training linked to company
initiative may best be presented in a package with other company issues. needs analysis can give
you vital information about the best time to present the training.
IT WARNS YOU ABOUT CROSSCURRENTS: Office politics is the wind share of any
organizational effort. If you expect to hit the target after you identify it, you have to be
knowledgeable about how these crosscurrents will affect your arrow’s trajectory. Then you can
adjust your stance, your equipment, or your attitude to compensate. You should also keep a
weather-eye out for entrenched opinions about your group or other groups. If turf issues exit, you
can bet they will surface just as you are thinking aim. You need to deal with these situations as part
of your needs analysis work. Clear the air so that nothing stands between you and a successful hit
on the target.
WHY CONDUCT A TRAINING NEEDS ASSESSMENT?
The most important reason for doing needs analysis is to assure that you’re training addresses your
situation. It is both costly and embarrassing to recommend a direction that has no impact on the
issue. Even an informal need analysis saves a lot of time, money, & face. The main reason behind
a needs analysis is:
· To pinpoint if training will make a difference in productivity and the bottom line.
· To decide what specific training each employee needs and what will improve their job

performance.
· To differentiate between the need for training and organizational issues.
HOW IS A TRAINING NEEDS ASSESSMENT PERFORMED?
There are several techniques that can be utilized individually or in combination with each other.
More than one tool should be considered to get a better view of the big picture, however, which
tools are used should be left up to company.
PLANNING YOUR NEEDS ANALYSIS

You know that there is a logical process for doing an entire training project, if properly executed,
ensures a successful training impact. In skipping the first phase, that is identifying targeted training
needs, one may leaped to a solution without determining the real issue. In fact, the solution to his
problem was just as much a mystery to him at the end of his process as it was at the beginning.
When you do needs analysis to target your training needs, you become a detective solving a
mystery: which target is right one? There are plenty of targets out there you could hit with your
solution, but the idea is to identify & then hit the right target. Every great detective has a modus
operandi; a way of working that simplifies the task to be accomplished & keeps the detective on
the right trail. Our modus operandi for identifying targeted training needs would be the needs
analysis process.
Using the Six Step of Needs Analysis Process

The Needs Analysis Process summarizes the actions necessary to complete the first phase of
training process. Like training process, the needs Analysis process has six actions to create six
related products. These six steps are:
o Assess your current situation
o Envision your future
o Gather information
o Sort your information
o Share your results
o Decide your next step

After completing all six steps, you will know what the issue is & have a plan to address it. This
information is the starting point for the second phase of the training process. This building-block
approach ensures that you have a strong foundation on which to build your training solution. Each
step of the needs analysis is driven by a question focuses on your attention & results in a concrete
product that helps you achieve the next step in the process. These focusing questions & the end
results that come from them are shown on the following chart:
Sr. Action Needed Questions to Ask End Product

No.
1 Assess your Where are we now? A clear definition of the situation
current situation
2 Envision your Where do we want to A clear description of what the future would
future be? look like if the correct actions were taken
3 Gather What do we need to A systematic gathering of relevant ideas &
information know? information from appropriate people to
establish the whole picture
4 Sort your What does this Themes & issues that need to be addressed
information information tell us?
5 Share your How do we use this A summary of issues & recommendations
results information to
forward?
6 Decide your next What action should Action plan far beginning phase 2.
step we take to have
impact?
DEVELOPING A STRATEGY FOR SUCCESS

Although the six actions of needs analysis process are sequential, it may be helpful to look at the
process as a target.

Solution
Next Step
Sharing your
Results
Sorting your
information
Gathering
Information
Envisioning
Your Future
Assessing
Your Current
Situation
Strategy
Each ring of the target represents an action that move closer to the solution. Notice that base of this
target is labeled “Strategy”. Without strategy, to support it, target would fall flat & be extremely
difficult to hit. With an effective strategy, target is:
 Visible, to you & to others in the organization
 Solid, braced by clear thinking & logical planning
 Achievable, with a steady aim
An effective training strategy involves three elements:
 Establish a partnership with others
 Consider the larger picture
 Serve the customer
ESTABLISH A PARTNERSHIP WITH OTHERS

Conducting a needs analysis should never be a lonely process. If you want to ensure that you get
the information you need, you will have to involve other people in the process. People love to be
asked what they think. If they believe you will seriously consider their contributions, they will
offer you all kinds of useful information. Each person that you involve in your needs analysis
becomes a partner in shaping the solution. Keep them all implementing the solution.
Considering which individual in you organization is critical to the success of your needs analysis -
& then enlists their help. For example, it could be good strategy to involve your boss & others in
management who will ultimately be asked to approve your training approach. You should involve
those who will be recipients of the training. Ask for their opinions, & keep them informed about
your activities. In this way they will understand what you are trying achieve & why.
CONSIDER THE LARGER PICTURE

Since your group is not working in a vacuum, you should consider how your training challenge is
affecting other groups in the organization. For example, if you are creating a product that is passed
to another by changes in your method that might come about when you implement your solution?
How do the see your training issue? In fact, you might ask yourself if, in defining your issue, you
have looked beyond your own needs. Over looking others’ needs might doom your solution.
Expanding the boundaries of your needs analysis to include those outside your group is one
strategy for seeing the larger picture.
SERVE THE CUSTOMER

In the heat of meeting everyone else’s needs, don’t forget your customers. Your ultimate training
solution should benefit them as well. In thinking of your customers’ needs, remember that you
have two different types of customer;
• External customer who pay hard cash for the product or services of your organization,
• Internal customers, who work within your organization receive “product” from you, & add
their value to it before it reaches the external customers.
Ask yourself how actions fit into the chain of serving your customers.

Needs Assessment Process

ASSESSING YOUR CURRENT SITUATION
In a needs analysis, assessing your current situation provides a clear definition of the problem. All
off your other actions in the need analysis depend on your making this assessment accurately. It is
very important first step. To get a complete picture of your current situation, you can ask yourself
these 3 questions:
 Where are we now?
 Why do we think we need training?
 What organization issues are driving the need for training?
WHERE ARE WE NOW?

Begin your needs analysis by exploring the current situation. Start by noting what you already
know about your situation. Consider asking others in the group to define the current situation as
they see it. Involving other right the start is a good way to begin establishing a partnership for the
whole process. The emphasis in defining your current situation is on capturing a description of
where you are right now. As you do this, however, you may begin to potential solutions to your
situation or you gather and analyze information.
WHY DO WE THINK WE NEED TRAINING?

The obvious answer to this is, “We need training to address the situation.” But ask yourself, “Why
now?” Think about what is going on in your department right now. Ts there is a history behind this
situation? What is the issue, problem, or situation that is creating the need or demand for this
training? Perhaps your department is responding to pressure from upper management to improve
cycle-time or quality, or perhaps, outside competition is driving the need. Whatever the reason, it
is an important part of your assessment of the current situation.
WHAT ORGANIZATION ISSUES ARE DRIVING THE NEED FOR TRAINING?

This question draws you into the larger picture that should be a part of your overall strategy. If you
know the mission, vision, & business objectives of your organization, you should be able to
determine what is going on in your organization that is driving the need for training. Again, other

can help you with this process. Your direct management can provide insights into the importance
of your task. Don’t hesitate to probe for this type of information. Others may also provide useful
information about events that are not currently driving the training need but which might have an
impact on your situation, such as expected mergers or personnel changes.
ENVISIONING YOUR FUTURE
Envisioning your future is defining & understanding what your group will look like after the
training has been accomplished. When you think about how the future would look if your training
efforts were successful, you often discover aspect of your vision that have nothing to do with
training but are critical to the success of your efforts. It is important to uncover these elements
early in the needs analysis so that they can be full address as well. To create your vision, ask
yourself these 3 questions:
 Where do we want to be?
 What would success look like?
 Do we have the whole picture?
WHERE DO WE WANT TO BE?

Imagination is a powerful tool for changing the world. All great inventors & leaders call on their
imaginations to see what has never been & to inspire commitment & progress. They often don’t
know how they are going to get to the future, but they already have a clear picture of what it will
look like. Your own organization’s vision is an example of dreaming the future. The business
objectives are the steps to get there. You use the same process in your needs analysis. You define
the future & then you identify the action steps to get you there. Use your imagination to see your
group as it would be if the issues of the current situation where successfully addressed.
WHAT WOULD SUCCESS LOOK LIKE?

An excellent way to measure the future is to determine if there are any quantifiable numbers that
would indicate success. In a production area, for instance, successful training might result in, say, a
20 percentage increase in productivity or a specific reduction in defects per one hundred thousand

units manufactured. If numbers or measures are important to your success, include them in your
description of the future.
DO WE HAVE THE WHOLE PICTURE?
When we dream of future, we tend to dream of fulfillment of our own needs; but in an
organization, we not alone. Your vision of the future must consider the needs of others. Think
about how would interact with others outside your group in your future state. How would your
solution benefit the organization as whole? Enlarging the picture also reveals key players outside
your group whose involvement may be essential to the success of your needs analysis. You may
discover areas of support you can tap to strengthen your results. By identifying others who have a
stake in the success of your project, you expand your resources & increase your chance of success.
GATHERING INFORMATION
The first two actions of your needs analysis:

 Assessing the current situation
 Envisioning the future
Helped you to establish a good stance for identifying & targeting your training needs. With one
foot planted in the present & one foot pointed towards the future, you are in a good position to take
steady aim at the target.
But before you shoot, you have to know where you are aiming. The next three steps in the needs
analysis process:
 Gathering information,
 Sorting your information, and
 Sharing your results
Help you define what you are aiming at. In the information gathering step, you are collecting
information to better understand what needs to be done to reach your future state. You are
investigating to discover:
 The need & perception of others
 What barriers must be overcome
 Your group’s current skill, knowledge,& attitudes
 What skills, knowledge, & attitude are needed for the future

 What needs to be done & how to do it
The information gathering step is an opportunity for you to collect raw data from whatever source
you feel would be helpful. Three concern of gathering information are:
 Whom to ask
 What to ask
 How to ask
WHOM TO ASK?
There are two aspect of this issue. You must decide:
 Whom will you select to answer your question?
 Who will do the asking?
Whom will you select to answer the question?
In selecting individual or groups to provide information, ask yourself these questions:
 Who knows the most about the situation?
 Who wants to be involved?
 Who would have a different perspective?
 Who could be to the success of the project?
 Who might good ideas to share?
 Who can provide objective information?
If possible, seek suggestion about potential contributors of information from those you have
already involved in your project. Try to maintain a balance of participants. The list should be
representative of those affected by out come. If possible, include employees, management, & both
internal external customers. One way to ensure a balance is to make a chart of the areas you want
to include & the job levels to consider & then fill in the names of possible contributors using the
questions to guide you.
Once the chart is complete, you can select individuals or groups from each area & job level to
create a representative sample. Make sure you end up true cross section. You should also check for
balance between long term & short term employees, or whatever categories are important for a fair
selection process in your organization.
Who will do the asking?

Selecting information gathers is another opportunity to involve others in your project. Key players
might welcome the chance to participate in interviews, focus groups, & surveys as information
gatherers. Consider the following questions when selecting information gatherers:
 Who can remain objective?
 Who wants be an information gatherer?
 Who can take the time to do it?
 Whose involvement would increase the chances of success?
 Who has strong communication and interpersonal skills?
 Who has experience in facilitating groups?
WHAT TO ASK?
Explain to the participants the purpose of the needs analysis & share with them the desired future
state. One should no be surprised if the respondent want to add details to the future state
description. Determine the right approach in involving the process in a needs analysis, and
information comes to you at every step of the way. If the information is valuable, incorporate it, &
keep moving forward.
Be sure to stress the importance of individual contribution to the success of needs analysis. The
more open & welcoming you are to comments, the more information you will get to direct your
aim. Here are few suggestions to get you started:
 How do you see the situation
 What concerns do you have about the improving situation
 What do you think needs to be done?
 What training is needed/
 Specifically, how would that training help?
 Is there any one else you think we should talk to?
Tips for writing effective questions
Effective question save your work. Take time to structure them so that they elicit the best
information for your needs.
 Use clear, simple language.
 Include only one idea per question.

 Use a logical sequence
 Consider the respondent
 Always leave for comments.
 Choose appropriate question formats, for example open ended questions, multiple choice,
rating scale, intensity scale, rank order.
HOW TO ASK?
There are endless ways to gather information, but for the purpose of needs analysis, there are 5
frequently used methods you should consider. Listed as;
 Interviews
 Focus groups
 Surveys/questionnaires
 Document analysis
 Observation
Which method is best?
The method that gets you the information you need & is comfortable for you & fro those you
will be working with the best method to use. You decide. Use one method or a combination of
methods to best meet your needs. In many cases, a variety is best. For example, you might
interviews for management, surveys & questionnaires with employees & focus groups with
customers all in the same needs analysis. It really doesn’t matter how many methods you
employ; the important thing is to get the information you needing a timely & considerate
manner.
Which ever methods you use, you have a responsibility to tell the respondent how the
information will be used & what information can remain confidential. If confidentiality is an
issue for some respondents, you must respect that.
How will you gather & record data?

There is one aspect of information gathering you should nail down before you begin. Make
sure you develop a systematic approach to gather & record the data; that is find a way to
standardize the way information is captured. A computer program is ideal when you have
personnel to input responses; but even if your budget won’t permit this, make sure your

information-gathering tool is organized. Use charts or questionnaires with space to write so
that you can easily extract the information when you begin to analyze the results.
SORTING YOUR INFORMATION
After gathering information you have to interpret the information to find out what it really tells you
about your current situation and the challenges you face in moving to your future state. When you
finish this step, you should have a document identifying the major training issues to be address and
your recommendations for addressing them. If you used a computerized information-gathering
method, you can review the information quickly by providing it in form you want. If you don’t
have computer to assist you, you will have to organize and sort the material yourself. Consider
using a small team to independently review the information and identify issues. You can then meet
and pool your findings. A team gives you a more objective analysis.
IDENTIFYING THE ISSUES

Sorting the information into categories helps you manage it and identify themes & issues that must
be addressed to reach your vision of the future. When you sort your information into categories,
you are looking for consistencies & connections between individual pieces of information. It may
help you if you read through all your information once; then as you begin to see comments
repeated you can jot down some possible categories to put them in some people like to highlight
comments in different colors, with each color representing a different category. Then they can pick
out all the yellow comments, for instance, group them together, & analyze their significance.
PRIORITIZING THE ISSUES

Once you have organized the information into categories and looked at a significance of each
contribution, you can begin to prioritize the issues. How you prioritize them depends on your
specific situation. You might want to start with a category with the most comments, or you might
to start with positive categories & then list the negative ones. Depending on your situation, it might
be best to address the organization themes first & the team themes or individual needs. If you are
analyzing numbers, you might prioritize the results by looking at the highest rated item or the most
frequent response.

PREPARING THE INFORMATION TO SHARE WITH OTHERS
You have sifted through the information, identified major categories, and considered your
recommendations for moving ahead. Before you actually call a meeting or write a report to present
your findings, you should spend more time preparing your presentation. Your goal in presenting
the information it to have it acted upon, and a little preparation ahead of time will help you more
easily achieve that goal.
As you think about developing your presentation, consider these 2 major design elements:
 Strategy
 Structure
Strategy
You have been strategy throughout your needs analysis to involve others, consider the larger
picture, and serve the customer. You can continue to do this here by inviting the key players to
your feedback meeting & making sure the issues address both the larger picture and your
internal and external customer’s needs.
Another good strategy is to include positive statements about the current situation at the
beginning of the presentation. People generally do the best they can, and you need to
acknowledge that before you make recommendations to change the way things are done. You
may also have among your key players a few people who constructed the method you now
need to change.
Structure
The order in which you present your material and the topic you choose to present are also
important to your success. Plan to explain your method for doing the needs analysis. This can
be very brief if those present have been involved in the process from the beginning. If the
issues one intends to present are complex, consider developing an example to use with them to
help clarify the information. An important part of your presentation will be your
recommendations. Keep them as open as possible, allowing for contribution from those present
at the meeting. Vital information can come out in the feedback meeting.

SHARING YOUR RESULTS
When you share your results with others, your goal is to present the information in a way that will
move you forward. Your assessment should be positive and encouraging. Offer hope for action to
address needs, and be prepared with recommendations to share as well. There are 2 things to
consider when you share results with others:
 What to share
 How to share
WHAT TO SHARE
There are six steps in sharing your results with others:
 Describe your needs analysis method
 Present your information
 Identify issues
 Listen and absorb reaction
 Discuss the reaction
 Present recommendations
Describe your needs analysis method

If you have been working with a small group, your method may already be familiar to all those
involved. If this is the case, you can skip this step or discuss your method very briefly. If,
however you’re sharing results with individual who are not familiar with your method, review
the needs analysis process you are using. Give a short for the need of the project and how you
got to this point. This is also a good time to thank them for their contribution to the project and
for ongoing support.
Present your information

Participants will be more attentive to your conclusions if they understand how you develop
them. By discussing some of the raw information you received, you involve the group and gain
their understanding and support.

Identify the issues

This is where you present your analysis of raw information and identify the key issues to be
addressed. You can add your own insights and observation to this material if you think it will
help, but avoid making recommendations at this point. People need time to absorb the analysis
before they are ready to consider ways to address the issues.
Listen to and absorb the reaction

This is probably the hardest part of sharing the results. You have done all this research, you
have crafted an analysis of the key issues, and now you have to wait for and manage the
reaction.
Discuss the reaction

If the silence becomes oppressive, you can encourage a response by selecting in topic and
probing for more information about it. For example, if your investigation showed that
employees need clearer communication for management, ask one of your management key
players what information is currently communicated. The purpose of asking is to star a
discussion of idea for improving the content of information to employees. Takes notes, by
incorporating or crediting these ideas as you present your recommendations later, you enlarge
your list of supporters.
Present recommendations
Presenting your recommendation is less distinct step and more a continuation of discussion of
ideas. You can guide the process or summarize an idea by supplying your recommendation as
they become relevant to discussion. You can also present your recommendations as a way to
focus the discussion of it begins to drift or unravel.
HOW TO SHARE
What to share is a challenging part; but how to share is also important. Remember to be
positive and encouraging. Use every opportunity to draw support from the group and credit
their contributions. Consider using visuals and charts to support your information. It gives

those present another way to interpret what you are saying. Examples and metaphors can also
help your audience understand the material.
DECIDING YOUR NEXT STEP
The last action in the needs analysis process is to translate the recommendations into plan of
action. You are creating a list of activities that will be used in the next step of the training process.
You are not actually doing the design of training in this last action. You are simply creating a
description of specific training required to improve the situation. You also assigning responsibility
for doing activities to specific individuals and establishing a due date for completion. This action
ensures that the work done to date is not wasted and that the project continues to move forward.
There are three key elements to a successful action plan:
 Determining the action needed
 Distributing responsibilities
 Establishing a time line
DETERMINING THE ACTIONS NEEDED

The recommendations are your starting point for developing the action needed. If they are not
currently worded as actions, rewrite them so they are. Be sure that everyone understand what is to
be accomplished by each action and that every one is in agreement.
DISTRIBUTING THE RESPONSIBILITIES

Each action in your plan should be assigned to a specific person. It would be even better if you had
volunteers. Even if a team will be performing the task, record the name of the person on the team
as the contact and the person responsible for the team’s activities.
ESTABLISHING A TIMELINE
For each action item, establish a due date for completion of the task. A due date gives participants
a target and helps them focus their activities towards results.
SOLUTION

This is the satisfaction point. After reaching here we shouldn’t stop our work. But we should try
to make training a regular activity in the organization.
JINDAL IRON & STEEL COMPANY LIMITED

BACKGROUND
JISCO was originally promoted in 1972 as PIRAMAL Steel Ltd by Dr Mohanlal PIRAMAL. To
start with, the Company had a manufacturing plant with steel making and billet casting capacity of
18,000 TPA. The Company turned sick by late 70s and was taken over by JINDALS in 1982. Over
the years, under JINDAL management, JISCO Company turned into a healthy profit making
company. The product mix was changed from long to flat products. In 1990, Naveen Alloys Ltd, a
closely held JINDAL company with a plant to manufacture HR plates was merged with JISCO.
JINDAL Iron and Steel Company Limited (JISCO), a part of the $2 billion JINDAL Organization,
is a leading manufacturer of flat steel products in India. JISCO is the market leader in galvanized
steel products and sells its product through a large distribution network both in India and abroad.
JISCO is also exporting to countries, which include China, Italy, Spain, Portugal, Germany, UK,
France, Netherlands, USA, Canada, Brazil, Greece, Middle East, African Countries etc.
India's largest integrated galvanizing facilities in India accounting for 17% of total galvanizing
production in the country, Engaged in Hot Rolling, Cold Rolling and Galvanizing business. Export
of 75% of production to over 45 countries.
 Plant Locations - Vasind and Tarapur, Maharashtra
 Capacity - GP/GC 710,000 TPA, HR 280,000 TPA, CR 750,000 TPA
Company has significantly improved its performance in the export segment. JISCO exports
constitute more than 1/3rd of India's total exports of galvanized products. Seventy five percent of
JISCO's galvanized products go to over 45 countries developing & developed, where the JINDAL
brand GalvPlus occupies the number one position.
PRODUCTS
HOT ROLLED PLATES

JISCO re-rolls Hot Rolled plates from M.S. Slabs. It has an installed capacity of 2,80,000
TPA. This plant is located at Vasind, 70 Km away from Mumbai, Maharashtra, India. H.R. plates
are manufactured from slabs which are procured from sister concern JVSL Karnataka, JSPL,
Raigad and from international sources. The hot rolled manufacturing facilities which, perhaps has
the lowest variable cost in the world, have the ability to take up even the small orders.
Diverse Applications
 Automobile - Hot & cold forming

 Infrastructure viz power, roads, dams, bridges, ports, refineries etc.
 Railways
 Storage Tanks
 Pipes
 General Engineering
 Machine & equipment building
 Pre - engineered building system
The production process of hot rolled plates is simple. Then iron ore is heated at a maximum
temperature and then it is turned in slab after in a rectangle shape. As per the requirement and
demand of the market. After the plates are made then it is cut from the border and made in shape.
Production Process Flow Diagram: -

COLD ROLLED - CLOSE ANNEALED (CRCA) SHEETS & COILS

JISCO has a CRCA capacities of 100,000 TPA, in addition to this JISCO markets 60,000 TPA
cold rolled products of JSL's Vasind plant. Cold-rolled steel is satisfactorily used by the most
demanding customers of automobile and white goods segments. Hot-rolled coils which is the basic
raw-material is sourced from sister concern JVSL, Toranagallu. The products are tailor made to
suit customer requirements.
Diverse Applications
 Automobiles
 Electrical Panels
 Furniture
 White goods
 Transformers

 Oil Barrels & Drums
Production Process Flow Diagram
GALVANIZED SHEETS & COILS

JISCO is the largest manufacturer of Galvanized steel products in India accounting for
almost 17 % of India's galvanized steel products. JISCO has an installed galvanizing capacity of
710,000 TPA at its manufacturing lines at Vasind & Tarapur. The state of the art galvanizing lines

ensures that the end-products meet the exacting expectations and specifications. Superior product
quality has prompted the company to brand its Galvanized products and is being marketed under
the brand name .
DIVERSE APPLICATIONS
 Roofing/Cladding
 Doors/Windows
 Structural Engineering
 Automobiles
 Air Conditioning/Ducting
 Insulation
 Partition Profiles
 Furniture
 Appliances
 Trunks/Barrels/Drums/Buckets
Production Process Flow Diagram


The galvanized sheets & coils are also having a different specification as per the domestic
and international style.
MARKET
JISCO is a company driven by the demands of its customers and it cares to meet their
needs. A nation-wide marketing network and consignment agents ensure availability of JISCO
products in every nook and corner of the country.
Taking advantage of the emerging demands from the western markets, both auto and non-auto
sectors, the company has significantly improved its performance in the export segment too.
Company has significantly improved its performance in the export segment. JISCO exports
constitute more than 1/3rd of India's total exports of galvanized products. Seventy five percent of
JISCO's galvanized products go to over 45 countries developing & developed, where the JINDAL
brand GalvPlus occupies the number one position.
Company was recognized as the highest exporter from Mumbai Port with an
export of 2,58,455 MT of steel for the six months ending October 02, for which a
memento was received from the Honorable Union Minister for Shipping.
Export sales increased in value terms by 82% during the period April to December
2002 over the corresponding period last year and by 20% in Q-3 ( in value terms )
over Q-2 of this year.
Your Company was recognized as the highest exporter from Mumbai Port with an
export of 2,58,455 MT of steel for the six months ending October 02, for which a
memento was received from the Honorable Union Minister for Shipping.
Dis-intermediation in the domestic market and resorting to direct marketing has

enabled us to respond quickly to market developments. Your Company has been
able to improve the domestic sales in Q-3 by 26% over Q-2 of the current year.
The ISO markings and product specifications on the product also add credibility
to the brand to enable your Company to trade at a premium not only on the
domestic front but also in the international market.

JISCO's brand of galvanized steel, i.e. 'JINDAL VISHWAS', launched in
November 2002, has been received extremely well in the domestic trade channels.
Significant savings on the international front were achieved due to reduction in
time taken for negotiation of export documents, reduction in ocean freight on
account of entering into long term arrangements with shipping companies and
reduction in prices on re-negotiation of clearing charges. On the domestic front,
the primary measure adopted was reduction in cash discount.
SALES
Sales Volume for Q-3 (142,811 MT) was higher by 19% over Q-2 (120,130 MT) of
the current year. Production Volume in Q-3 (144,249 MT) increased by 18% over
Q-2 (122,430 MT) of the current year . Sales and Production Volume for the
period April-Dec 2002 grew by 9% (i.e. from 340,891 MT to 372,307 MT) and 6%
(i.e. from 362,551 MT to 385,445 MT) respectively over the corresponding period
last year.
Significant cost economies have been had through savings in power cost, increase
in mill efficiencies through de-bottlenecking, increase in the life of rolls and
savings in LPG consumption. As of current, JISCO is an ISO 9001:2000 certified
Company.
FUTURE OUTLOOK AND PLANS
High level of competition and increasing rate of capacity creation has adversely affected steel
prices. Increasing import of cheap steel is another factor, which has affected led to a drop in steel
prices. The company’s strategy to overcome the foreseen dangers:
• Plans for a facility to manufacture automobile grade galvanized steel

• The company has developed and is promoting the use of galvanized water storage tanks
• Working on new segments such as galvanized steel bodies for trucks, telephone poles,
barriers etc.

The company during the year plans to increase its focus on exports. The company plans to
export 30% of its total sales in the current year. The company has stepped up its marketing efforts
in the European and the US markets. Export of galvanized steel increased from 65.580 tons to
1,35,797 tons, an increase of 107%. Exports contributed 29.4% to the company's sales as against
16.7% in the previous year. In FY1999-2000 JISCO's exports recorded a rise of 86% at Rs3.49bn
as compared to Rs1.88bn in the previous year.
HUMAN RESOURCES
Human resources philosophy is based on dignity of work, forecasting a culture of learning,

meritocracy sans bias of any kind & commitment to highest standards of safety at the workplace.
Modern business demand quickness of mind and action. System by them does not deliver, people
do, as do people – led skills & initiatives.
We have always invested in people & believe in creating an environment where people are valued
as individuals & clear HR practices, participative management, excellent welfare activities have
made the company one of the most preferred employers in the steel industry. The role of HR in
JISCO is to be a Change Agent of the organization in order to align people & possesses to the
company’s strategic objectives. The steel industry not only in India but also the world over
continues to face tumultuous times, where change is the only constant. The HR focus is to make
change seamless & to ensure “CHANGE, BEFORE CHANGE CHANGES YOU”.
 We believe that people hold the key to achieving organizational excellence. Our Human
Resources function is the process owner for constantly upgrading people skills, realizing
their potential and helping them lead purposeful lives. JISCO has deployed comprehensive
systems of Recruitment, Performance Management and Training and Development. The
HR function of the company caters to the needs of nearly 1,528 employees.
 MAJOR INITIATIVES:
• JISCO's guiding principles (Code of conduct) were adopted with an objective to

integrate values and ethics in all transactions.

• Job Swaps: The organisation has done job swaps at the top management level to
develop cross-functional competencies.
• Depending upon the skills and aspirations of the employees and the organisational
needs, job rotations are done at all levels.
• One of the key HR initiatives last year was BRACE (Business Results Achievement
through Competence & Ethics), an in-house executive development programme, for
our young managers. Spanning over three months, it offered latest insights in
managerial skills. Managers undergoing this programme were released from their
daily operational responsibilities to enable them to focus on the programme.
• A SWOT analysis is being carried out for the entire management staff, to help them
better understand their potential and prepare their individual development plan.
• Action Oriented Leadership programs are being initiated for senior level
management, developing cross-functional areas, to keep them intuned with the
changing environment.
• In the point of Appraisals
o The organisation aims to reward merit. This is achieved by having in

place, a structured performance appraisal system, which is upgraded
keeping in abreast with the latest developments. The key components of
our performance appraisal system are:
 a) quarterly reviews,
 b) Measurement against goals, skill employment and potential to

take up higher responsibilities.
 c) For the year 2001, Peer Appraisal has been introduced for
senior level management.
The process of mentoring is being developed in-house to guide young talent.

• Employees have been sent abroad for benchmarking studies.
• Life-enrichment series are organised to focus on how to tackle challenges on

business and personal fronts.
 TRAINING & DEVELOPMENT:
HRD Centre, a large training facility at Vasind is the focal point of training in the company.
Faculty includes HR staff, line / functional Managers and external experts. Training in
technical areas is supplemented with managerial and behavioral training.
• APPRAISALS:
The organization aims to reward merit. This is achieved by having in place, a structured
performance appraisal system. The key components of our performance appraisal system are
a) Quarterly reviews,
b) Measurement against goals, skill employed and potential to take up higher responsibilities.

ANALITICAL WORK AT JINDAL

The work done by me at JINDAL was to identify the training needs of the employees there. This
included different of employees from shop flour level to middle level management level. I have
started the work as directed by my guide & HR manager at JINDAL Mr. Ratish Jha, the steps
taken by be are mentioned below.
TRAINING PROCESS
1. TRAINING NEEDS IDENTIFICATION:

Training in the company is aimed at the systematic development of knowledge, skills & attitude.
The superiors have to look at their subordinate’s development as a key target area. The
development of an individual’s performance skills leads to an improvement in performance & in
turn adds value to the organization.
Objective
• To get access to a broad spectrum of the practical knowledge relating to training.
• To identify the training needs of employees from L-06 to L-12 and to categorize them as
per department.
• To find out which training need is required by most of employees.
Methodology
The concept of training cannot be understood from books or theories at home or so…It demands
more of practical knowledge. So for this purpose, I did my placement at JINDAL Iron & Steel Co.
Ltd. I worked there for more than one and half month and gave life to this project.
Primary data:
For purpose of collecting primary data, I worked with my guide Mr. Ratish Jha, who helped me in
getting aware of the process of training followed by JINDAL. I also met with few of the
employees of the company who provided me with first hand information

Secondary data:
As for the secondary data, I went through many books, magazines, files and folders provided by
company and my college library. And quite deliberately, I have tried to present it with more of
graphs to make it easily understandable to readers.
Identification of Training Needs

(Done At JINDAL)
Training will be imparted on the basis of:
A. Needs identified from the performance review – on yearly basis at the individual
level.
B. Needs identified at the division/departmental level by the division/departmental
head on areas which are specific to his division/departmental.
C. Needs identified at functional level by functional head like Marketing/Human
Resources/Purchase/Finance.
D. Organizational level training programs such as programs on Total Quality
Management, Supervisory Development, Cost Improvement, etc.
Based on the number of people & the identified need, the programs would be held within the
organization (internal training programs) or the employees will be nominated to various institutes
of repute (external training programs).
The first step in whole of training procedure is the identification of training needs of employees.
Need assessment diagnoses present problems and future challenges to be met through training.
Organizations spend vast sum of money on training. Before committing such huge resources,
organization would do well to assess the training needs of their employees. Organization that
implements training programs without conducting needs assessment may be making errors. For
example, a need assessment exercise might reveal that less costly interventions (e.g. selection,
compensation package, and job redesign) could be used instead of training.
As identification of training needs is important, we followed step by step procedure:

1. Creating database: We were required to identify training needs of employees from L-06 to
L-12 i.e. employees from middle level and managerial level. So, we prepared database of these
employees. Database included employee’s name, token no., designation, total experience etc.
2. Preparing Questionnaire: We then prepared questionnaire that contained questions related
to survey. A specimen of the Questionnaire is showed on the annexure 1. All the personal details
of the employees mentioned in the questionnaire, were filled by us from the database already
created.
3. Appraisal forms: The next step was to analyze appraisal form of each and every employee.
Appraisal forms of JINDAL included many details like past performance, past training identified,
past training given, goals met etc, which served as the input for our project.
4. Meeting with Head of departments: We finally interviewed Head of the Departments, who
provided us with specific training needs (behavioral & technical) as identified by them for the
employees in their departments. We also asked them to give appropriate weightage (in percentage
terms) to these identified training needs in order to categorize them in High, Middle and Low
priority.
High priority 65 to 100 %
Middle priority 30 to 65 %
Low priority 1 to 29 %
This would be a sound base while actually designing the training programmes.
5. Analysis of questionnaire: The last step was to analyze the collected data and compile it. In
order to make it more useful and easily understandable, we showed important findings with the
help of graphical representation of the compiled data. Some of the graphics of our project have
been shown after specimen questionnaire.
6. Record of Personal Attributes: Along side in order to keep a record of the “strengths” and
“Areas of Improvements” of the employees, we thus asked HOD’s about their comments on
employee’s personal attributes which became a part of our compiled data.
We were given the task to identify the behavioral training needed top the employees & hence
according to that all the above information was compiled and we finally prepared graphs (annexure
3). Consisting of the training need require by employees at different department & with their
priorities.

To make you understand the abbreviation mentioned in the graph we have also provided the list of
training needs in (annexure 2)
2. PROCEDURE FOR NOMINATION:

The concerned HOD has to nominate in the prescribed format in line with the training needs
identified at the beginning of the year also in line with the training plan to the Human Resource
Department who will obtain the necessary approvals. Internal employee will facilitate most of
the programs. In case external faculties are approached for conducting certain sessions, prior
approval of Head-HR has to be taken for the payment of professional fees & the course
content. The concerned coordinator will also organize to collect an evaluation feedback form,
which will be handed over to the location Human Resource Department for analysis & future
reference.
3. INTERNAL TRAINING
If the number of people identified with a specific need is large, then the programs will be held
within the organization using the available resources like people with professional expertise,
in-house venues like HRD centre. The annual training plan will be drawn by Human Resource
Department based on the identified needs. This will circulate every year during the month of
July, along with all details regarding the programs.
4. EXTERNAL TRAINING
In the event of number of employees being identified with a specific area of improvement
being few, then the division/department head will communicate to Human Resource
Department the need for identifying institutes where they can be deputed. The training calendar
from various institutes will be available with the Human Resource Department, for helping
managers to take the necessary decision.
The immediate superior will initiate the nomination after discussion with the concerned
employee. The nomination form is then sent to the Human Resource Department, justifying the
needs of employee to attend the program & the action plan, which would be drawn up after the
completion of the course. Human Resource Department will process the nomination & make

necessary payments to the institutes/agencies. In case the program duration is 2 days or mare &
the course fees is more than Rs.5000/-, approval from the Jt. Managing director & CEO has to
be obtained before the nomination is processed.
The Human Resource Department will also ensure to get the feedback form from the employee
after his completion of the course. A half day session by the employee for a few managers to
transfer the learning should be organized by the Human Resource Department, within 15 days
of the return of the concerned manager. The employee shall submit the course material to the
Human Resource Department for the purpose of maintaining the library & if so required retain
a copy of the same.
5. TRAINING FEEDBACK
This forms an integral part of the entire training process. Evaluation/Feedback from the
training indicates appropriate changes that have to be made in the program design/content,
which will improve the effectiveness of the program.
The feedback will also consist of an action plan by the concerned employee with a specific
time frame to implement the learning to the actual performance. The feedback forms are
available with the Human Resource Departments. It is the responsibility of the head of the
department & the Human Resource Department to work together to assess the effectiveness of
the training attended by the employee. This will also help in updating the training records of
the individuals & in conducting an analysis of various training programs.

OTHER ACTIVITIES
As being a B.M.S student I was first given a chance to spend some time at welfare centre, & get
acquainted with the companies’ atmosphere, which included some of my major activities as I
spend more than half a month there also.
Welfare center is an activity center at JINDAL colony for the belonging of employees & workers
presently running under Mrs. Vidya Gorakshakar. The activities taken place in this centre was
Adult Literacy, Training in Tailoring, Pickle & Papad making, etc at initial stages. Now the
activities conducting there are like Festival Celebration at large, counseling regarding health ,
Hygiene, Development of children, community development, self help & skill development,,
awareness regarding small savings, road safety, safety at home, Alcohol addiction & its affects,
cancer awareness, Aids awareness, career guidance, hobby classes, library, etc.
These all provided me immense knowledge about the activities taken place at JINDAL for their
employees & their family. I was given a project to restructure the welfare library where there were
many book for ladies & children of employees staying at JINDAL colony. I did that under the
guidance of Vidya Mam;
Firstly I rearranged the books at library. And the prepared the list of all those books in the
computer to make it easy to refer for everyone.
Then included new books in library which were brought by Vidya Mam, donated by Brahma
Kumaris, donated by Mrs. JINDAL, etc.
I also looked after the accounts of Shram-Sadhana which is a vocational education centre
organized by JINDAL for their workers & near by residents.
Shram-Sadhana Vocational Training Centre was mission of JISCO regarding corporate social
responsibility is very clear our mentor Shri Sajjan JINDAL, elucidates it very aptly when he says;

“The industry should embrace the philosophy of CSR as a discipline and partner with government
I resolving the problems of underprivileged in the society. The trust should shift from charity to
certain of enterprising self reliant society which can sustain itself independent.”
The Mission of Shram-Sadhana Vocational Training Centre is
“To contribute towards rural development by promoting self-employment among rural youth,
especially women by imparting information and developing skills” this also contributed to my
experience because I also got a chance to communicate with villages near by to JISCO.
I was also given a chance to assist induction programme held in the company. The programme was
for all new employees of the company joined between the periods of 1st April to 1st June.
Induction is an opportunity to for the company to show their concern for their new employees, it
makes the employees feel at home & experience their work at pleasure. It is a standardized process
followed for the orientation of new employees with a view to familiarizing them with the
company, its values, culture, systems & people. It ensures that the mew employee fits into his or
her designated role & become effective on the job, in the shortest possible time.

CONLUSION
All is well that ends well’. The entire project proved to be of immense help in my learning process.
I came across the various practicalities existing in the Performance appraisal system.
During the study of the project I got to know various aspects of the training & development such as
how it helps to get a insight into the strong and weak areas of the employees in terms of the
effective performance of roles, activities, styles, traits, qualities, competencies (knowledge, attitude
and skills), impact on others etc. It also helps in performance management system and preparing
action plans accordingly to enhance the performance of individual or group of individuals.
Hence I would like to conclude by mentioning, that the corporate experience which I got in
JINDAL IRON AND STEEL COMPANY regarding my project on IDENTIFICATION OF
TRAINING NEEDS shows how much importance is given to the training & development of
employees in JINDAL and other companies for enhancing the employees skills and knowing their
development needs by the top management and their commitment play a very important role in the
successful implementation and use of the system.
• This project in JISCO helped me a lot in gaining industrial experience which some time
related or unrelated to what we are studying presently in are books.
• While doing this project i came to know about the real situations held in the company & the
reactions given to them by different departments & the people at different grades.
• This is an excellent chance given to BMS students to explore their knowledge & apply
them.
• While doing this project i noticed that there are different training needs of employees at
different department. E.g. the staff at purchase dept needs the training related to letter
writing to have a sound buyer – supplier relationship.
• There is much such need which is common among maximum of employees. E.g.
communication skills.
• Different people whom i went for reference of their dept took it differently. Some gave
overwhelming response & also helped us gave some knowledge on how continue on it.

Some ignored it & perceived it as useless as it was done by students. So this also gave us
chance to know about industrial environment.
• This project gives me a clear idea of what are training requirements of the employees at
JISCO. Working at each & every department from shop-flour worker to middle level
management.
• The experience of more than one and half month at JISCO give me pride to say that it was
great working as a summer trainee at JISCO.
• This experience also helped in gaining a confidence level, making & maintaining more &
more contacts. Which are helping me & will be helping in future too.

REFERENCES
• THE RESOURCES USED FOR PREPARING THIS REPORT ARE:
o The Sites Referred Are:

 www.jisco.com
 www.brain.webus.com
 www.newhorizons.org
 www.gurukulonline.co.in
 www.hrgurus.com
o The Books Referred Are:
 Human Resource & Personnel Management text & cases – By K.
Aswathappa, 3rd Edition, Tata McGraw-Hill Publishing Company
Limited.
 Personnel Management – By C. B. Mamoria & S. V. Ganekar, 25th
Edition 2005, Himalaya Publishing House.
 Employee Development – By Rosemary Harrison (1996)
 Identifying Targeted Training Needs – By Sally Sparhawk published in
1995 by Kogan Page Ltd.
o Educational CD Referred is:
 Microsoft Encarta Refference Suite – Encyclopedia 2001
o News paper referred are:
 Times of India – times ascent (potential beyond boundaries), pg 14 –
Mumbai- Wednesday June 29,2005
o Personal Records Of the Company:
 Performance Appraisal Forms of every employee belonging to lower
level of management to middle level management
 Human Resource Manual of the Company comprising of strategies &
guidelines to go forward in the project

 Past Record of employees
ANNEXURE
QUESTIONNNIRE FOR IDENTIFICATION OF TRAINING NEEDS (2004-05)
TOKEN NO. ___________
1. EMPLOYEE NAME: ___________________________________________________
2. DEPARTMENT: ___________________ 3. YRS OF SERVICE: ___________
4. DESIGATION & GRADE: _______________________________________________
5. EDUCATIONAL QUALIFICATION: ______________________________________
6. KEY PERFORMANCE AREAS:

A. _____________________________________________________
B. ______________________________________________________
C. ______________________________________________________
7. PAST TRAINNG NEEDS IDENTIFIED: (2003-04)
A. ______________________________________________________
B. ______________________________________________________
8. NEEDS AS PER APPRAISAL FORM:
A. ______________________________________________________
B. ______________________________________________________
C. ______________________________________________________
---------------------------------------------------------------------------------------------------------------------
9. NEEDS IDENTIFIED BY THE HEAD OF THE DEPARTMENT: Weightage(in %)
A. ______________________________________________________
B. ______________________________________________________
C. ______________________________________________________
10. PERSONAL ATTRIBUTES:

STRENGH AREAS OF IMPROVEMENT
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________________________

LIST OF CODES FOR BEHAVIORAL TRAINING

NEEDS
Sr. No. Training Needs Codes
1 Communication Skills CS
2 Team Building TB
3 Leadership Skills LS
4 Presentation Skills PS
5 Time Management TM
6 Personality Development PD
7 Emotional Intelligence EI
8 Interpersonal Skills IS
9 Change Management CM
10 Subordinate Development SD
11 Performance Enhancement PE
12 Self Development SD
13 Effective Supervision ES
14 Positive Attitude PA
15 Managerial Skills MS
16 Computer Fundamentals CF
17 Train The Trainer TT
RESULT OF THE RESEARCH (IN GRAPHS)

TRAINING NEEDS IDENTIFIED IN ACCOUNTS
14
12 High Priority
No. of employees
10 Middle Priority
6 Low priority
8
6
4 6
6
2 2 1
1 1 1 1 1 1 1 2
0
C.S T.B I.S L.S P.D P.S K.A.S R.A DT &
Itax
Type of Training
K.A.S -> Knowledge of Accounting Standard

DT & Itax -> Direct Tax & Indirect Tax
TRAINING NEEDS IDENTIFIED IN EXCISE
8
High Priority
7
Middle Priority
No. of employees
6
Low priority
5
4
7 1
3 6
2
3 1
1
1 1
0
L.S E.S C.S C.F TAER & P
Type of Training
TAER & P -> Technical Aspects of Excise Rules & Procedures

TRAINING NEEDS IDENTIFIED IN PURCHASE
8
High Priority
7
Middle Priority
No. of employees
6
Low priority
5
4
7
3
1
2 2
1 3 1 3 1 1
1 2 2 2 2
1 1 1 1 1 1 1 1
0
I /E
F. Tax
T.B
P.D
C.S
L.S
P.S
IMS / EMS
M.S
E- Procr
T.M
S.C.M
Tech(E.M)
(Purch)
Tech(M.M)
R.A
Type of Training
Tech(M.M) – Technical training in relation to Mechanical Maintenance

Tech(E.M) - Technical training in relation to Electrical Maintenance
TRAINING NEEDS IDENTIFIED IN STORES
6
High Priority
5 M iddle Priority
Low priority
No.of Employees
3 2
3 3
2 2
1 1
1 2 2 2 2
1 1 1 1 1 1 1 1 1
0
C.S P.A M .S L.S T.B I.S T.M P.D R.A C.F P.S E.I CM &
C
Type of Training
CM & C -> Cost Management & Control

TRAINING NEEDS IDENTIFIED IN COSTING

4
High Priority
No. of Employees
3 Middle Priority
Low priority
2
3 3
1 2 2
1 1
0
Type of Training
LT of C & B -> Latest Techniques of Costing & Budgeting
TRAINING NEEDS IDENTIFIED IN SALES AUDIT

3
High Priority
No. of Employees
Middle Priority
2
Low priority
1 2 2
1
0
L.S Sales tax & excise G.A abt Product
Type of Trainnig
G.A abt Product -> General Awareness about the product

TRAINING NEEDS IDENTIFIED IN PPC

9
8
High Priority
No.of Employees
7
6 M iddle Priority
5 6 6 Low priority
4 6
3
2 4
1
1 2 2 2 2
1 1 1 1 1 1
0
C.F
ERP
C.S
Analytical
S.C.M
P.S
L.S
SQL
Scheduling
Process
Steel plate
grades
HR
skill
Type of Training
S.C.M -> Supply Chain Management

S.Q.L -> Structured Query Language
TRAINING NEEDS IDENTIFIED IN HUMAN

RESOURCES
7 High Priority
6 Middle Priority
No.of Employees
5 Low priority
3
4
3
3
2
3 3
1 2 2
1 1 1 1 1
0
C.F
C.S
T.B
Revenue
T.T
L.S
M.S
P.Speaking
L.Laws
Acts
K.of
Type of Training

TRAINING NEEDS IDENTIFIED IN QUALITY

ASSURANCE
14
High Priority
12 Middle Priority
No of Employees
10 Low priority
1
8
10
6
8
9 3
4
2 7
2 2 2 2
1 1 1 3 3 1 3 3
2 2 2
1 1 1 1 1 1 1 1
0
Type of Training
TRAINING NEEDS IDENTIFIED IN ARP & ETP

(OPERATIONS)
9
High Priority
No. of Employees
8
7 Middle Priority
6
5 6 Low priority
4 7
3
1
2 1
1 2 2 2
1 1 1 1
0
C.S P.S C.F R.A QMS/ Adv ETP K of CR Water
EMS process Opern Trt
Type of training

TRAINING NEEDS IDENTIFIED IN LOGISTICS

8
High Priority
7
M iddle Priority
6
No. of Employees
Low priority
5
4
5 7
3
5 5
2 2
1
1 1
0
L.S C.F EMS ISO CS
Type of Training
TRAINING NEEDS IDENTIFIED IN

PRODUCTION PICKLING
6
High Priority
5
No of Employees
Middle Priority
4 Low priority
3 4
2 4
1
1
1 1 1 1
0
C.F QMS / EMS Identifying Modern Advance
defects in pickling line Water mgt
RM
Type of Training

TOP '6' TRAINING NEEDS OF THE EMPLOYEES
80
High Priority
70 10 Middle Priority
No.of Employees
60
Low priority
50
40 51
30 1 3
1
20 27
24 21 1
18
10 12
12 6 4 4 4 4
0
R.A
C.F
EMS/QMS/ISO
L.S
P.S
C.S
Type of Training
BASIC CLASSIFICATION OF TRAINING NEEDS
300
257 High Priority
250 239 Middle Priority
Low Priority
No of Employees
200
150
100
50 42 38
21 10
0
BEHAVIOURAL TECHNICAL
Type of Training



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Production includes those activities involved in conceptualizing, designing, and creating

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HUMAN RESOURCE MANAGEMENT

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HUMAN RESOURCES MANAGEMENT

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EVALUATION OF HRM IN INDIA

Period Development Outlook Emphasis Status

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Training & Development

Management Willing ional

Ethical issues in HRM

MEANING & DEFINATIONS

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Managers' Course: The Manager-as-Mediator Seminar: How to mediate conflict between

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Key Learning Points:

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• The company's history and mission.

ROLE PLAYING AND SIMULATION

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• strategic assessment of organizational and department priorities and 'high-yield' training

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MENTORING COST ANALYSIS AND JUSTIFICATION

• Training of mentor(s) - comfortably achievable for £1,000/head - it's not rocket

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Capability: Capability involves the wide spectrum of computer hardware, infrastructure, IT

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E-Learning-ready: Each success factor--each of the five Cs--requires individual consideration,

PRINCIPLE ONE-THE BRAIN IS A COMPLEX ADAPTIVE SYSTEM.

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PRINCIPLE TWO-THE BRAIN IS A SOCIAL BRAIN:

PRINCIPLE THREE-THE SEARCH FOR MEANING IS INNATE:

PRINCIPLE FOUR-THE SEARCH FOR MEANING OCCURS THROUGH"

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PRINCIPLE FIVE-EMOTIONS ARE CRITICAL TO PATTERNING:

PRINCIPLE SIX-EVERY BRAIN SIMULTANEOUSLY PERCEIVES AND CREATES

PRINCIPLE SEVEN-LEARNING INVOLVES BOTH FOCUSED ATTENTION AND

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PRINCIPLE EIGHT-LEARNING ALWAYS INVOLVES CONSCIOUS AND

PRINCIPLE NINE-WE HAVE AT LEAST TWO WAYS OF ORGANIZING MEMORY:

PRINCIPLE TEN-LEARNING IS DEVELOPMENTAL:

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PRINCIPLE ELEVEN-COMPLEX LEARNING IS ENHANCED BY CHALLENGE AND

PRINCIPLE TWELVE-EVERY BRAIN IS UNIQUELY ORGANIZED:

NEED FOR BASIC PURPOSE OF TRAINING

Reasons for emphasizing the growth and development of personnel include

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