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A PROJECT REPORT

ON

TRAINING AND DEVELOPMENT WITH

SUNRISE eSUPPORT PVT. LTD.

Submitted in partial fulfillment of requirement for the award of Degree of

Master of Business Administration,

MAHARISHI DAYANAND UNIVERSITY, ROHTAK

HARYANA

Session

2017-19

Under the guidance of: Submitted by:


BHUMIJA SINGH
REGD NO. 17GU130173

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STUDENT’S DECLARATION

I hereby declare that this Project Report titled “Training and Development Practices at
Sunrise eSupport’’ student of Gurgaon Institute of Technology and Management,
Gurugram, is a bonafide work undertaken by me and has not been submitted in partial
fulfillment of the requirements for the Degree of Master of Business Administration to
Maharishi Dayanand University, Rohtak is my original work and the same has not
been submitted for the award of any other Degree/Diploma/Fellowship or other similar
titles or prizes.

Student signature
BHUMIJA SINGH
Reg. No. 17GU130173

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ACKNOWLEDGEMENT

In pursuing of my MBA and other commitments, I under took the task of completing my
project report on “Training and Development Practices at Sunrise eSupport”. To this
and I would like to thank and convey my gratitude to the management of Sunrise eSuport,
who allowed me to conduct my project and gave me their whole-hearted support.

I also record my thanks to all the employees, ex-employees and customers of Sunrise
eSupport some of whom were frank and forthright and a few who were slightly
apprehensive but nevertheless gave me their full co-operation. To all those I owe a debt
of gratitude.

I am fortunate in having sought and secured valuable guidance, continuous


encouragement and strong support at every stage of my guide and supervisor
Mr. Naresh Sheokand, and am deeply grateful to him.

I am grateful to my fauclty guide _______________ for his efforts during my summer


training work. I am also thankful to Mr. Naresh Sheokand for his thoughtful advice and
useful suggestion carrying our work.

I appreciate the co-ordination extended by my friends and also express my sincere


thankfulness to the entire faculty members of Gurgaon Institute of Technology and
Management, Gurugram, giving me the opportunity to do this project and also assisting
me for the same.

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CONTENT

EXECUTIVE SUMMARY..........................................................................................06

INTRODUCTION .......................................................................................................07

LITERATURE REVIEW.............................................................................................09

OBJECTIVES OF TRAINING....................................................................................12

OBJECTIVE OF THE STUDY...................................................................................30

RESEARCH METHODOLOGY.................................................................................31

SUNRISE eSUPPORT PROFILE................................................................................34

FUNCTIONAL AND BEHAVIORAL TRAINING....................................................38

MODALITIES.............................................................................................................38

SUCCESSION PLANING...........................................................................................39

DATA ANALYSIS........................................................................................................40

NEED IDENTIFICATION AND ANALYSIS IMPLEMENTATION.........................47

PLANNING TRAINING.............................................................................................47

IMPLEMENTATION...................................................................................................48

FEEDBACK.................................................................................................................48

REACTION..................................................................................................................48

LEARNING.................................................................................................................50

BEHAVIOR..................................................................................................................50

APPROACH................................................................................................................52

EMPLOYEE NEEDS...................................................................................................53

SERVICE OFFERINGS...............................................................................................53

LEADERSHIP AND TEAM BUILDING...................................................................54

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INDUCTION................................................................................................................55

CONCLUSION............................................................................................................57

REFERENCES.............................................................................................................58

ANNEXURE – QUESTIONNAIRE............................................................................59

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EXECUTIVE SUMMARY

Every organization needs to well-trained and experienced people to perform the activities
that have to be done. As the job becomes more complex, it becomes necessary to raise the skill
level of employees and thus, employee development. In a rapidly changing society, employee
training and development is not only an activity that is desirable but also an activity that an
organization must commit resources to maintain a viable and knowledgeable work force.

Training & Development is the field concerned with workplace learning to improve
performance. Such training can be generally categorized as on-the-job or off-the-job. It deals
with the design and delivery of learning to improve performance within organizations.

New workers in a firm are usually given an induction programme in which they meet other
workers and are shown the skills they must learn. Many large firms will have a detailed
training scheme, which is done on an 'in-house' basis.

Training is imparted in every field and we would be referring to the training in mid and large
size companies as to how the companies develop or polish the knowledge, skills and attitudes
of their employees for higher productivity and satisfaction to both the employer and employee.

Thus, we will be discussing the training practices prevalent at Sunrise eSupport Pvt. Ltd. We
have also covered how exactly the employees imbibe the values and culture at Sunrise which
they are proud of.

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INTRODUCTION TO TRAINING & DEVELOPMENT

TRAINING & DEVELPOMENT

Training is one of the processes required to turn new members of an organization into
“productive insiders”.

 “Training is a process of transmitting and receiving information related to problem


solving.” Halloram

 “Training is the international act of providing means for learning to take place.”
Proctor and Thornton

 “Training is a means to educate somewhat narrowly mainly by instruction, drill and


discipline. It is referred as applying principally to the improvement of skills and
hence to learning how to perform specific tasks.” Yoder

 “Training is being defined as an act of increasing the knowledge and skill of an


employee for doing a particular job. It is concerned with imparting specific skills for

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particular purposes. Training is aimed at learning a skill by a prescribed method of
application of a technique.” Tripth

 “Training is the formal procedure which a company utilizes to facilitate learning so


that the resultant behaviour contributes to the attainment of the company’s goals and
objectives.” MC GHEE AND THAYER

Thus, training refers to the efforts made on the part of the trainer who facilitates
learning on the part of the training to increasing skills knowledge and perfection in a
specific task for efficiency economy and satisfaction.
Upon reviewing the variety of definition of training available the following
characteristics can be listed as key elements for effective training.

 Effective training is the learning experience


 Effective training is a planned organizational activity
 Effective training is a response to identified needs.

Training enables employees to demonstrate new concepts, build skills, solve difficult
interpersonal relationship and technical problems or gain insight into behavior accepted
as “the way things are”.

 A key assumption of training is that by giving employees skill and insight for
identifying and defining organizational problems, individual will have greater
capacity to change unproductive and unsatisfying organizational structures and
processes. It is a catalytic process that depends largely on the abilities of informed
and skilled members to develop their tools for charge.
 However, the individual abilities must be simultaneously supported by
organizational accountability so that, participants use their abilities to the hilt to
learn from the training programmes and transfer those learning to the workplace
and is technically termed as the transfer of training effects. It is basically the
process of increasing the knowledge and skills for doing a particular job; an

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organized procedure by which people gain knowledge and skill for a definite
purpose.

LITERATURE REVIEW

Employee training is a specialized function and is one of the fundamental


operative functions of Human Resource Management.
According to FLIPPO,
 “Training is the act of increasing the knowledge and skill of an
employee for doing a particular job.”
 It is a short-term educational process and utilizing a systematic and organized
procedure by which employees learn technical knowledge and skills for a definite
purpose.

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 Training refers to the organization’s efforts to improve an individual’s ability to
perform a job or organizational role. It can be defined as a learning experience in
which it seeks a relative permanent change in an individual that would improve his
ability to perform the job.
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

Training and development go hand in hand and are often used synonymously but there is
a difference between them.

Training is the process of learning a sequence of programmed behavior. It is an


application of knowledge. It gives people an awareness of the rules and procedures to
guide their behavior. It intends to improve their performance on the current job and
prepares them for an intended job.

Development is a related process. It covers not only those activities, which improve job
performance, but also those, which bring about growth of the personality. It helps
individual in the progress towards maturity and actualization of potential capabilities so
that they can become not only good employees but better human beings.

PRINCIPLES OF TRAINING
 Motivation
 Learning is enhanced when the learner is motivated. Learning experience must
be designed so learners can see how it will help in achieving the goals of the
organization. Effectiveness of training depends on motivation.
 Feedback
 Training requires feedback. It is required so the trainee can correct his mistakes.
Only getting information about how he is doing to achieve goals, he can correct
the deviations.

 Reinforcement

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 The principle of reinforcement tells the behaviors that are positively reinforced
are encouraged and sustained. It increases the likelihood that a learned behavior
well be repeated.

 Practice
 Practice increases a trainee’s performance. When the trainees practice actually,
they gain confidence and are less likely to make errors or to forget what they
have learned.

 Individual Differences
 Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training
must be geared to the intelligence and aptitude of individual trainee.

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OBJECTIVES OF TRAINING

 To increase productivity
An instructor can help employees increase their level of performance on their
assignment. Increase in human performance leads to increase in the operational
productivity and also the increase in the profit of the company.
 To improve quality
Better-trained workers are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational
employment atmosphere.
 To help a company fulfill its future personnel needs
The organizations having good internal training and development programmes
will have to make less changes and adjustments. When the need arises, vacancies
can be easily staffed.
 To improve organizational climate
An endless chain of positive reactions result from a well planned training
programme.
 To improve health and safety
Proper training can prevent industrial accidents. A safer atmosphere leads to more
stable attitudes on part of the employees.
 Obsolescence prevention
Training and development programmes foster the initiative and creativity of
employees and can help prevent manpower obsolescence.
 Personal growth
Employees on a personal basis gain individually from their exposure to
educational expressions. Training programmes give them wider awareness and
skills.

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NEED FOR TRAINING

 To impart to the new entrants the basic knowledge and skills they need for definite
tasks.

 To assist employees to function more effectively in their present positions by


exposing them to new concepts.

 To build a line of competent people and prepare them to occupy more responsible
positions.

 To reduce the supervision time, wastage and spoilage of new material.

 To reduce the defects and minimize the industrial accidents.

 To ensure the economical output of the required quality.

 To prevent obsolescence.

 To promote individual and collective morale, responsibility and cooperative attitudes


etc.

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TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may


be of the following types:

 Orientation training: Induction or orientation training seeks to adjust newly


appointed employees to the work environment. Every new employee needs to be
made fully familiar with his job, his superiors and subordinates and with the rules and
regulations of the organization. Induction training creates self-confidence in the
employees. It is also knows as pre-job training. It is brief and informative.

 Job training: It refers to the training provided with a view to increase the knowledge
and skills of an employee for performance on the job. Employees may be taught the
correct methods of handling equipment and machines used in a job. Such training
helps to reduce accidents, waste and inefficiency in the performance of the job.

 Safety training: Training provided to minimize accidents and damage to machinery


is known as safety training. It involves instruction in the use of safety devices and in
safety consciousness.

 Promotional training: It involves training of existing employees to enable them to


perform higher-level jobs. Employees with potential are selected and they are given
training before their promotion, so that they do not find it difficult to shoulder the
higher responsibilities of the new positions to which they are promoted.

 Refresher training: When existing techniques become obsolete due to the


development of better techniques, employees have to be trained in the use of new
methods and techniques. With the passage of time employee may forget some of the
methods of doing work. Refresher training is designed to revive and refresh the
knowledge and to update the skills of the existing employees. Short-term refresher
courses have become popular on account of rapid changes in technology and work

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methods. Refresher or re-training programmes are conducted to avoid obsolescence
of knowledge and skills.

 Remedial training: Such training is arranged to overcome the shortcoming in the


behaviour and performance of old employees. Some of the experienced employees
might have picked up appropriate methods and styles of working. Such employees are
identified and correct work methods and procedures are taught to them. Psychological
experts should conduct remedial training.

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PROCESS OF TRAINING

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METHODS OF TRAINING

METHODS OF
TRAINING

ON- THE- JOB OFF- THE- JOB


METHODS METHODS

 On-the-job techniques

On the job techniques enables managers to practice management skills, make mistakes
and learn from their mistakes under the guidance of an experienced, competent manager.
Some of the methods are as:

 Job Rotation: It is also referred to as cross training. It involves placing an employee


on different jobs for periods of time ranging from a few hours to several weeks. At lower
job levels, it normally consumes a short period, such as few hours or one or two days. At
higher job levels, it may consume much larger periods because staff trainees may be
learning complex functions and responsibilities.
 Job rotation for managers usually involves temporary assignments that may range
from several months to one or more years in various departments, plants and offices.
 Job rotation for trainees involves several short-term assignments, that touch a variety
of skills and gives the trainees a greater understanding of how various work areas
function.
 For middle and upper level management, it serves a slightly different function. At this
stage, it involves lateral promotions, which last for one or more years. It involves a
move to different work environment so that manager may develop competence in
general management decision-making skills.

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 Enlarged and enriched job responsibilities: By giving an employee added job
duties, and increasing the autonomy and responsibilities associated with the job, the
firm allows an employee to learn a lot about the job, department and organization.

 Job instruction training: It is also known as step-by-step training. Here, the trainer
explains the trainee the way of doing the jobs, job knowledge and skills and allows
him to do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee. In simple words, it involves
preparation, presentation, performance, and tryout and follow up.

 Coaching: The trainee is placed under a particular supervisor who functions as a


coach in training the individual. The supervisor provides the feedback to the trainee
on his performance and offers him some suggestions for improvement. Often the
trainee shares some duties and responsibilities of the coach and relives him of his
burden. A drawback is that the trainee may not have the freedom or opportunity to
express his own ideas.

 Committee assignments: Here in, a group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. This develops
team work and group cohesiveness feelings amongst the trainees.

 Off-the-job training techniques


It includes anything performed away from the employee’s job area or immediate work
area. Two broad categories of it are:

 In house programmes
These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.

 Off-site programmes

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It is held elsewhere and sponsored by an educational institution, a professional
association, a government agency or an independent training and development firm.

The various off- the- job-training programmes are as follows:

 Vestibule training: Herein, actual work conditions are simulated in a classroom.


Material, files and equipment those are used in actual job performance are also used
in training. This type of training is commonly used for training personnel for clerical
and semiskilled jobs. The duration of this training ranges from few days to a few
weeks. Theory can be related to practice in this method.

 Role-playing: It is defined as a method of human interaction that involves realistic


behaviour in imaginary situations. This method involves action doing and practice.
The participants play the role of certain characters, such as production manager, HR
manager, foreman, workers etc. This method is mostly used for developing
interpersonal interactions and relations.

 Lecture method: The lecture is a traditional and direct method of instruction. The
instruction organizes the material and gives it to the group of trainees in the form of a
talk. To be effective, the lecture must motivate and create interest among the trainees.
An advantage of this method is that it is direct and can be used for a large group of
trainees.

 Conference or discussion: It is a method in training the clerical, professional and


supervisory personnel. It involves a group of people who pose ideas, examine and
share facts and data, test assumptions and draw conclusions, all of which contribute to
the improvement of job performance. It has an advantage that it involves two-way
communication and hence feedback is provided. The participants feel free to speak in
small groups. Success depends upon the leadership qualities of the person who leads
the group.

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 Programmed instruction: This method has become popular in recent years. The
subject matter to be learned is presented in a series of carefully planned sequential
units. These units are arranged from simple to mere complex levels of instructions.
The trainee goes through these units by answering questions or filling the blanks. This
method is expensive and time consuming.

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EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their
implementation in any business organization. They are the president, the vice-president,
the managing director, works manager, plant superintendent, controller, treasurer, office
managers, engineers, directors of functions such as purchasing, research, personnel, legal,
marketing etc.

Executive development may be stated as the application of planned efforts for raising
the performance standards of high level managers, and for improving the attitudes and
activities that enter into or influence their work and their work relations.

Following are the steps, which are involved in the development process of executives:

 Objectives
The first and foremost step is to define the long- term objectives of training and
development of executives.

 Strength and weakness


An inventory of managers is taken with special focus on their strength in terms of
managerial skills and other attributes. Their unique capabilities, specialist
knowledge and achievements are listed down against each. A comparison with the

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requirement of the organization will bring the gap in knowledge and skills of
existing executive. This is the weakness.

 Long- range plans


Here the management prepares long-term training and development plans for their
executives, which include the annual training targets, the annual budgets and the
specific area of training.

 Short- term programme


This programme specify the duration, starting time, ending time, number of
executives being trained, identify the resources etc.

 Implementation
The training programme envisaged before is put into operation. The actual
training is initiated by proper timetable and other arrangements.

 Evaluation
In this step, the effectiveness of the executive training programme is evaluated by
measuring the improved performance of executives who underwent the
programme, on their job. There are various criteria of measuring effectiveness
such as validity, reliability etc.

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EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess


achievement and improve future effectiveness.

Kearns (1994) suggests that there are four groups of ‘measures’ of training
effectiveness, which are used by organization. The groups are as follows:

- No Measurement
- Subjective Measures
- Qualitative Measures
- Objective Measures

The first group, in which no real measurement occurs, includes activities


undertaken as an “Act of Faith”, where no form of measurement is attempted, such as
initiatives to improve communications in organization, which seem to make people feel
good and appear to have worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as


exemplified by the “Happy Sheet”. The main question asked is about how individuals
feel after the training. Organizations often make the assumption that positive responses
indicate training success and therefore value to the organization. However, course
delegates may well give strong positive response scores for a number of reasons,
including the presentational skills of the trainer, the quality of the venue, and the “feel
good” factor of indulging in a creative work group, and so on.

Quality measures appear to be more objective than the previous group, but are
often flawed by subjectivity as well. They are typified by questionnaires asking delegates
to “put a value on” the likely benefits of a training programme.

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Objective measures are the only really meaningful ones. However, they challenge
the provider of training to demonstrate how their training activities feed through to the
“bottom line”: in terms of return on investment and return on the capital employed. There
has often been an assumption, in times past, that training somehow “justifies itself”,
because it is all about developing people. However, it is incumbent on organizations to
look critically at the ways in which they evaluate their training activities, lest they fall
prey to the subject approach and are badly caught out when a rigorous analysis of all the
functions of the organization’s business is called for.

A desirable, if not essential, characteristic of all training programmes is a built-in


provision for evaluation. The four main dimensions of evaluation are:

 Evaluation of contextual factors


Training effectiveness depends not only on what happens during training, but also on
what happens before the actual training and what happens after the training has formally
ended. Evaluation should, therefore, be done of both the pre-training and post-training
work. Pre- training work includes proper identification of training needs, developing
criteria of who should be sent for training, how many at a time and in what sequence,
helping people to volunteer for training, building expectations of prospective participants
from training etc. Post- training work includes helping the concerned managers to plan to
utilize the participant’s training, and provide the needed support to them, building
linkages between the training section and the line departments and so on.

 Evaluation of training inputs


This involves the evaluation of the training curriculum and its sequencing.

 Evaluation of the training process


The climate of the training organization, the relationship between participants and
trainers, the general attitude, and approaches of the trainers, training methods, etc are
some of the important elements of the training process which also needs to be evaluated.

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 Evaluation of training outcomes
Measuring the carry-home value of a training programme in terms of what has been
achieved and how much is the main task of evaluation. This, however, is a complex
technical and professional task. Benefits of a training programme are not obvious and
they are not readily measurable. Payoffs from training are intangible and rather slow to
become apparent. A central problem is the absence of objective criteria and specific
definitions of relevant variables by which to measure the effectiveness either of specific
programmes or changes in employee behaviour. Nevertheless, the good personnel
managers do make an effort to systematically appraise the benefits and results of their
programmes.
In job-related training, the objective is to train people for specific job skills so that
their productivity may increase. Evaluation can be done either to the direct criterion of
increase in output or to the indirect criteria of decrease in cost, breakage or rejects. Even
more indirect are measures that point out changes in absenteeism or turnover. The most
difficult problems of evaluation lie in the area of human relations skill training, which is
given to the supervisors and middle- level managers. Supervisory and managerial training
programmes are, for this reason, less amenable to objective review procedures. Much
subjectivity enters into evaluations of these programmes, since exact standards and
criteria are hard to devise.

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THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of various
constraints. Many researchers have developed various methods and models in order to
facilitate this process. Some of the models are described as below: -

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation


being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational
context i.e. about individual difficulties, organizational deficiencies etc. in practice, this
mainly implies the assessment of training needs as a basis for decision. This involves:
 Examining the expectations and perceptions of the people.
 Examining whether the training needs were accurately identified.
 Putting the specific training event in the wider context of other training activities.
 Establishing whether the trainers enjoyed the confidence of the trainees and
whether the latter are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available human and
material training resources in order to choose between alternative training methods. This
involves:
 Establishing the adequacy of the resource base and its cost.
 Considering the choice and effectiveness of the training methods and techniques.
 Identifying the numbers who successfully completed the program compared with
those who started and draw appropriate inferences.
 Establishing whether the trainers were perceived to be credible as far as the
trainees are concerned.

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 Establishing whether the psychological and emotional climate of learning was
appropriate.

Reaction Evaluation: Monitoring the training as it is in progress. This involves


continuous examination of administrative arrangements and feedback from trainees. This
involves:
 Looking at the reactions of trainees to the content and method of training.
 Establishing the reaction of other people, particularly line managers to the early
results of the training program.
 Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:


 Establishing whether expectations of results were met.
 Identifying whether all or some of the learning objectives were met.
 Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:


 Immediate Outcomes
The changes in the trainee’s knowledge, skills and attitude that can be identified
immediately after the completion of training. The aim here is to find out the extent to
which positive transfer of learning has taken place from the training to the workplace.
This type of evaluation may be done in several ways such as behaviourally anchored
rating scales or self repots supplemented by reports of subordinates, peers and
supervisors or critical incidents etc.
 Intermediate Outcomes
These are the changes in trainee’s actual work behaviour, which result from training. The
assumption here is that effective training should be reflected in the trainee’s increased
job-proficiency.
 Ultimate Outcomes
These are the changes in the functioning of part or the entire organization, which have
resulted from changes in work behaviour. For this purpose, indexes of productivity,

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labour turnover etc, studies of organizational climate and human resource accounting are
taken as the ultimate results achieved by the trainee.

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HAMBLIN’S MODEL

Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training
program is one in which the weakness and failures are identified and corrected by means
of the negative feedback and strengths and successes and corrected by means of the
positive feedback.

The processes, which occur as a result of a successful training programme, can be divided
into 4 levels. The evaluation can be carried out at any of the following levels:

 Reaction Level: It measures the reactions of the trainees to the content and methods
of the training, not the trainer, and to any other factors perceived as relevant. It
determines what the trainee thought about the training.

 Learning Level: It measures the learning attitude of the trainees during the learning
period. It collects information that did the trainees learn what was intended.

 Job Behaviour Level: The job behaviour of the trainees in the work environment at
the end of the training period i.e. did the training got transferred to the job?

 Effect on the Department: Has the training helped the trainees in improving the
department’s performance?

 The Ultimate Level: It measures that has the training affected the ultimate well being
of the organization in terms of the business objectives.

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Measuring Techniques at
Training Each Level

O1 E1 Reaction Notebooks
Reactions Reaction Observer’s Record
Objectives Effects Reaction Forms

O2 E2 Written Exam
Learning Learning Multiple choice Test
Objectives Effects Learning Portfolios

O3 E3 Activity Sampling
Job Behaviour Job Behavior Interviews
Objectives Effects Questionnaires

O4 E4 Indices of Productivity
Organization Organization Organisation Culture
Objectives Effects

O5 E5 Cost Benefit Analysis


Ultimate Value Ultimate Value Human Resource
Objectives Effects Accounting

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OBJECTIVE OF THE STUDY

 To have knowledge and understanding of training practices in the Sunrise eSupport

 To study the training and development activities carried out in Sunrise eSupport

 To suggest improvement for effectiveness of the training and development sessions


conducted within the organizations after the study of practices.

 To find out the effectiveness of the training programs that the trainees underwent.

 To know frequency of training, training duration & period, training methods

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RESEARCH METHODOLOGY

Instrument used to measure the training system in Sunrise eSupport Pvt. Ltd. was of
primary and secondary kinds .

PRIMARY DATA: The primary source of data was through questionnaire


schedule.

SECONDARY DATA: The secondary source included brochures, annual reports,


magazines, employee’s handbook, magazines and journals
Sample size 50.

STATISTICAL TOOLS:-
It is very difficult to have detailed knowledge of employees so the surveyor has taken 50
samples due to limited resources and time factor. The management ranks are working in
different categories of different department. Thus it becomes equally justified to plan in
such a way that it covers all departments.

TOOLS:-
 Pie chart
 Bar diagram
 Text and statements

DATA COLLECTION:-
The questionnaire was served to senior manager, managers and employees.
Interpretation is also made in each question on the basis of the table and graph shown in
analysis chapter

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RELEVANCE BEHIND THIS STUDY
The essential elements in any commercial enterprise are materials, equipment and human
resource. Training allied to the other human resource specializations within management,
ensures a pool of manpower of the required level of expertise at the right time. But firstly
consider the attention given by an average organization to the provision of materials,
machinery and equipment. Then compare the commitment to the third essential factor in
then production cycle, viz: - human resources. One of the most Important factors in his
regard is the traditional view of training and trainers. They are seen as an expense, a
service, as second rate to production or as a necessary evil. Training has tended to fall
behind other management activities, especially in the planning phase. It is often carried
out as a reaction to immediate needs, a patch up operation in many cases, instead of an
ordered activity. Training and Development is especially designed to enhance the
competency of managers and workers dealing with a variety of organizational functions.
Training and Development is a process through which the goals of management
development can be achieved. Investment in Training and Development has come to be
considered as an asset for organizational development or in other words, Training is
indispensable for effective organizational development. Earlier, training was almost
exclusively trainer oriented and it was not need based. The trainer (training institute)
determined the objectives of the course, its duration, its contents and format etc. On many
occasions training was of a pedagogic nature with the trainer in complete control of the
direction of the training. Moreover, the alignment of the corporate goal was missing. The
views of the trainees were rarely sought or even if they were, it was with a condescending
attitude. Due to all these reasons the bottom-line contribution of training or the
organizational development were less. The current scenario seemed quite challenging
and motivating for me to do my reserach project on it.

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CONTRIBUTION TO THE RESEARCHER

I sincerely believe that working on this research work will help me to understand the
whole aspect of Training and Development, in a better manner and would also help me
to gain some practical knowledge about the Industry.

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- 35 -
ASPECTS OF TRAINING & DEVELOPMENT IN SUNRISE
eSUPPORT

Sunrise eSupport offering world-class customer care and human resources services since
2012. We combine specialized knowledge and expertise with solid execution to deliver
outsourced solutions, consulting services and software support.

We are dealing with clients in more than 10 countries and successfully managing the
increasing complexity and cost of caring for customers and employees. We serve the world's
leading companies in many industries including:

 Customer Support
 Digital Marketing
 Technology
 Consumer products and services

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Vision and Values:

At Sunrise Suuport, we understand the importance of defining our vision and values to
ensure consistency in the products and services that we provide you.

Our Vision

We will be acknowledged as the best in the world at enabling organizations everywhere


to enhance the value of their relationships with customers/clients and employees.

Our Values

Placing a high priority on these key values enables us to stay focused on delivering
superior service and products.

Unparalleled client satisfaction

 Teamwork
 Shareowner's trust
 Respect for the individual
 Diversity
 Corporate citizenship.

FAST FACTS ABOUT SUNRISE eSUPPORT

Global headquarter is located in PO BOX 494, Toongabbie, 2146, New South Wales,
AustraliaUSA

Leading provider of:

 Customer Services in Australia, U.S., New Zealand, U.K. and Canada


 500+ workstations in Web-enabled, multi-channel centers

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 Client portfolio includes top companies in tech support, communications, auto-
mobile, digital marketing, app and web development, technology and other
industries in more than 10 countries

Sunrise eSupport manages:

 Thousands of customers and hundreads of employee daily via live or electronic


interaction
 Hundreds bills daily with our software
 More than 500 employee interactions each year

Key achievements include:

 One of Most Admired Companies in Australia in Consucutive Years -2014-2017


 Best Quality Customer Services Award 2015, 2016

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Functional and Behavioral Training at SUNRISE eSUPPORT

 The responsibility for functional training rests with the individual departments who
will plan for and execute their own training initiatives in functional areas.
 The functional head is required to keep Human Resources informed of the details of
functional training given to each member of the department so as to keep the
personal information record updated and to match with identified training needs.
 The responsibility for managerial or behavioural training rests with the Human
Resources function which will execute a training plan aligning individual and
business needs.

Modalities
 Identification of the training needs of employees is the first step in the training and
development process.
 Training needs are obtained from observation of performance on the job, the
performance management process, the succession planning process as well as from
the employee’s own sensing of his development areas. Training needs could also be
articulated by the senior management team of the company based on their
observation of the organization as a whole.
 Training needs are collated from all these sources by the Human Resources function
in April/May and passed back to the functional head for validation.
 The training needs so validated are actioned by the Human Resources in the
appropriate manner. For example, if a development need is better addressed by on
the job training rather than through an external intervention, the suggestion will be
made to the functional head/supervising manager.
 For all development needs requiring classroom or experiential training, Human
Resources will facilitate the process of addressing these needs, either through
external or internal programs.
 For needs which are common in nature and extend across the organization, in house
training will be facilitated, either with internal or external faculty or a mix of both.

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 For development needs which are more individual, training interventions will be
identified from vendors outside the organization.
 For both types of training, Human Resources will identify and send the details of
the programme to the functional head for confirmation of sponsorship of the
employee concerned.
 All costs incurred for in house or external training will be apportioned to the
respective cost centers of the participating employees.

Succession Planning
 Succession planning is an exercise undertaken periodically in order to prepare for
employee movement out of the present job. The objective of planning for
succession is to:
o Ensure that no lacunae are created by anticipated or unanticipated employee
movements, so that there is no disruption in work processes.
o Ensure provision of adequate developmental inputs to incumbents
identified to move into new roles.

 Human Resources will initiate the process of succession planning for all jobs at the
level of Manager and above, in all functions across the company.
 All jobs will be discussed and potential successors identified from within the
company jointly by the functional head and a representative from the Human
Resources function.
 In the event that no successor is available from within the company, it may be
decided to initiate a search outside the organization within a certain time frame.
 The developmental needs of potential successors will be identified simultaneously
and responsibility for addressing these apportioned between the functional head and
Human Resources.
 The data so gathered on all critical jobs and the availability of potential successors
will be discussed with the Managing Director for certain, and within the Strategic
Council if required.

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DATA ANALYSIS

DATA ANALYSIS
Training Evaluation Questionnaire

1. The content of the training programme was relevant to your role in the
organization.

A lot 6 5 4 3 2 1 Very Little

(Fig No.1)

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2. Your understanding of the Job improved or increased as a result of this
programme.

A lot 6 5 4 3 2 1 Very Little

(Fig No.2)

- 42 -
3. The training programme stimulated your learning.

A lot 6 5 4 3 2 1 Very Little

(Fig No.3)

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4. Your Skill/Knowledge/Behaviour increased or improved as a result of the
Training programme.

A lot 6 5 4 3 2 1 Very Little

(Fig No.4)

- 44 -
5. Application of the learned skill/ knowledge/ behaviour on the job was

Very effective 6 5 4 3 2 1 Ineffective

(Fig No.5)

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6. Results of such application were:
a. Outstanding b. Satisfactory c. No result

(Fig No.6)

- 46 -
7. Your expectations from the Training programme were met.
To a great extent 6 5 4 3 2 1 to some extent

(Fig No.7)

- 47 -
Need Identification and Analysis Implementation

Evaluation is done in two parts, at the need identification stage and the analysis stage.
 At the need identification level, the supervisor evaluates the necessity and puts
down in writing, his/her expectations from the program, in terms of the end
objectives
 At the analysis stage, where the expectations are scanned by the training function,
the training function does a reality check and decides on modes of training after
discussions with the incumbent and supervisor where necessary. This is
communicated with the incumbent and superior.

Time Responsibility Checks


Stage Frame
Need Evaluation At Line Manager End Objectives: aligning
appraisal them to business
stage
Analysis 15 days Training Criticality of training
after the Line Manager need Aligning the
appraisal objectives

Planning Training: Objective Setting

The evaluation at the objective setting level would entail matching the individual objectives
with the program objectives. This would require the incumbent, superior, and faculty
agreeing on the expectations and the end objectives for each individual (process already in
place).

Stage Time Frame Responsibility Checks


Matching objectives 30 days after Training Aligning the
and setting program the analysis Function objectives :
objectives Individual, program

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Clarification of 30 days Training Clarifying the
Objectives before the Function, Line objectives :
program Manager Individual, program

Implementation
At the implementation stage, aligning of training program with participant and supervisor
expectations is the key. This would mean a prior briefing by the supervisor to the
participant on the expectations from the program. During the program, training manager
would evaluate the training program and also take a midcourse unstructured feedback to
facilitate course correction.

Stage Time Frame Responsibility Checks


Briefing on Prior to the Supervisor Program objective
Expectations program alignment;
Focus Areas
Evaluation by During the Training Design coverage
training manager. program function Faculty/ Design
Line Manager effectiveness in meeting
the objectives
Midcourse During the Training Design coverage
feedback program function & Faculty/ Design
faculty effectiveness in meeting
the objectives

Feedback
Closing of loop in the training evaluation is an important part not only to as it measures
learning from the training and hence the ROI, but also sends a message to the participants
on the seriousness with which training has been done. The feedback model given here is
based on the Kirkpatrick’s model of training evaluation. It deals with the four stages of
feedback with inter-linkages between them. Presently we would only deal with the first
three, though evaluating behavioural impact would incorporate elements of organizational
impact.

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 Reactio n
Reaction Learning Behaviou Organizationa
r l

This is the feedback got at the end of the program. The idea is to evaluate the immediate
reaction to the program given the objectives of the program. There are two components to
this: structured feedback and an unstructured feedback. The structured feedback will be
taken on the following components:
 Content
 Design
 Instructor
 Perceived Impact
 Administrative/ Logistics
 Action Plan on Implementation of learnings

The collated structured feedback would then be sent to the supervisors and the faculty.
During the unstructured feedback, the training functionary would try to understand the
general feeling at the end of the program.

Stage Time Frame Responsibility Checks


Structured Immediately after Training Parameters met?
Feedback the program
completion
Unstructured Immediately after Training Satisfaction with the
Feedback the program program
completion

 Learning
The learning feedback will be incorporated as a part of the design of the program.
However, it must be noted that learning feedback cannot be measured accurately for all
programs. It can be done only for knowledge related or skill building programs. In attitude

- 50 -
modification programs, learning is self-awareness and a change in behaviour. These cannot
be measured immediately, but would come up in the next level of behaviour modification.
However, this would be measured to an extent by pre and post training questionnaires. The
learning feedback mid-course would also help in making mid-course corrections.

Stage Time Responsibility Checks


Frame
Mid course and End During the Trainer, Are participants in tune?
course Testing program Training Level of Learning
Function
Pre and Post course Pre and Trainer, Are participants in tune?
Questionnaire on the Post Training Level of Learning
program Program Function

 Behaviour
The usage of Knowledge/ skills gained from the program can be measured by reviewing
action plan implementation at the end of 3 months and 6 months from the participant and
the superior. In addition a structured feedback would be taken from the participant and the
superior on the following factors along with the action plan review:

 Use of Knowledge and Skills


 Confidence in Ability to Perform
 Barriers and Enablers of Transfer
 Impact Measures

Stage Time Responsibility Checks


Frame
Action Plan 3 & 6 Participant, Are the action Plans
Implementation months after Supervisor being implemented
the program
Structured Feedback 3 & 6 Training Parameters met?

- 51 -
months after Function,
the program Participant, Line
Manager

- 52 -
ANALYSIS OF TRAINING METHODS IN SUNRISE eSUPPORT

Sunrise enables organizations everywhere to enhance the value of their relationships with
customers and employees. They are global leaders in customer management, billing and
HR services, providing outsourcing, services, consulting and software solutions to leading
companies around the world. Their business portfolio includes:

 Business Support Systems


 Customer Management
 HR Services
 Learning Services
 Industry Solutions

Our Approach

 We prepare our specialists to provide an exceptional, transparent service to our


clients' employees. Training and Certification begins with indoctrinating our
specialists in your company's industry, history and culture. We make significant
investments in specialist training, including client-specific instructions and cross-
client fundamentals. Furthermore, we also have a Six Sigma certification program
that ensures efficient processes and quality in every specialist transaction.
 We train our specialists to act as advocates for our clients' employees and to take
ownership and resolve issues. To encourage this behavior, our specialists regularly
receive extensive training in your HR procedures and have access to a continuously
updated knowledge management system. This results in their ability to consistently
resolve issues and complete transactions the first time an employee calls. We
provide rigorous performance analysis and evaluation methods that support ongoing
operations, ensuring that our specialists meet your performance standards.

- 53 -
Training and Certification is not a "one-time event" conducted at the outset of a program,
rather achievement, advancement and recognition is part of every specialist's performance
plan.

Employee Needs

They understand the importance of a good training regimen – it's something that they
execute almost everyday and are proud of. For instance, consider:

 Support thouands of learning event enrollments per year.


 Develop in excess of 1,000 hours of content a year.
 Handle thouands of learner registrations a year. .
 Process 1,000 online support contacts and 5,000 telephone support contacts each
month.

Service Offerings

Learning Delivery takes place through a variety of media (instructor–led training, live
and self-paced e–learning) and through both formal and informal channels (on–the–job
training, mentoring and communities of practice). These include:

 Self-paced Delivery
 Collaborative Environments
 Electronic Performance Support Systems (EPSS)/Workflow Learning
 Event Logistics
 Materials Shipment
 Physical/Technical/Psychomotor Skills Lab
 Live E-Learning
 Tutoring/Mentoring Program
 Video/Audio Broadcast/Podcast.

- 54 -
Technology Training is given to keep the employees abreast with the latest technologies,
regular training sessions are held to match the individual needs of employees on a regular
basis.

Thus, with the mix of all these trainings they are able to train all their employees and they
have happy employees as they have a clear understanding of what is expected of them and
how they are to perform for the same. They deliver all the trainings so that the employees
are able to get a fair idea of the best practices that are being followed in Sunrise India as
well as in the other offices of Sunrise around the world. This helps maintain a consistency
in the culture and attitude of the company what it is known for.
Various methods help them get a feel as to how all the processes work; their skills are
polished and leading to a conducive environment. Live e-training is very helpful as the
mentor at the other end in some other part of the world is able to help the employees know
of how to go about carrying off a process.
Technical knowledge alone does not suffice to deliver world-class solutions to fulfill the
complex needs of the customers. Equally important is the understanding of the domain in
which the client operates. They train their employees on regular basis with domain
knowledge relevant to the vertical, to which they belong. This helps them better understand
the complexities of the client requirement and provide comprehensive end-to-end solutions
for the customers.

Leadership and team building

 Sunrise not only grooms its technical talents but also brings out the leader in them.
They believe that development is a process and not an event. Their leadership program
encourages their employees to take on new challenges at every stage of their career
growth.

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INDUCTION

 Once the people are selected and recruited they are inducted before they are given ant
training. The induction program is one day long in which he is introduced to the people
he would be working with and everything about the company including mission and
vision is explained to him so that from day one he is able to feel that he is a part of the
family.
 A daylong induction programme where the new employees are told about the company
and its rules and regulations. The employees must adhere to the rules and regulations.
After this exercise their key performance areas are defined. Once this all is done the
person is ready to start working.

The process for induction is clearly defined.

 The Manager will inform HR Executive about the scheduled date of joining of the
new employee.
 Initiate the induction process two to five days before the date of joining by
informing Administration.
 Make the necessary arrangements for the new employee. HR Executive will also
inform Finance, Hiring Manager, Process Head, VP and President & MD regarding
the joining of new employee.
 On the day of joining HR Executive receives the new employee and provides him/
her with the Induction Kit.
 HR Executive will help the employee to fill the documents provided in the
Induction kit.
 HR Executive will forward the documents to Finance after verifying them.
 Employee dossier is prepared, which is verified by HR Manager.
 Employee dossier will form the part of personal file of the employee.
 On receipt of employee dossier, HR Executive updates the Head Count Report.
 HR Executive briefs the employee about the company (its policies, practices and
work culture)

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 HR Executive introduces the new employee to departmental heads (Finance,
Admin, ISS, Engineering and HR).
 HR Executive introduces the new employee to the Hiring Manager.

After induction the employee is trained about the particular process that he is assigned and
the expected level of performance is clearly explained.
Thus, once inducted the employee is then trained according to the process that he would
handle in future and once the initial training is complete the employee is then allowed to
finally start working and training sessions keep happening while the employee works.

- 57 -
CONCLUSION

From the above anlysis we can conclude that the company we worked on is dedicated to
whatever it does. It is committed to its customers and make them happy customers while
back at office it takes good care of its employees.
It understands that its employees are family to them and take care of them as the employees
would make happy customers and thus, make them feel like a family.
Sunrise is a socially responsible company and are taking initiatives for employee
development and are focusing on the strategy
“HAPPY EMPLOYEES MAKE HAPPY CUSTOMERS”

- 58 -
REFERENCES

 EFFECTIVE TRAINING, P. NICK BLANCHARD AND JAMES W. THACKER,


PEARSON EDUCATION, 2006.
 MANAGING HUMAN RESOURCES, LUIS R. GOMEZ-MEJIA, DAVID B.
BALKIN AND ROBERT L. CARDY, 2005.
 SUBBA RAO, HUMAN RESOURCE MANAGEMENT
 DIXIT & KHAN, ASPECTS OF TRAINING & DEVELOPMENT

- 59 -
QUESTIONNAIRE
Training Evaluation Questionnaire
(Circle the score that most closely represents your views.)

1. The content of the training programme was relevant to your role in the
organization.

A lot 6 5 4 3 2 1 Very Little


2. Your understanding of the Job improved or increased as a result of this
programme.

A lot 6 5 4 3 2 1 Very Little


3. The training programme stimulated your learning.

A lot 6 5 4 3 2 1 Very Little


4. Your Skill/Knowledge/Behaviour increased or improved as a result of the
Training programme.

A lot 6 5 4 3 2 1 Very Little


5. How often did you apply the learned skill to your job?

A lot 6 5 4 3 2 1 Very Little

6. Application of the learned Skill/Knowledge/Behaviour on the job was.

Very Effective 6 5 4 3 2 1 Ineffective


7. Results of such application were:
a. Outstanding b. Satisfactory c. No result

8. Your expectations from the Training programme were met.


To a great extent 6 5 4 3 2 1 to some extent

- 60 -