Employee Training and Development Practices in Telecom

Industry in India - A case study of Public Sector

Abstract:

Indian Telecom Industry is more than a century old. It is one of the prime support services needed
for rapid growth and modernization of various sectors of the economy. The Indian telecom sector is
witnessing great competition. Apart from a several leading private players, MTNL and BSNL are the
major public players. Despite the fact that Indian Telecom Industry in public sector has a huge
infrastructure and had early mover advantage, still its performance is low as compared to its
counterpart in private sector. The increasing concern for the low performance of the public sector
and growing discontentment of its personnel has led to an empirical study of public sector telecom
industry regarding the employee development practices. For the purpose of analysis, the whole
public sector which includes BSNL and MTNL was selected only from the National Capital Region
(NCR). A survey instrument was used with a set of fifteen employee development practices to
determine the extent of usage of selected practices in the selected units of the public sector. The
study brings out the existing picture of employee development practices in the Public sector
companies of the telecom Industry in India and offers suggestions to improve the implementation of
such practices wherever they need improvement.

Keywords: Indian Telecom Industry, Public Sector of Indian Telecom Industry, Public companies:
MTNL and
BSNL, Employee development practices, Level of implementation of employee development
practices;
INTRODUCTION
 INTRODUCTION

The telecom services have been recognized the world-over as an important tool for socio-economic
development of a nation. It is one of the prime support services needed for rapid growth and
modernization of various sectors of the economy. India is the world’s second-largest
telecommunications market, with 915 million subscribers as of December 2013.The Indian telecom
sector is witnessing great competition.

MTNL (Mahanagar Telephone Nigam Ltd.) and BSNL (Bharat Sanchar Nigam Ltd.) are the major
public players, whereas Bharti Airtel, Idea, Vodafone, Tata, Reliance, BPL, Aircel Ltd. are the
leading private players in the telecom sector in India. Despite the fact that Indian Telecom Industry
in public sector has a huge infrastructure and had early mover advantage, its performance is low as
compared to its counterpart in private sector. The financially-stressed public sector telecom
companies that together have a debt of Rupees 21,208 crore is facing a declining revenue.

BSNL's subscriber market share stands at about 11 per cent as of May, 2014, down from about 15per
cent in 2009. On the other hand, MTNL's subscriber share has been halved to 4.8 per cent from about
11per cent in the same time. In spite of public sector having the inherent advantages of being pioneer
in the trade, one of the key factors behind its low performance, is the lack of motivation amongst its
human resources. Amongst various reasons cited by different researchers for low motivation and
satisfaction of the employees such as: job content, financial rewards, social atmosphere, work life
balance, personal characteristics one of the much unexplored reasons is the lack of developmental
opportunities. More over there is a dearth of study with respect to the employee development
practices in the public sector telecom companies in India.

Due to that reason, the present study was designed to have an insight into the implementation of
Employee development practices in the public sector units of the telecom industry and to find the
lacunae. The research undertaken certainly throws light upon various aspects where the top-level
management in public sector telecom companies needs to work out. It sheds light on desirable
employee development practices that human capital practitioners could develop to create competitive
advantage through their human capital assets by determining what, where, and how improvements
may be affected in the overall interest of the companies concerned.

Training is the learning process that involves the acquisition of skills, concepts, rules or attitudes
that increase the performance of the employees. According to E.B.Flippo “Training is the aim of
increasing the knowledge and skills of an employee for doing a particular job.” According to
D.S.Brach “Training is organized procedure by which people learn knowledge and skills for a
definite purpose.”
Dale Yoder strongly remarks that training &development of an executive loses their punch drive and
they die on the vine. Training and development are the only the way of overcoming the executive
dropouts. It covers not those activities, which improve job performance but also those, which bring
about growth of personality. In organizational term it is intended to equip person to gain promotion
and hold greater responsibility. It is a learning process that involves the acquisition of knowledge,
sharpening of skills, concepts, rules, or changing of attitudes and behaviors to enhance the
performance of employees.

1.1Indian telecom industry

 Indian telecom sector is more than 160 years old. It started when the East India Company had
introduced telegraph services in India, beginning with commissioning of the first telegraph line
between Kolkata and Diamond Harbor in 1839. In 1948, India had only 0.1 million telephone
connections with a telephone density of about 0.02 telephones per hundred population. Since then,
India has come a long way. According to TRAI report 2014, total number of mobile phone
subscribers reached 915 million at the end of December2013. The mobile tele-density had increased
to 74.02% in December 2013. Telecom services in India can be basically divided into two major
segments:
a) Telephones, Wireline and wireless
b) Internet services

1.2 Emergence of public and private service providers

Telecom services and most of the manufacturing activities related to the sector were totally
under the Government domain till telecom reforms began in the 1980s with the launch of the
“Mission Better Communication" programmed. Private manufacturing of equipment for customers'
use was allowed in 1984 and the Centre for Development of Telematics (C-DOT) was established
for the development of indigenous technologies. Two large corporate entities were spun off from
DoT, viz, the Mahanagar Telephone Nigam Limited (MTNL) in February 1986 for Delhi and
Mumbai and the Videsh Sanchar Nigam Limited (VSNL) in March 1986 for all international
services. As a part of the continuing process of telecom reforms and in pursuance of the New
Telecom Policy 1999 (NTP-99), the Department of Telecom Services (DTS) and the Department of
Telecom Operations (DTO) were carved out from DoT in October 1999 for providing
telecommunication services in the country. DTS and DTO were finally corporatized into a wholly
owned Government Company, namely, the Bharat Sanchar Nigam Limited (BSNL) incorporated on
15 September 2000 and their business was transferred to this Company with effect from 1 October,
2000. The creation of BSNL was expected to provide a level playing field in all areas of telecom
services, between government operators and private operators. The entry of private service providers
brought with it the inevitable need for independent regulation. The Telecom Regulatory Authority of
India (TRAI) was, thus, established with effect from 20th February, 1997 by an Act of Parliament,
called the Telecom Regulatory Authority of India Act, 1997, to regulate telecom services, including
fixation/revision of tariffs for telecom services.

1.2.1 Mahanagar Telephone Nigam Ltd (MTNL)

MTNL is a state-owned Indian telecom services provider. It provides a range of telecom

services including fixed line, mobile, broadband and national and international long distance. At the
end of March 2013, the company had 1.12 million broadband subscriptions, 4.99million mobile
subscriptions and 3.46 million fixed line subscriptions.

1.2.2 Bharat Sanchar Nigam Ltd. (BSNL)

Bharat Sanchar Nigam Limited is a state-owned telecommunications company headquartered

in New Delhi, India. BSNL is one of the largest Indian cellular service providers, with over 83.6
million subscribers as of January 2011, and the largest land line telephone provider in India.BSNL,
then known as the Department of Telecommunications, had been a near monopoly during the
socialist period of the Indian economy. During this period, BSNL was the only telecom service
provider in the country. MTNL was present only in Mumbai and New Delhi. During this period
BSNL operated as a typical state-run organization, inefficient, slow, bureaucratic, and heavily
unionized. As a result, subscribers had to wait for as long as five years to get a telephone connection.
The corporation tasted competition for the first time after the liberalization of Indian economy in
1991. Faced with stiff competition from the private telecom service providers, BSNL has
subsequently tried to increase its efficiency. The corporation (then DoT), however, failed to achieve
the egalitarian growth and India languished among the most poorly connected countries in the world.
BSNL was born in 2000 after the corporatization of DoT. The corporatization of BSNL was
undertaken by an external international consulting team consisting of a consortium of
A.F.Fergusonand Co, JB Dadachanji and NM Rothschild - and was probably the most complex
corporatization exercise of its kind ever attempted anywhere because of the quantum of assets (said
to be worth USD 50 billion in terms of breakup value) and over half a million directly and indirectly
employed staff. Satish Mehta, who led the team, later confessed that one big mistake made by the
consortium was to recommend the continuation of the state and circle based geographical units
which may have killed the synergies across regions and may have actually made the organization
less efficient than had it been a seamless national organization. Vinod Vaish, then Chairman of the
Telecom Commission, made a very bold decision to promote younger talent from within the
organization to take up a leadership role and promoted the older leaders to a role in licensing rather
than in managing the operations of BSNL. The efficiency of the company has since improved;
however, the performance level is nowhere near the private players. In order to sustain the
continuous growth and market share of the public sector of the Indian telecom industry, the need for
trained professionals is bound to rise and so is the training need. Thus, employee management and
development evolved as the significant key success factors.
LITERATURE REVIEW
According to the survey carried out by HOST last year the most popular reason for introducing an
employee development system is to encourage learning in the work environment and create a
learning culture. The second motive for introducing employee development is to enhance the skills
to provide professional and personal development and the third purpose is to inculcate a sense of
commitment and loyalty.

Learning and development is an important factor in creating a sense of progression and

purpose that leads to organizational commitment. It was found that training positively impacts
productivity, which results in higher level of customer and employee satisfaction thus increasing
brand value. Aligned with the aforementioned researchers 'findings Michael and Combs in their
study, revealed that training can reduce probability of failure as training affects performance,
enlarges the skill base and develops the level of competence. It helps in developing climate for
learning which not only aids in training to flourish but also supports self-managed learning practices.
As a matter of fact, employee development needs to be an integral part of the corporate objectives
and its role is to help employees meet organizational goals through the achievement of their personal
goals.

In a study, a comparison of firms that are committed, against firms that are non-committed to
training and development was done and the results yielded showed that training and development not
only positively impacted job performance but also aided in improving employee ability to manage
stress at work. Similarly in another study on Spanish companies found organizational learning to be
a mediator in high performance of human resource and business performance.

Six studies examined the telecommunication industry which has been transformed by the twin forces
of technological change and deregulation (including privatization) since 1984. Five of these are
empirical studies, while one of them provides a summary of empirical studies examining four
telecom privatizations. These studies generally indicate that deregulation and liberalization of
telecom services are associated with significant growth in tele-density and operating efficiency, and
significant improvements in the quality and reduced price of telecom services. This scenario suggests
that eventually the public sector will have a shortage of young skilled employees. Research has
revealed that the public and private sectors are distinct in terms of vision, ownership, markets,
values, performance expectations or strategic constraints. These differences have shaped the
environmental context of both sectors. In particular, the public sector environment is characterized
by an absence of competitive pressures, an open systems character, and the predominant control by
political forces instead of market forces.

THEORY OF TRAINING & DEVELOPMENT

In the field of human resource management, training and development is the field concerned with
organizational activity aimed at bettering the performance of individuals and groups in
organizational settings. It has been known by several names, including employee development,
human resource development, and learning and development.
Harrison observes that the name was endlessly debated by the Chartered Institute of Personnel and
Development during its review of professional standards in 1999/2000. "Employee Development"
was seen as too evocative of the master-slave relationship between employer and employee for those
who refer to their employees as "partners" or "associates" to be comfortable with. "Human Resource
Development" was rejected by academics, who objected to the idea that people were "resources" —
an idea that they felt to be demeaning to the individual. Eventually, the CIPD settled upon "Learning
and Development", although that was itself not free from problems, "learning" being an over general
and ambiguous name. Moreover, the field is still widely known by the other names.
Training and development encompass three main activities: training, education, and development.
Garapan, Cosine, and Heraty, of the Irish Institute of Training and Development, note that these
ideas are often considered to be synonymous. However, to practitioners, they encompass three
separates, although interrelated, activities:

3.1 Training This activity is both focused upon, and evaluated against, the job that an individual
currently holds.

3.2 Education This activity focuses upon the jobs that an individual may potentially hold in the
future, and is evaluated against those jobs.

3.3 Development This activity focuses upon the activities that the organization employing the
individual, or that the individual is part of, may partake in the future, and is almost impossible to
evaluate. The "stakeholders" in training and development are categorized into several classes. The
sponsors of training and development are senior managers. The clients of training and development
are business planners. Line managers are responsible for coaching, resources, and performance. The
participants are those who actually undergo the processes. The facilitators are Human Resource
Management staff. And the providers are specialists in the field. Each of these groups has its own
agenda and motivations, which sometimes conflict with the agendas and motivations of the others.
The conflicts with perhaps the most devastating career consequences are those that take place
between employees and their bosses. The number one reason people leave their jobs is conflict with
their bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John
Hoover points out, "Tempting as it is, nobody ever enhanced his or her career by making the boss
look stupid. “Training an employee to get along well with authority and with people who entertain
diverse points of view is one of the best guarantees of long-term success. Talent,
knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or
customer.

ROLE OF ORGANIZATION IN TRAINING AND DEVELOPMENT

An organization has a very close relationship with the trainee and the trainer because it is the first
contact for both. The description of role of organization is
The demand for the training in the organization increases when the organization wants:

 To hire new people – training as a means of training new recruits

 To Expand – When the company wants to increase its headcount
 To increase certain number of staff (in position) by a certain date
 To enhance the performance of employees

Demand for training also increases when there is change in the nature of job, change in taste of
consumer, change in methods of product development, etc. The organization goes through the
following steps for the transfer of training to the field.
 ROLE OF ORGANISATION

But the problem arises when the organization outsource the training process. In this
situation the organization assumes that the trainer must be aware of the type of
training need s of the participants and their organization and their content will meet
those needs. This leads to failure of the program, which results in collusion.
Therefore, it’s a foremost duty of the organization to make the trainer and their
organization aware of their culture, climate, responsibilities of organization, etc.
ROLE OF TRAINEE IN TRANSFER OF TRAINING

The trainee is a major stakeholder in a training program. The whole training program
is developed for the trainees only. Each candidate plays an important role in the
transfer of training because one participant’s attitude regarding the training influence
the other participants and also each participant can assist by advancing the learning
process to realize the training objectives. Participant’s willingness to invest in the
program is directly proportional to the benefits of the learning that the trainee could
expect. Each participant forms their own perception towards training. Some
perceptions remain the same during the program, while some faded depending upon
the assessment of a program by the participant.

Some personal factors that affect the trainee’s learning are:

 Family Situation
 Personal Problems
 Relation between the training program and personal objective
 Level of self esteem
 Benefits expected from training
 Comfort level with the trainer
 Learning style of trainee
 KSA of trainee
 Previous training experiences
 Desire for professional growth and development

Some environmental factors that affect the trainee’s learning are:

 Relationship with colleagues and subordinates

 Training team
 Trainer team
 Training objective
 Content of training
 Training design i.e. methods, techniques, and strategies
 Environment in the program
 Composition of training group
 Infrastructure i.e. eating facilities, tea/coffee breaks

No matter how good the training program is, in the end it is the participant only
who decides whether to change his behavior or not. Trainees do not change
their behavior merely because someone tells them to do. They change when
 they feel there is a need of it. They do it with their own learning style. The
trainer and the organization can only try to remove the mental blocks of the
trainee, rest depends on trainee itself.

METHODS OF TRAINING

There are various methods of training, which can be divided in to cognitive and
behavioral methods. Trainers need to understand the pros and cons of each
method, also its impact on trainees keeping their background and skills in mind
before giving training. Cognitive methods are more of giving theoretical
training to the trainees. The various methods under Cognitive approach provide
the rules for how to do something, written or verbal information, demonstrate
relationships among concepts, etc. These methods are associated with changes
in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

 Lectures
 Demonstrations
 Discussions
 Computer based training (CBT)
 Intelligent tutorial system (ITS)
 Programmed instruction (PI)
 Virtual reality

BEHAVIORAL METHODS:

These are more of giving practical training to the trainees. The various methods
under Behavioral approach allow the trainee to behavior in a real fashion. These
methods are best used for skill development.

The various methods that come under Behavioral approach are:

 Games and simulations
 Behavior-modeling
 Business games
 Case studies
 Equipment stimulators
 In-basket technique
 Role plays Both the methods can be used effectively to change attitudes, but
through different means.

Another Method is MANAGEMENT DEVELOPMENT METHOD: -

The more future oriented method and more concerned with education of the
employees. To become a better performer by education implies that
management development activities attempt to instill sound reasoning
processes. Management development method is further divided into two parts
as:
On the job training – The development of a manager’s abilities can take
place on the job.
The four techniques for on-the job development are:
 Coaching
 Mentoring
 Job rotation
 Job instruction technique (JIT)

Off the job training –

There are many management development techniques that an employee can
take in off the job.
The few popular methods are:
 Sensitivity training
 Transactional analysis
 Straight lectures/ lectures

Training and development describe the formal, ongoing efforts that are made
within organizations to improve the performance and self-fulfillment of their
employees through a variety of educational methods and programs. In the
modern workplace, these efforts have taken on a broad range of applications—
from instruction in highly specific job skills to long-term professional
development. In recent years, training and development has emerged as a
formal business function, an integral element of strategy, and a recognized
profession with distinct theories and methodologies. More and more companies
of all sizes have embraced "continual learning" and other aspects of training and
development as a means of promoting employee growth and acquiring a highly
skilled work force. In fact, the quality of employees and the continual
improvement of their skills and productivity through training, are now widely
recognized as vital factors in ensuring the long-term success and profitability of
small businesses. "Create a corporate culture that supports continual learning,"
counseled Charlene Marmer Solomon in Workforce. "Employees today must
have access to continual training of all types just to keep up'¦. If you don't actively
stride against the momentum of skills deficiency, you lose ground. If your workers
stand still, your firm will lose the competency race."

For the most part, the terms "training" and "development" are used together to
describe the overall improvement and education of an organization's employees.
However, while closely related, there are important differences between the
terms that center around the scope of the application. In general, training
programs have very specific and quantifiable goals, like operating a particular
piece of machinery, understanding a specific process, or performing certain
procedures with great precision. Developmental programs, on the other hand,
concentrate on broader skills that are applicable to a wider variety of situations,
such as decision making, leadership skills, and goal setting.

TRAINING IN SMALL BUSINESSES

Implementation of formal training and development programs offers several

potential advantages to small businesses. For example, training helps companies
create pools of qualified replacements for employees who may leave or be
promoted to positions of greater responsibility. It also helps ensure that
companies will have the human resources needed to support business growth
and expansion. Furthermore, training can enable a small business to make use
of advanced technology and to adapt to a rapidly changing competitive
environment. Finally, training can improve employees' efficiency and motivation,
leading to gains in both productivity and job satisfaction. According to the U.S.
Small Business Administration (SBA), small businesses stand to receive a variety
of benefits from effective training and development of employees, including
reduced turnover, a decreased need for supervision, increased efficiency, and
improved employee morale. All of these benefits are likely to contribute directly to
a small business's fundamental financial health and vitality
Effective training and development begin with the overall strategy and objectives
of the small business. The entire training process should be planned in advance
with specific company goals in mind. In developing a training strategy, it may be
helpful to assess the company's customers and competitors, strengths and
weaknesses, and any relevant industry or societal trends. The next step is to use
this information to identify where training is needed by the organization as a
whole or by individual employees. It may also be helpful to conduct an internal
audit to find general areas that might benefit from training, or to complete a skills
inventory to determine the types of skills employees possess and the types they
may need in the future. Each different job within the company should be broken
down on a task-by-task basis in order to help determine the content of the
training program.

The training program should relate not only to the specific needs identified
through the company and individual assessments, but also to the overall goals of
the company. The objectives of the training should be clearly outlined, specifying
what behaviors or skills will be affected and how they relate to the strategic
mission of the company. In addition, the objectives should include several
intermediate steps or milestones in order to motivate the trainees and allow the
company to evaluate their progress. Since training employees is expensive, a
small business needs to give careful consideration to the question of which
employees to train. This decision should be based on the ability of the employee
to learn the material and the likelihood that they will be motivated by the training
experience. If the chosen employees fail to benefit from the training program or
leave the company soon after receiving training, the small business has wasted
its limited training funds.

The design of training programs is the core activity of the training and
development function. In recent years, the development of training programs has
evolved into a profession that utilizes systematic models, methods, and
processes of instructional systems design (ISD). ISD describes the systematic
design and development of instructional methods and materials to facilitate the
process of training and development and ensure that training programs are
necessary, valid, and effective. The instructional design process includes the
collection of data on the tasks or skills to be learned or improved, the analysis of
these skills and tasks, the development of methods and materials, delivery of the
program, and finally the evaluation of the training's effectiveness.

Small businesses tend to use two general types of training methods, on-the-job
techniques and off-the-job techniques. On-the-job training describes a variety of
methods that are applied while employees are actually performing their jobs.
These methods might include orientations, coaching, apprenticeships,
internships, job instruction training, and job rotation. The main advantages of on-
the-job techniques is that they are highly practical, and employees do not lose
working time while they are learning. Off-the-job training, on the other hand,
describes a number of training methods that are delivered to employees outside
of the regular work environment, though often during working hours. These
techniques might include lectures, conferences, case studies, role playing,
simulations, film or television presentations, programmed instruction, or special
study.

On-the-job training tends to be the responsibility of supervisors, human

resources professionals, or more experienced co-workers. Consequently, it is
important for small businesses to educate their seasoned employees in training
techniques. In contrast, off-the-job tends to be handled by outside instructors or
sources, such as consultants, chambers of commerce, technical and vocational
schools, or continuing education programs. Although outside sources are usually
better informed as to effective training techniques than company supervisors,
they may have a limited knowledge of the company's products and competitive
situation. Another drawback to off-the-job training programs is their cost. These
programs can run into the multi thousand dollar per participant level, a cost that
may make them prohibitive for many small businesses.

Actual administration of the training program involves choosing an appropriate

location, providing necessary equipment, and arranging a convenient time. Such
operational details, while seemingly minor components of an overall training
effort, can have a significant effect on the success of a program. In addition, the
training program should be evaluated at regular intervals while it is going on.
Employees' skills should be compared to the predetermined goals or milestones
of the training program, and any necessary adjustments should be made
immediately. This ongoing evaluation process will help ensure that the training
program successfully meets its expectations.

COMMON TRAINING METHODS

While new techniques are under continuous development, several common

training methods have proven highly effective. Good continuous learning and
development initiatives often feature a combination of several different methods
that, blended together, produce one effective training program.

Orientations

Orientation training is vital in ensuring the success of new employees. Whether

the training is conducted through an employee handbook, a lecture, or a one-on-
one meeting with a supervisor, newcomers should receive information on the
company's history and strategic position, the key people in authority at the
company, the structure of their department and how it contributes to the mission
of the company, and the company's employment policies, rules, and regulations.

Lectures

A verbal method of presenting information, lectures are particularly useful in

situations when the goal is to impart the same information to a large number of
people at one time. Since they eliminate the need for individual training, lectures
are among the most cost-effective training methods. But the lecture method does
have some drawbacks. Since lectures primarily involve one-way communication,
they may not provide the most interesting or effective training. In addition, it may
be difficult for the trainer to gauge the level of understanding of the material
within a large group.

Case Study

The case method is a non-directed method of study whereby students are

provided with practical case reports to analyze. The case report includes a
thorough description of a simulated or real-life situation. By analyzing the
problems presented in the case report and developing possible solutions,
students can be encouraged to think independently as opposed to relying upon
the direction of an instructor. Independent case analysis can be supplemented
with open discussion with a group. The main benefit of the case method is its use
of real-life situations. The multiplicity of problems and possible solutions provide
the student with a practical learning experience rather than a collection of
abstract knowledge and theories that may be difficult to apply to practical
situations.

Role Playing

In role playing, students assume a role outside of themselves and play out that
role within a group. A facilitator creates a scenario that is to be acted out by the
participants under the guidance of the facilitator. While the situation might be
contrived, the interpersonal relations are genuine. Furthermore, participants
receive immediate feedback from the facilitator and the scenario itself, allowing
better understanding of their own behavior. This training method is cost effective
and is often applied to marketing and management training.

Simulations

Games and simulations are structured competitions and operational models that
emulate real-life scenarios. The benefits of games and simulations include the
improvement of problem-solving and decision-making sskills, a greater
understanding of the organizational whole, the ability to study actual problems,
and the power to capture the student's interest.

Computer-Based Training

Computer-based training (CBT) involves the use of computers and computer-

based instructional materials as the primary medium of instruction. Computer-
based training programs are designed to structure and present instructional
materials and to facilitate the learning process for the student. A main benefit of
CBT is that it allows employees to learn at their own pace, during convenient
times. Primary uses of CBT include instruction in computer hardware, software,
and operational equipment. The last is of particular importance because CBT can
provide the student with a simulated experience of operating a particular piece of
equipment or machinery while eliminating the risk of damage to costly equipment
by a trainee or even a novice user. At the same time, the actual equipment's
operational use is maximized because it need not be utilized as a training tool.
The use of computer-based training enables a small business to reduce training
costs while improving the effectiveness of the training. Costs are reduced
through a reduction in travel, training time, downtime for operational hardware,
equipment damage, and instructors. Effectiveness is improved through
standardization and individualization.

Web-based training (WBT) is an increasingly popular form of CBT. The greatly

expanding number of organizations with Internet access through high-speed
connections has made this form of CBT possible. By providing the training
material on a Web page that is accessible through any Internet browser, CBT is
within reach of any company with access to the Web. The terms "online courses"
and "web-based instruction" are sometimes used interchangeably with WBT.

Self-Instruction

Self-instruction describes a training method in which the students assume

primary responsibility for their own learning. Unlike instructor- or facilitator-led
instruction, students retain a greater degree of control regarding topics, the
sequence of learning, and the pace of learning. Depending on the structure of the
instructional materials, students can achieve a higher degree of customized
learning. Forms of self-instruction include programmed learning, individualized
instruction, personalized systems of instruction, learner-controlled instruction,
and correspondence study. Benefits include a strong support system, immediate
feedback, and systematization.

Audiovisual Training

Audiovisual training methods include television, films, and videotapes. Like case
studies, role playing, and simulations, they can be used to expose employees to
"real world" situations in a time-and cost-effective manner. The main drawback of
audiovisual training methods is that they cannot be customized for a particular
audience, and they do not allow participants to ask questions or interact during
the presentation of material.
 Team-Building Exercises

Team building is the active creation and maintenance of effective work groups
with similar goals and objectives. Not to be confused with the informal, ad-hoc
formation and use of teams in the workplace, team building is a formal process of
building work teams and formulating their objectives and goals, usually facilitated
by a third-party consultant. Team building is commonly initiated to combat poor
group dynamics, labor-management relations, quality, or productivity. By
recognizing the problems and difficulties associated with the creation and
development of work teams, team building provides a structured, guided process
whose benefits include a greater ability to manage complex projects and
processes, flexibility to respond to changing situations, and greater motivation
among team members. Team building may include a broad range of different
training methods, from outdoor immersion exercises to brainstorming sessions.
The main drawback to formal team building is the cost of using outside experts
and taking a group of people away from their work during the training program.

Apprenticeships and Internships

Apprenticeships are a form of on-the-job training in which the trainee works with
a more experienced employee for a period of time, learning a group of related
skills that will eventually qualify the trainee to perform a new job or function.
Apprenticeships are often used in production-oriented positions. Internships are a
form of apprenticeship that combines on-the-job training under a more
experienced employee with classroom learning.

Job Rotation

Another type of experience-based training is job rotation, in which employees

move through a series of jobs in order to gain a broad understanding of the
requirements of each. Job rotation may be particularly useful in small
businesses, which may feature less role specialization than is typically seen in
larger organizations.
 APPLICATIONS OF TRAINING PROGRAMS

While the applications of training and development are as various as the

functions and skills required by an organization, several common training
applications can be distinguished, including technical training, sales training,
clerical training, computer training, communications training, organizational
development, career development, supervisory development, and management
development.

Technical training describes a broad range of training programs varying greatly in

application and difficulty. Technical training utilizes common training methods for
instruction of technical concepts, factual information, and procedures, as well as
technical processes and principles.

Sales training concentrates on the education and training of individuals to

communicate with customers in a persuasive manner. Sales training can
enhance the employee's knowledge of the organization's products, improve his
or her selling skills, instill positive attitudes, and increase the employee's self-
confidence. Employees are taught to distinguish the needs and wants of the
customer, and to persuasively communicate the message that the company's
products or services can effectively satisfy them.

Clerical training concentrates on the training of clerical and administrative

support staffs, which have taken on an expanded role in recent years. With the
increasing reliance on computers and computer applications, clerical training
must be careful to distinguish basic skills from the ever-changing computer
applications used to support these skills. Clerical training increasingly must instill
improved decision-making skills in these employees as they take on expanded
roles and responsibilities.

Computer training teaches the effective use of the computer and its software
applications, and often must address the basic fear of technology that most
employees face and identify and minimize any resistance to change that might
emerge. Furthermore, computer training must anticipate and overcome the long
and steep learning curves that many employees will experience. To do so, such
training is usually offered in longer, uninterrupted modules to allow for greater
concentration, and structured training is supplemented by hands-on practice.
This area of training is commonly cited as vital to the fortunes of most
companies, large and small, operating in today's technologically advanced
economy.

Communications training concentrates on the improvement of interpersonal

communication skills, including writing, oral presentation, listening, and reading.
In order to be successful, any form of communications training should be focused
on the basic improvement of skills and not just on stylistic considerations.
Furthermore, the training should serve to build on present skills rather than
rebuilding from the ground up. Communications training can be taught separately
or can be effectively integrated into other types of training, since it is
fundamentally related to other disciplines.

Organizational development (OD) refers to the use of knowledge and techniques

from the behavioral sciences to analyze an existing organizational structure and
implement changes in order to improve organizational effectiveness. OD is useful
in such varied areas as the alignment of employee goals with those of the
organization, communications, team functioning, and decision making. In short, it
is a development process with an organizational focus to achieve the same goals
as other training and development activities aimed at individuals. OD
practitioners commonly practice what has been termed "action research" to effect
an orderly change which has been carefully planned to minimize the occurrence
of unpredicted or unforeseen events. Action research refers to a systematic
analysis of an organization to acquire a better understanding of the nature of
problems and forces within it.

Career development refers to the formal progression of an employee's position

within an organization by providing a long-term development strategy and
designing training programs to achieve this strategy as well as individual goals.
Career development represents a growing concern for employee welfare and
their long-term needs. For the individual, it involves the description of career
goals, the assessment of necessary action, and the choice and implementation
of necessary steps. For the organization, career development represents the
systematic development and improvement of employees. To remain effective,
career development programs must allow individuals to articulate their desires. At
the same time, the organization strives to meet those stated needs as much as
possible by consistently following through on commitments and meeting the
employee expectations raised by the program.

Management and supervisory development involves the training of managers

and supervisors in basic leadership skills, enabling them to effectively function in
their positions. For managers, training initiatives are focused on providing them
with the tools to balance the effective management of their employee resources
with the strategies and goals of the organization. Managers learn to develop their
employees effectively by helping employees learn and change, as well as by
identifying and preparing them for future responsibilities. Management
development may also include programs for developing decision-making skills,
creating and managing successful work teams, allocating resources effectively,
budgeting, business planning, and goal setting.

BIBLIOGRAPHY

Jacob, Ronal L. Structured On-The-Job Training. Berrett-Koehler Publishers,

March 2003.

Kim, Nancy J. "Continuing Education is No Longer an Option." Puget Sound

Business Journal. 15 August 1997.

Solomon, Charlene Marmer. "Continual Learning: Racing Just to Keep

Up." Workforce. April 1999.

U.S. Small Business Administration. Roberts, Gary, Gary Seldon, and Carlotta
Roberts. Human Resources Management. n.d.
CULTURE FACTOR IN GLOBAL TRAINING PROGRAM

Communicating the information to different people from different cultures and

different nationalities can give rise to many problems. Many simple things that
seem simple and straightforward to communicate become difficult when it
comes to communicating in different environment. Giving training in one’s own
culture is quite different from giving training in different culture. Being a good
trainer is not the only requirement but understanding socioeconomic and
cultural backgrounds has now become an important part.
Values, norms, attitude are the building blocks of culture. Values means what a
group of people believes to be good, bad, right, or wrong. Norms means the
social rules and guidelines that prescribe appropriate behavior. Attitude
disposes a person to act in a certain way toward something in a certain situation.
A trainer giving training in different culture has to keep these things in mind
before delivering content. Instances: A good case that concerns attitude towards
time in different cities: People are very punctual in United States. People from
US tend to come little early for any meeting, or when invited for dinner, party
to someone’s home because in their culture it is considered to be polite to arrive
on time. In Great Britain, people tend to come late for any appointment. If
called at 5 P.M., that means come at 5.30 or 6 P.M. Even for Argentineans,
coming on exact time is far too early. For instance, In US, if the trainer gets late
for a scheduled training session it is treated as a breach of etiquette. And it may
result in loss of trainer’s respect and failure in transfer of training.
Age, Gender, and Professional Status – Different cultures give different regard
to age, gender, and professional qualification. For example, in Japan, people
give high regard to older people. Older people are regarded as having greater
knowledge, skills, wisdom, and abilities. Respect in the sense that people are
more willing to listen to and seriously consider the information. In such a
culture, a young trainer might have to work harder to gain attention and face
problems in executing the program and transfer of training.
Similarly, some countries are also biased about the gender. Like in Gulf
countries, women’s role is limited to households only. In such a culture, it is not
possible for women trainers to undergo training programs because people will
not be as receptive as in other culture.
Same is with high professional status- the higher the qualification of the trainer,
the more will be the importance attached to the information.
 TRAINING IMPLEMENTATION

To put training program into effect according to definite plan or procedure is

called training implementation. Training implementation is the hardest part of
the system because one wrong step can lead to the failure of whole training
program. Even the best training program will fail due to one wrong action.
Training implementation can be segregated into:
 Practical administrative arrangements
 Carrying out of the training

Implementing Training Once the staff, course, content, equipment’s, topics are
ready, the training is implemented. Completing training design does not mean
that the work is done because implementation phase requires continual
adjusting, redesigning, and refining. Preparation is the most important factor to
taste the success. Therefore, following are the factors that are kept in mind
while implementing training program:

The trainer – The trainer needs to be prepared mentally before the delivery of
content. Trainer prepares materials and activities well in advance. The trainer
also set grounds before meeting with participants by making sure that he is
comfortable with course content and is flexible in his approach.

Physical set-up – Good physical set up is pre-requisite for effective and

successful training program because it makes the first impression on
participants. Classrooms should not be very small or big but as nearly square as
possible. This will bring people together both physically and psychologically.
Also, right amount of space should be allocated to every participant.
Establishing rapport with participants – There are various ways by which a
trainer can establish good rapport with trainees by:
Greeting participants – simple way to ease those initial tense moments
 Encouraging informal conversation
 Remembering their first name
 Pairing up the learners and have them familiarized with one another
 Listening carefully to trainees’ comments and opinions
 Telling the learners by what name the trainer wants to be addressed
 Getting to class before the arrival of learners
 Starting the class promptly at the scheduled time
 Using familiar examples
 Varying his instructional techniques

Using the alternate approach if one seems to bog down Reviewing the
agenda – At the beginning of the training program it is very important to
review the program objective. The trainer must tell the participants the goal of
the program, what is expected out of trainers to do at the end of the program,
and how the program will run.
The following information needs to be included:
 Kinds of training activities
 Schedule
 Setting group norms
 Housekeeping arrangements
 Flow of the program
 Handling problematic situations

BENEFITS OF TRAINING & DEVELOPMENT TO THE COMPANY

Optimum Utilization of Human Resources – Training and Development

helps in optimizing the utilization of human resource that further helps the
employee to achieve the organizational goals as well as their individual goals.

 Development of Human Resources – Training and Development helps to

provide an opportunity and broad structure for the development of human
resources’ technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.
 Development of skills of employees – Training and Development helps in
increasing the job knowledge and skills of employees at each level. It helps to
expand the horizons of human intellect and an overall personality of the
employees.
 Productivity – Training and Development helps in increasing the productivity
of the employees that helps the organization further to achieve its long-term
goal.
 Team spirit – Training and Development helps in inculcating the sense of team
work, team spirit, and inter-team collaborations. It helps in inculcating the zeal
to learn within the employees.
 Organization Culture – Training and Development helps to develop and
improve the organizational health culture and effectiveness. It helps in creating
the learning culture within the organization.
  Organization Climate – Training and Development helps building the positive
perception and feeling about the organization. The employees get these feelings
from leaders, subordinates, and peers.
 Quality – Training and Development helps in improving upon the quality of
work and work-life.
 Healthy work environment – Training and Development helps in creating the
healthy working environment. It helps to build good employee, relationship so
that individual goals align with organizational goal.
 Health and Safety – Training and Development helps in improving the health
and safety of the organization thus preventing obsolescence.
 Morale – Training and Development helps in improving the morale of the work
force.
 Image – Training and Development helps in creating a better corporate image.
 Profitability – Training and Development leads to improved profitability and
more positive attitudes towards profit orientation.

a. Training and Development aids in organizational development i.e.

Organization gets more effective decision making and problem solving. It
helps in understanding and carrying out organizational policies.

b. Training and Development helps in developing leadership skills,

motivation, loyalty, better attitudes, and other aspects that successful

c. workers and managers usually display

Difference between Training and Development

 Training Development
1. Training is often referred to as importing 1. Development on the other hand is often
specific skills. focused at overall development of
personality.
2. The focus is on improvement in performance
after training. 2. 2.They focus on aspects like leadership
skills, managing teams, problem solving,
decision making, people skills, time
3. The impact of training be experienced and management, etc.
assessed by the organization.
4.
5. Usually, administrative, supervisory and
technical workforce may be exposed to
training program.

THE PROCESS OF TRAINING AND DEVELOPMENT

RESEARCH METHODOLOGY
Statement of the problem: The study is conducted to find out the overall impact of training and
development on the job performance of employees working in different cadre groups in each
department.

Purpose of the study: The main purpose is to know the effectiveness of training in relation to
the job performance of employees and to reduce the resisting forces in employees to new
technological advancement.

Scope of the study: The scope of the study is restricted to the employees working in different
cadre groups in each of the department in the organization - BSNL Belgaum.

Objectives:
1. To find out the relevance of training and development in achieving goals of the organization.
2. The basis on which the training is planned and scheduled.
3. To study the different methods of training at BSNL
4. To find out whether the training activities is aligned with overall goals of the organization
5. To study the relationship between performance and training

Research methodology.

According to this study investigation was conducted for some definite purpose with the help of a
structural & personal interview to gather primary information as much as possible than the most
appropriate research design for the study is descriptive research design.
The study is an evaluative & diagnostic attempt to discover empirically the nature of relationship
between performance appraisal and training and development within the extensively draw domain of
the problem of the question.

Following are the steps in the research design.

Sampling Plan
 Sampling frame: the respondents are the employees of the public sector –Bharat
Sanchar Nigam Ltd (BSNL)
  Sampling unit: the sampling unit is an individual employee of all the departments
of the organization – Bharat Sanchar Nigam Ltd (BSNL)

 Sample size: sample size taken for this study is 100 employees covering all the
departments of the organization.

Area covered

For this survey I have covered all the departments of the organization - BSNL Kanpur.
Following are the number and name of departments.
Sl no Department No. of
employees
1 Planning 20
2 Administration 20
3 Operations 20
4 Accounts 20
5 HRD 20
Total 100

Methodology:
A list of questions was prepared by me under the guidance of my mentor.

Following were the steps in my study.

1. Questionnaire: a questionnaire was served to all the employees asking their opinion about
the effectives of training and development programs at BSNL.
2. Personal interview: a face-to-face talk is carried out with the employees where I asked
several employees about their feelings and opinions on various aspects of their jobs and
organization.
3. Company data and reports: certain reports from the HRD department provided the
information as to the total no of employees, schedule of training programs, number of
persons attending it and other such things, which indicated the employee performance on the
job after attending these training programs.
Data collection:

To produce a reliable questionnaire both primary and secondary information was used.
Primary data is the first hand information; the questionnaire was prepared by me under the guidance
of the mentor wherein I used Likert five-point scale and closed ended questions for measuring
attitudes of the employees for my study.

The questionnaire comprised 12 questions which covered all the aspects of measuring “the
effectiveness of training and development”.

PRIMARY DATA
An instrument is used to collect the required information from the employees and also interact the
employees personally.

Primary data helps us in making observation of employee’s behaviors, talk gestures which helped
me in identifying any the attitude of employees towards the training program and the effectiveness
of the training program in the organization.

SECONDARY DATA
It was collected from the website of the company, and the company personnel, certain reports from
the HR department. The research also took the help of the books and journal.

Both primary and secondary data served the purpose in measuring the effectiveness of training and
development at BSNL. Both are equally essential for any type of survey

DATA ANALYSIS

Statistical tool:
 Correlation test
 Frequency test
Statistical package
 SPSS software
Procedure for Analysis
  Administering questionnaire to all the employees
 Analyze the rating of employees using the statistical tool (spss software)
(i) simple frequency test (mean & standard deviation)
(ii) correlation
 Interpretation of analyzed information

Limitations of the study:

1. Due to restriction to enter into some of the departments at BSNL I could not cover some of
the aspects required for my study.
2. Interaction with the company executive was limited due to their busy schedule.
3. The information collected is mainly primary data and the accuracy is subject to the responses
received.
 DATA ANALYSIS
AND
INTERPRETATIONS
 Correlations

Training Training
helps to Program Employees External Training
increase Training Training is emphasis on Training is are Sponsored Employees training program is
productivity & Training Program are periodically managerial & given sponsored employees participation Ehe quality program well designed
achieve org programs are of sufficient evaluated & technical adequate for trainig take training in determining of training are well & widely
goal well planned duration improved capabilities importance programs seriously training needs is excellent examined shared
Training helps to increase Pearson Correlation 1.000 .172 .284** .275* .079 .291* .402** .315* .141 .055 .098 .228
productivity & achieve org Sig. (2-tailed) . .088 .004 .028 .537 .020 .001 .011 .268 .663 .443 .070
goal N 100 100 100 64 64 64 64 64 64 64 64 64
Training programs are Pearson Correlation .172 1.000 .252* .280* -.037 -.141 .209 .044 .077 .129 .164 .002
well planned Sig. (2-tailed) .088 . .011 .025 .773 .267 .098 .730 .545 .310 .196 .987
N 100 100 100 64 64 64 64 64 64 64 64 64
Training Program are of Pearson Correlation .284** .252* 1.000 .365** .434** .512** .427** .378** .357** .456** .293* .490**
sufficient duration Sig. (2-tailed) .004 .011 . .003 .000 .000 .000 .002 .004 .000 .019 .000
N
100 100 100 64 64 64 64 64 64 64 64 64

Training is periodically Pearson Correlation .275* .280* .365** 1.000 .299* .386** .349** .066 .195 .230 -.026 .219
evaluated & improved Sig. (2-tailed) .028 .025 .003 . .017 .002 .005 .606 .122 .067 .841 .083
N 64 64 64 64 64 64 64 64 64 64 64 64
Training Program Pearson Correlation .079 -.037 .434** .299* 1.000 .300* .227 .441** .137 .344** .215 .369**
emphasis on managerial Sig. (2-tailed) .537 .773 .000 .017 . .016 .072 .000 .280 .005 .088 .003
& technical capabilities N 64 64 64 64 64 64 64 64 64 64 64 64
Training is given Pearson Correlation .291* -.141 .512** .386** .300* 1.000 .360** .361** .441** .424** -.050 .535**
adequate importance Sig. (2-tailed) .020 .267 .000 .002 .016 . .003 .003 .000 .000 .696 .000
N 64 64 64 64 64 64 64 64 64 64 64 64
Employees are Pearson Correlation .402** .209 .427** .349** .227 .360** 1.000 .522** .629** .440** .298* .320*
sponsored for trainig Sig. (2-tailed) .001 .098 .000 .005 .072 .003 . .000 .000 .000 .017 .010
programs N 64 64 64 64 64 64 64 64 64 64 64 64
Sponsored employees Pearson Correlation .315* .044 .378** .066 .441** .361** .522** 1.000 .507** .483** .396** .423**
take training seriously Sig. (2-tailed) .011 .730 .002 .606 .000 .003 .000 . .000 .000 .001 .000
N 64 64 64 64 64 64 64 64 64 64 64 64
Employees participation Pearson Correlation .141 .077 .357** .195 .137 .441** .629** .507** 1.000 .640** .125 .350**
in determining training Sig. (2-tailed) .268 .545 .004 .122 .280 .000 .000 .000 . .000 .327 .005
needs N 64 64 64 64 64 64 64 64 64 64 64 64
Ehe quality of training is Pearson Correlation .055 .129 .456** .230 .344** .424** .440** .483** .640** 1.000 .276* .548**
excellent Sig. (2-tailed) .663 .310 .000 .067 .005 .000 .000 .000 .000 . .027 .000
N 64 64 64 64 64 64 64 64 64 64 64 64
External training program Pearson Correlation .098 .164 .293* -.026 .215 -.050 .298* .396** .125 .276* 1.000 .372**
are well examined Sig. (2-tailed) .443 .196 .019 .841 .088 .696 .017 .001 .327 .027 . .002
N 64 64 64 64 64 64 64 64 64 64 64 64
Training program is well Pearson Correlation .228 .002 .490** .219 .369** .535** .320* .423** .350** .548** .372** 1.000
designed & widely shared Sig. (2-tailed) .070 .987 .000 .083 .003 .000 .010 .000 .005 .000 .002 .
N 64 64 64 64 64 64 64 64 64 64 64 64
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Interpretation: the correlation test is used to link one factor with all the other factors in order to
know which the most significant factor and which factor is most positively correlated to each other.
and helps us to decide on the factors which are important in designing the training program

Pearson correlation was effective for my study as the study made use of the nominal scale in the
questionnaire.
 In the above correlation table, the point at which the row and column intersects and there is a star
mark, that factor is the most significant factor. if there is one-star sign that factor is positively
correlated at 0.01 level of significance and when there is 2 star marks that factor is positively
correlated at 0.05 level of significance.

This table gives us the clear idea about the important factors that are essential for effective training
and development programs. when the rows and columns intersect and it has a negative sign those
factors cannot be correlated at all or those factors are not at all significant.

Therefore, we can clearly make out from the above table the significant and not so significant
factors in the correlation table.

Training helps to increase productivity & achieve org goal

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat agree 33 33.0 33.0 33.0
strongly agree 67 67.0 67.0 100.0
Total 100 100.0 100.0

Training helps to increase productivity

70

60

50

40

30

20
P erc ent

10

0
somewhat agree strongly agree

Training helps to increase productivity & achieve org goal

 Training programs are well planned

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 8 8.0 8.0 8.0
neither agree nor
3 3.0 3.0 11.0
disagree
somewhat agree 21 21.0 21.0 32.0
strongly agree 68 68.0 68.0 100.0
Total 100 100.0 100.0

Training programs are well planned

80

60

40

20
P e rc e n t

0
somewhat disagree somewhat agree
neither agree nor di strongly agree

Training programs are well planned

 Training Program are of sufficient duration

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 5 5.0 5.0 5.0
neither agree nor
6 6.0 6.0 11.0
disagree
somewhat agree 51 51.0 51.0 62.0
strongly agree 38 38.0 38.0 100.0
Total 100 100.0 100.0

Training Program are of sufficient duration

60

50

40

30

20
P e rc e n t

10

0
somewhat disagree somewhat agree
neither agree nor di strongly agree

Training Program are of sufficient duration

 Training is periodically evaluated & improved

Cumulative
Frequency Percent Valid Percent Percent
Valid neither agree nor
8 8.0 12.5 12.5
disagree
somewhat agree 39 39.0 60.9 73.4
strongly agree 17 17.0 26.6 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Training is periodically evaluated & improved

70

60

50

40

30

20
P ercent

10

0
neither agree nor di somewhat agree strongly agree

Training is periodically evaluated & improved

 Training Program emphasis on managerial & technical capabilities

Cumulative
Frequency Percent Valid Percent Percent
Valid strongly disagree 1 1.0 1.6 1.6
neither agree nor
2 2.0 3.1 4.7
disagree
somewhat agree 22 22.0 34.4 39.1
strongly agree 39 39.0 60.9 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

emphasis on technical and managerial skills

70

60

50

40

30

20
P e rc e n t

10

0
strongly disagree somewhat agree
neither agree nor di strongly agree

Training Program emphasis on managerial & technical capabilities

 Training is given adequate importance

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 4 4.0 6.3 6.3
neither agree nor
5 5.0 7.8 14.1
disagree
somewhat agree 26 26.0 40.6 54.7
strongly agree 29 29.0 45.3 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Training is given adequate importance

50

40

30

20
P e rc e n t

10

0
somewhat disagree somewhat agree
neither agree nor di strongly agree

Training is given adequate importance

 Employees are sponsored for trainig programs

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 4 4.0 6.3 6.3
neither agree nor
5 5.0 7.8 14.1
disagree
somewhat agree 38 38.0 59.4 73.4
strongly agree 17 17.0 26.6 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Employees are sponsored for training programs

70

60

50

40

30

20
P erc e n t

10

0
somewhat disagree somewhat agree
neither agree nor di strongly agree

Employees are sponsored for trainig programs

 Sponsored employees take training seriously

Cumulative
Frequency Percent Valid Percent Percent
Valid strongly disagree 1 1.0 1.6 1.6
somewhat disagree 2 2.0 3.1 4.7
neither agree nor
8 8.0 12.5 17.2
disagree
somewhat agree 32 32.0 50.0 67.2
strongly agree 21 21.0 32.8 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Sponsored employees take training seriously

60

50

40

30

20
P e rc e n t

10

0
strongly disagree neither agree nor di strongly agree
somewhat disagree somewhat agree

Sponsored employees take training seriously

 Employees participation in determining training needs

Cumulative
Frequency Percent Valid Percent Percent
Valid strongly disagree 2 2.0 3.1 3.1
somewhat disagree 7 7.0 10.9 14.1
neither agree nor
8 8.0 12.5 26.6
disagree
somewhat agree 36 36.0 56.3 82.8
strongly agree 11 11.0 17.2 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Employees determine training needs

60

50

40

30

20
P e rc e n t

10

0
strongly disagree neither agree nor di strongly agree
somewhat disagree somewhat agree

Employees participation in determining training needs

 The quality of training is excellent

Cumulative
Frequency Percent Valid Percent Percent
Valid neither agree nor
5 5.0 7.8 7.8
disagree
somewhat agree 16 16.0 25.0 32.8
strongly agree 43 43.0 67.2 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

The quality of training is excellent

80

70

60

50

40

30

20
P e rc e n t

10

0
neither agree nor di somewhat agree strongly agree

Ehe quality of training is excellent

 External training program are well examined

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 1 1.0 1.6 1.6
neither agree nor
14 14.0 21.9 23.4
disagree
somewhat agree 20 20.0 31.3 54.7
strongly agree 29 29.0 45.3 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

External training program are well examined

50

40

30

20
P e rc e n t

10

0
somewhat disagree somewhat agree
neither agree nor di strongly agree

External training program are well examined

 Training program is well designed & widely shared

Cumulative
Frequency Percent Valid Percent Percent
Valid somewhat disagree 1 1.0 1.6 1.6
neither agree nor
4 4.0 6.3 7.8
disagree
somewhat agree 16 16.0 25.0 32.8
strongly agree 43 43.0 67.2 100.0
Total 64 64.0 100.0
Missing System 36 36.0
Total 100 100.0

Training program is well designed & widely shared

80

60

40

20
Percent

0
somewhat disagree somewhat agree
neither agree nor di strongly agree

Training program is well designed & widely shared

 FINDINGS
 Training helps to increase productivity and achieve the goals of the organization

 Training programs are well planned in the organization.

 The training given in organization is not of sufficient duration.

 The training programs are not evaluated periodically.

 The training programs strongly focus on technical and managerial capabilities..

 The training programs are not given adequate importance due to the work pressure in the
organization.

 Employees’ attitude towards the training programs is casual/informal.

 There is no involvement of employees in determining the training need analysis.

 The quality of training programs in the organization is excellent..

 The training programs are well designed and widely shared in the organization.

 More priority is given for on the job trainings than the value addition programs like motivation,
stress management, group dynamics.
 SUGGESTION

 Employees should decide and determine the training programs that they need so that they can work more
effectively and efficiently, employees should decide some of the training they would like to undergo.

 The HR department should conduct briefing and debriefing sessions for employees for Training as to give them
an idea as to why this training is been conducted and what they have to learn in the training program conducted
and also after training completion they should take a feedback as to how effective was the training so that the
necessary improvements in training programs can be considered and implemented.

 Apart from on-job training programs the HR Department should conduct constant value addition programs such
as Time management, Stress management trainings, group dynamics, grievance redressal, these will help to add
value and is also essential in today’s business scenario.

 Performance of every employee undergone training should be evaluated so as to get Improved quality of
training activities, Improve ability of the trainers to relate inputs to output know their understanding about the
training programme conducted
0
 Training program should evaluate the abilities, competencies and potentials of the trainees for a particular job or
work skills.

 It should aim to narrow down the gap between expected level of performance and the actual level of
performance.

 It should provide new recruits or trainees a scientific pace for imbibing the knowledge and skills required to
discharge their duties and responsibilities meaningfully and purposefully.

 The company should conduct training programs at regular intervals, which helps the employees to enhance their
knowledge for their current jobs.

 The company should design the training program based on the current requirement, which includes
development of technical skills, personality development, time management, computer knowledge etc.

 The training session should be made more interactive and participative so that trainees and trainer are in
constant interaction
 CONCLUSION

According to the study conducted we can conclude that the overall satisfaction level of employees in relation to
the training programs is moderate.
the employees agree that the training programs helps to increase productivity and achieve the organizational
goal.

The employees said that the training programs in the organization are well planned but they are not satisfied
with the duration of the training program and the are also not satisfied with the evaluation process of training program,
they are not evaluated periodically.

The training programs in the organization strongly focus on the technical and managerial capabilities but these
programs are not given adequate importance sometimes because of the work pressure.

The employees do not take the training programs seriously, as there are no strict rules and regulations to attend
the training programs.

The employees are not involved in determining the training need analysis. The training programs are fixed by
the top management.

The quality of the training programs is excellent but the employees are not making the best use of it.

Therefore we can conclude that the training programs in the organization are excellent but they have been not
utilized properly by the employees as the training programs are not mad compulsory to all the departments. There is a
broader scope to develop and improve its training programs in future in order to meet the requirements of the global
market
 REFERENCES

Books:

Human Resources Management by Gary Dessler

Publised by Pearson Education 9th Edition
PP 184 - 240

Website:

Bibliography

Reference
a. Books
P L RAO, HRD THROUGH IN-HOUSE TRAINING, Concepts of
Training, Methods of Training, Effectiveness of Training
PP-3-185
Websites
 http://www.mckinseyquarterly.com/ Nov 2004
 http://www.google.com

Reports
Annual Report of Bharatiya Sanchar Nigam Limited (BSNL)
2006-2007 PP- 1-10