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A SUMMER TRAINING REPORT

IN

“TRAINING AND DEVELOPMENT


AT AIRTEL”

Submitted in partial fulfillment of the requirement of the degree of


Bachelor of Business Administration,
TILAK MAHARASHTRA UNIVERSITY, PUNE

Training Supervisor: Submitted by:


Mr. Karan Ranjan Gagandeep Singh Sethi
(Training officer) PR No. 07108017204

SESSION: 2008–2011
TILAK MAHARASHTRA UNIVERSITY,
PUNE (INDIA)

ACKNOWLEDGEMENT
This study would not have been possible without the cooperation of
and generous help from a number of people. While it may not be
possible for me to express my gratitude to all of them individually, I
wish to place on my record my appreciation to them for all the help
they extended to me during the project.

I am very thankful to Mr. Karan Ranjan (Training officer) of Airtel


who guided me in the whole process. I would also like to thank all
those employees of Airtel who helped me in my Project.

Report was completed successfully because of the grace of the god


and the blessings of my parents.

Gagandeep Singh Sethi

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TABLE OF CONTENTS

Acknowledgement
Executive Summary
Page No.
Introduction Chapter I 6

Research Methodology Chapter II 7

♦ Objectives
♦ Scope
♦ Type of Data
♦ Sample size & design
♦ Statistical tools
♦ Type of research
♦ Limitations

Industry & Company Profile Chapter III 9

Theory of Training Chapter IV 19

Analysis and Findings Chapter V 37

Conclusion and Suggestions Chapter VI 47

Annexure
Bibliography

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EXECUTIVE SUMMARY

The global economy of the day has endangered the survival of every

organization and in particular those who want to have a competitive edge over

the others. The competitive edge may be a distant dream in the absence of

Superior Quality Products which otherwise is the function of well-trained

employees. Today resources are scarce and have to be used carefully and

trainers of all kinds are required to justify their position and account for their

activities. Training activities, which are ill directed and inadequately focused, do

not serve the purpose of the trainers. The trainees or the organization hence

identification of training needs becomes the top priority of every progressive

organization. Identification of training needs, if done properly, provides the basis

on which all other training activities can be considered and will lead to

multiskilling, fitting people to take extra responsibilities increasing all round

competence and preparing people to take on higher level responsibility in future.

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CHAPTER I

INRODUCTION

Every organization needs to have experienced and well-trained employees to


perform the activities. Rapid changes in the environment have not only made the
jobs more complex but have also created increased pressures for the
organizations to re-adapt the products and services offered to compete in this
fast changing world. Therefore, in a rapidly changing society training is an
activity, which is must for maintaining a viable and knowledgeable work force.

Success of any training programme largely depends upon proper identification of


training needs. Training needs are felt by the managers when they
discover/perceive deviation between standard performance and actual
performance of its employees. It is not that only workers need training.
Simultaneously supervisors, managers and executives need to be trained and
developed to grow and acquire maturity of thought and action. Many
organizations invest considerable resources in training and development but
never really examine how and where this can most effectively promote
organizational objectives and individual growth. The failure to analyze training
needs within the organization will lead to lesser of benefits and huge investment
in the training programme of the institute. Hence it would be pertinent to analyze
training needs first and then impart training accordingly.

Training is a long term investment in HR using the equation given below:

Performance = ability x motivation

Training can have an impact on both these factors. It can heighten the skills and
abilities of the employees and their motivation by increasing their sense of
commitment and encouraging them to develop and use new skills.

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CHAPTER II

RESEARCH METHODOLOGY

OBJECTIVES OF THE STUDY

− To understand the prevailing trends of training and development at Bharti


Cellular (Airtel).

− This project is an attempt to study, training need identification and evaluation


of training programme at Bharti Cellular Ltd (Airtel).

− To suggest ways to improve training.

TYPE OF RESEARCH Descriptive Research

SAMPLE UNIT Trainees at Okhla office

SAMPLE SIZE Twenty

TYPE OF QUESTION Close ended & open-


ended.

TYPE OF QUESTIONNAIRE Structured and non


Disguised

TOOLS USED FOR DATA COLLECTION

• Primary data collected through questionnaires and informal interviews.

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

PROCEDURE FOR DATA COLLECTION.

• Communication, asking questions and receiving a response in person


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

STATISTICAL TOOLS USED

 Pie Charts

 Bar diagrams

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CHAPTER III

INDUSTRY PROFILE

In the early 1990s, the Indian government adopted a new economic policy aimed
at improving India's competitiveness in the global markets and the rapid growth
of exports. Key to achieving these goals was a world-class telecom
infrastructure.

In India, the telecom service areas are divided into four metros (New Delhi,
Mumbai, Chennai and Kolkata) and 20 circles, which roughly correspond to the
states in India. The circles are further classified under "A," "B" and "C," with the
"A" circle being the most attractive and "C" being the least attractive. The
regulatory body at that time — the Department of Telecommunications (DOT) —
allocated two cellular licenses for each metro and circle. Thirty-four licenses for
GSM900 cellular services were auctioned to 22 firms in 1995. The first cellular
service was provided by, Modi Telstra in Kolkatta in August 1995. For the
auction, it was stipulated that no firm can win in more than one metro, three
circles or both. The circles of Jammu and Kashmir and Andaman and Nicobar
had no bidders, while West Bengal and Assam had only one bidder each.

In 1996, the Telecom Regulatory Authority of India (TRAI) bill was introduced in
the Lok Sabha, and the president officially announced the TRAI ordinance on 25
January 1997. The government decided to set up TRAI to separate regulatory
functions from policy formulation, licensing and telecom operations. Prior to the
creation of TRAI, these functions were the sole responsibility of the DOT.

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AIRTEL - A PROFILE

AirTel comes to you from Bharti Cellular Ltd, consortium of giants in the
telecommunication business.

AirTel launched its services in Delhi on November 14, 1995. It has at present
over six lakh fifty thousand customers in its six years of pursuit of greater
customer satisfaction; AirTel has redefined the business through marketing
innovations, continuous technological up gradation of the network, introduction of
new generation value added services and the highest standard of customer care.

AirTel has consistently set the benchmarks for the Indian cellular industry to
follow.

First to launch Cellular service in Delhi on November, 1995.

First operator to revolutionaries the concept of retailing with the inauguration of


AirTel Connect (exclusive showrooms) in 1995. Today AirTel has 20 Customer
Care Touch points called "Connects" and over 350 dealers in Delhi and NCR
towns.

First to expand its network with the installation of second mobile switching center
in April, 1997 and the first in Delhi to introduce the Intelligent Network Platform
First to provide Roaming to its subscribers by forming an association called
World 1 Network.

First to provide roaming facility in USA. Enjoy the mobile roaming across 38
partner networks & above 700 cities Moreover roam across international
destinations in 119 countries including USA, Canada, and UK etc with 284
partner networks.

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HISTORY

Highlights of our history, collaborations and achievements are given below.

1995

• Bharti Tele-Ventures Limited incorporated on July 7, 1995

• Bharti Cellular launched mobile services 'AirTel' in Delhi

1996

• Bharti Telenet launched mobile services in Himachal Pradesh

1997

• Bharti Telenet obtained a license for providing fixed-line services in Madhya


Pradesh circle

• Bharti Telecom formed a joint venture, Bharti BT, for providing VSAT
services.

1998

• Bharti Telecom formed a joint venture, Bharti BT Internet for providing


Internet services

• First Indian private fixed-line services launched in Indore in the Madhya


Pradesh circle on June 4, 1998 by Bharti Telenet thereby ending fixed-line
services monopoly of DoT (now BSNL)

1999

• Warburg Pincus (through its investment company Brentwood Investment


Holdings Limited) acquired equity interest in Bharti Tele-Ventures

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• Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobile
(formerly JT Mobiles), the mobile services provider in Karnataka and Andhra
Pradesh circles.

2000

• New York Life Insurance and Fund, or NYLIF, acquired a equity interest in
Bharti Cellular

• Bharti Tele-Ventures acquired an effective equity interest in Bharti Mobiles


(formerlySkycell Communications), the mobile services provider in Chennai

• Bharti Tele-Ventures acquired equity interest of Telecom in Bharti Telenet


thereby making Bharti Telenet a 100% subsidiary of Bharti Tele-Ventures

• SingTel (through its investment company Pastel Limited) acquired STET's


equity interest in Bharti Tele-Ventures

• Bharti Tele-Ventures acquired an additional effective equity interest in Bharti


Mobile resulting in Bharti Tele-Ventures holding an effective 74% equity
interest in Bharti Mobile.

2001

• Bharti Telesonic entered into a joint venture, Bharti Aqua net, with SingTel for
establishing a submarine cable landing station at Chennai.

• Bharti Tele-Ventures acquired NYLIF's equity interest in Bharti Cellular

• Bharti Cellular acquired a 100% equity interest in Bharti Mobitel (formerly


Spice Cell), the mobile services provider in Kolkata

• Bharti Tele-Ventures acquired equity interest in Bharti Cellular from British


Telecom, thereby making Bharti Cellular its 100% subsidiary

• Bharti Tele-Ventures acquired an additional equity interest in Bharti Mobinet


from Millicon International and BellSouth International

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• Punjab license restored to Bharti Mobile by the DoT and migration to NTP -
1999 accepted

• Bharti Cellular entered into license agreements to provide mobile services in


eight new circles following the fourth operator mobile license bidding process.

• Bharti Telenet entered into license agreements to provide fixed-line services


in the Haryana, Delhi, Tami Nadu and Karnataka circles

• Bharti Telesonic has entered into a license agreement with DoT to provide
National Long Distance Services in India and has been the first service
provider to start service in the country.

• Bharti Aquanet, Bharti Telesonic and Bharti Cellular have entered into license
agreements with the DoT to provide ISP services in India

2002

• Bharti launched mobile services in Gujarat Haryana, Kerala, Madhya Pradesh


circle, Maharashtra, Mumbai, Punjab, Tamil Nadu, and Uttar Pradesh (West)
Circle.

• Bharti listed on the National Stock Exchange, Bombay Stock Exchange and
the Delhi Stock Exchange on February 18, 2002.

2003

• Bharti entered into a license agreement with the DoT to provide international
long distance services in India.

• Bharti launched fixed-line services in the Delhi, Haryana, and Karnataka and
Tamil Nadu license areas.

2004

• Bharti became the first private telecommunications services provider to


launch international long distance services.

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Awards

Consecutively for years and 2004, AirTel has been voted as the Best Cellular
Service in the country and won the coveted Techies award.

The Asia Pacific Award for the Most Innovative HR practices-2000.

The Golden Peacock National Training Award for excellence in Training


practices-2000.

The Golden Peacock National Quality Award-2001.

BCL is first mobile communication service provider in India to be certified for ISO
9001:2000 and 1st in world certified by British Standards Institution for Mobile
Communication.

Born a leader, the first cellular service in Delhi, AirTel has maintained leadership
through constant innovations which have redefined standards of cellular services
in India.

First to introduce a wide array of value added services like Smart mail, Fax
facility, Call Hold, Call waiting, Web message, Information services etc. to
enhance the convenience of its subscribers.

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Vision

“To make mobile communications a way of life and be the customers' first
choice”

Mission

We will meet the mobile communication needs of our customers through:

 Error- free service delivery

 Innovative products and services

 Cost efficiency

 Unified Messaging Solutions

 Bharti Values

 Inn venturing

We will generate and implement entrepreneurial and innovative ideas, which will
continuously create new growth engines.

Customer First

We are committed to delivering service beyond the expectations of the customer.


Our quality of customer responsiveness clearly differentiates us from others.

Performance Culture

We benchmark our processes and performance against world-class standards.


We distinguish between performers and non-performers by valuing achievement
at the individual as well as the team level. Ours is a culture of inclusively where
feedback, learning and ideas are actively encouraged, sought and acted upon.

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Valuing Partnership"

We are committed to building exemplary relationship with our partners, which


stand on the principles of mutual trust and mutual growth.

Valuing People"

We nurture an environment where people are respected and their uniqueness is


valued. We believe that people are our key differentiators.

Responsible Corporate Citizenship"

We are committed to making a positive and proactive contribution to the


community. As a responsible corporate citizen we will contribute to and abide by
environmental and legal norms.

Ethical Practices

We will uphold the highest ethical standards in all internal and external
relationship. We will not allow misuse or misrepresentation of any kind.

SUCCESS STORY

After launch in September 27, 1995 was a red letter day when cell phones finally
arrived in the city (Delhi), thanks to Bharti cellular that launched its mobile
telephone services under the brand name AIRTEL.

Today, Delhi has more than 200,000 subscribers of which 55% are hooked on to
AIRTEL network.

However, the success was not easy for the company which brought the cellular
revolution in Delhi. Cellular phones were not being used so much anywhere in
the country. "Initially, there was a lot of confusion and apprehension about the

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mobile phone services. Some believed that mobile phones are same as
cordless," according to Executive Director Mr. Anil Nayyar (AIRTEL). Therefore
the first priority was to create awareness. "In order to create a market for the
cellular services, it was necessary to educate people. This required a lot of effort"
said Mr. Nayyar. However, the hardwork has paid and today AIRTEL is one of
the strongest brand names in the country with more than 100,000 subscribers in
the network. AIRTEL is the largest private sector telecom service company in
number of subscribers. In Delhi, it has been constantly leading the market during
the last three years. Currently, the network has a capacity of 240,000
subscribers. Their target is to provide services to 500,000 subscribers by the turn
of the century.

AIRTEL'S TECHNOLOGY

The technology base for AirTel is GSM – Global System for Mobile
Communications. Sourced from Ericsson of Sweden, the world leaders in cellular
technology. Operating in over 74 countries, Ericsson connects over 40% of the
world's cellular subscriber base and also has to its credit some of the most
advanced cellular phones in the world.

AIRTEL'S COVERAGE

AirTel cellular phone service plans over 150 cell sites to give you the finest
coverage all over Delhi and its adjoining suburbs, including Faridabad,
Ballabhgarh, Ghaziabad, Noida and Gurgaon. Thanks to the excellent network
planning by the world leaders Ericsson of Sweden who connect over 22 million
cellular subscribers in over 78 countries worldwide putting through more than
40% of the world's cellular phone calls. As and when the need arises, the cell
sites and capacity can be increased to enhance the network's coverage.

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MANAGEMENT STRUCTURE

BOARD OF DIRECTORS

CHAIRMAN &GROUP MANAGING DIRECTOR

Jt. Managing Director Jt. Managing Director

President President Director Director


Infotel Business Human
Develop. Resource

Fixed line
Long distance
Group Data Director Director Group Fin.
& Broadband Marketing Legal Controller

Director IT Director Head Regulat-


& Corporate ory & Group
Technolog Relations Co. Secretary
y

Director Group
Corporate Director
Affairs Corporate
Strategy &
Planning

Director
Corporate
Communic
ations

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CHAPTER IV

THEORY OF TRAINING

Training is a learning experience in that it seeks a relatively permanent change in


an individual that will improve his/her ability to perform on the job. We typically
say training can involve the changing of skills, knowledge, attitudes or social
behavior. It may mean changing employees, how they work, and their attitudes
toward their work of their interaction with their co-workers or supervisors.

TRAINING OBJECTIVES AND STRATEGIES

Having identified the training needs based on the various analyses discussed
above, the next logical steps are to set training objectives in concrete terms and
to decide on the training strategies to be adopted to meet these objectives. The
training needs basically highlight the gap between the existing and desired
repertoire of knowledge attitude and skills at individual, group and organizational
level to enable the employees to contribute towards the realization of
organizational objectives at optimum efficiency. The training effort thus will have
to aim at filling in this gap by clearly stating the objectives in quantitative and
qualitative terms to be achieved through training. Such an exercise will also
enable the training specialists to evaluate, monitor and measure the extent to
which stated objectives have been met through training intervention. As the
training objectives are related to organizational objectives, the involvement of the
top management will be necessary to ensure that the two sets of objectives are
integrated.

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It will be desirable to use the following criteria in setting training objectives:

I. Specific requirements of individuals and organizations so as to achieve


integration of the two.

II. Roles and tasks to be carried out by the target group.

III. Relationship with other positions vertically and horizontally and technological
imperatives.

IV. Relevance, applicability and compatibility of training to work situations.

V. Training as a means of bringing about a change in behavior back on the job.

VI. Behavior including activities that can be observed, measured and/or


recorded

VII. The expected change in behavior must be useful, closely related to and
subject to maintenance in the work environment.

More specifically the following steps could be involved in setting training


objectives:

I. Identification of the behavior where change is required.

II. Nature and size of the group to be trained in terms of prior training, situational
factors, formal education.

III. Existing behavior defined in terms of ratio, frequency, quality of interaction


and supervision, routines and repetitiveness, innovations, omissions, error,
etc.

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IV. Desired behavior aimed at improving the existing condition stated preferably
in quantitative such as ratio, frequency of occurrence, reporting by
exceptions, self-monitoring mechanisms etc.

V. Operational results to be achieved through training stated in terms of


increase in efficiency and effectiveness criteria such as productivity, cost,
down time, turnover, time for innovations and creativity.

VI. Indicators to be used in determining changes from existing to the desired


level in terms of ratio and frequency.

Depending on the objectives set, the next step is to decide on the strategy of
training involving the following:

♦ Classification of objectives in terms of purposes :

a) Corrective objectives

b) Maintenance/status-quo objectives

c) Problem solving objectives, and

d) Innovative objectives

♦ Classification of objectives in terms of levels of learning:

a) Skills of motor responses, memorization and simple conditioning.

b) Adaptation level where one is gaining knowledge or adapting to a simple


environment;

c) interpersonal understanding and skill;

d) Values of individuals and groups.

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♦ On-the-job or off-the job training.

♦ In house or external training.

♦ Individual or group training.

♦ Horizontal, vertical or diagonal/mixed group.

♦ Changes required, if any, in the existing work roles, organizational


relationships, work system requirements, process of supervision and
alternative structures.

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SYSTEMATIC APPROACH TO TRAINING

ORGANISATIONAL ANALYSIS

• Identification of organizational objectives/needs/growth potential and


resources.

TASK ROLE ANALYSIS

• Identification of knowledge, skills and attitudes required.

MANPOWER ANALYSIS

• Identification /definition of target population and performance analysis.

STATEMENT OF TRAINING NEED

• Identification of gap between existing and required level of knowledge skills


and attitude.

• Isolate problem areas amenable to resolution through training

SETTING TRAINING OBJECTIVES

• In terms of behavioral charges

• In terms of output/results

DEVELOP MEASURES FOR JOB PROFICIENCY

DEVELOP TRAINING POLICY, PLAN, PROFICIENCY

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PLAN AND DESIGN TRAINING AND PROGRAMME

• Course construction

• Arrange resource

CONDUCT TRAINING PROGRAMMES

• Individual

• Group

• On-the job

FOLLOW UP AND EVALUATION

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

• Develop follow-up measures for monitoring.

VALIDATE

• Against measures of job proficiency

ENSURE FEEDBACK OF RESULTS

REVISE IF NECESSARY

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DETERMINING TRAINING NEEDS AND PRIORITIES

Management can determine the training needs by answering the following


questions:

• What are the organization's goals?

• What task must be completed to achieve these goals?

• What behaviors are necessary for each job incumbent to complete his/her
assigned jobs?

• What deficiencies, if any, do incumbents have in skills, knowledge or attitudes


required to perform the necessary behaviors?

• It again depends on seeing the performance of an individual?

Based on out determination of the organization's needs, the type of work that is
to be done, and the type of skills necessary to complete this work, the training
programme should follow naturally.

What kind of signals can warn a manager that employee training may be
necessary?

Clearly, the more obvious, ones relate directly to productivity; inadequate job
performance assuming the individual is making a satisfactory effort, attention
should be given toward raining the skill level of the worker. When a manager is
confronted with a drop in productivity, it may suggest that skills need to be “fine
tuned”.

In addition to productivity measures, a high reject rate or larger than usual scrap
page may indicate a need for employee training. A rise in the number of

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accidents reported also suggests some type of re-training is necessary. There is
also the future element: changes that are being imposed on the worker as a
result of a job redesign or a technological breakthrough. These types of changes
require a training effort that is fewer crises oriented; that is, a proportion for
planned change rather than a reaction to immediately unsatisfactory condition.

When inadequate performance results from a motivation problem rather than a


skills problem, the rewards and disciplinary action may be of greater relevance.
Nor would training be the answer of the problem lies outside the job activity itself.

For examples, if salaries are low, if supervision is poor, if workers benefits are
inadequate or if the physical work tryout is deficient, spending on employee
training may have little or no effect on productivity, since inadequate performance
is due to conditions that training cannot remedy. Training can enhance skills but
does nothing to relieve monotony.

Once if has been determined that training is necessary, training goals must be
established. Management should explicitly state what changes or results are
sought for each employee. It is not adequate merely to say that change in
employee knowledge, skills, attitudes or social behavior is desirable, we must
clarify what is to change, and by how much. These goals should be tangible,
feasible and measurable. It should be clear both to the management as well as
the employee.

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TRAINING NEEDS

Organizational Individual

- Identified through the

corporate MBO serious. It

gives the necessary

information, regarding the

gaps which prevails

Manager Operative Personnel

Personnel - Training needs

identified through

employees merit rating

system

External Training Internal Training

- Exposure approved by - Needs identified through

divisional director and appraisal system, and

monitored by corporate programme monitored by

training and corporate training and

development manager development manager.

TYPES OF TRAINING METHODS

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The training methods which are generally used in an organization are classified
into two i.e.,

a) On the job: The most important type of training is on the job training. The
experience of actually doing something makes a lasting impression and
has a reality that other types of training cannot provide. There are several
types of training programmes which make use of on-the-job training
concept which are as follows:

♦ Job Rotation

♦ Internship training

♦ Apprenticeship

b) Off the job: This is a type of training which is imparted to the employees
through education programmes,simulators and training aids etc.The off the
job training includes the following:

♦ Case study method

♦ Incident method

♦ Management Games

♦ Role playing

♦ Seminars

Training, as a process of long tem learning is essentially a developmental tool.


Through, effectively utilizing this tool, the organization expects to achieve career
objectives.

• Sensitize employees towards their role in achieving the organizational vision


of “Leadership through Differentiation”.

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• Contribute towards the career progressions of the employees by importing
knowledge of an additional or reinforcing nature, developing skills and
bringing about desired attitudinal changes among them. This would not
merely prove effective in assisting them to achieve organizational goals but
also enable enhancement of their self esteem and self confidences to face
external challenges.

• Ours is changing and dynamic organizations which have to pay considerable


emphasis on training and retraining its employees to enable them to be
competent committed and have the capacity to change according to the
external and internal demands and pressures.

Training of employees is not merely the responsibility of the management or the


training cell alone, but the responsibility of department managers as well.
Accordingly, the human resource department must enable their involvement in
the process. In the process of employee training and development.

TRAINING STEPS

There are four basic steps in carrying out the training function:

• Assessment of Training needs (A)

• Designing the training action plan (B)

• Administration of training (C)

• Retraining and Reinforcement of training (D).

(A) ASSESSMENT OF TRAINING NEEDS

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There are five steps towards the assessment and analysis of training and
development of the organization.

• Collection of information through interviewing and discussing with key


personnel both inside and outside the organization or specific departments;
observing the work place, working conditions, processes and outcomes;
examining records, other written information and annual employee appraisal.

• Compare performances of each department and each employee against


objectives, targets and standards set for them and keeping in mind future
work requirements in the organization.

• Identify cause of problems faced by the organization to enable the


management to train the employees in handling the problems as well as
solving the problem in a satisfactory manner.

• Segregate identified problems into problems requiring staff development


action such as training and into problems requiring other management
actions, so that these problems are accurately addressed.

• Prioritize training actions in accordance to where the training need is more


urgent.

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(B) DESIGNING TRAINING PROGRAMME.

Having completed the ground work of training needs and assessment whereby
training gaps are identified and prioritized, the next step is to design the training
action plan which involves the following:

TYPES OF TRAINING ADDRESSING VARIOUS TRAINING NEEDS:

• Entry training involving new recruits and employees required to take a new
job.

• Problem resolution training to meet a shortfall or deficiency in job


performance.

• Training for change to prepare employees for job identified in near future.

• Development to equip employees to meet organizational changes in future.

Training imparted in any type would be skill, attitude or knowledge based training
or a combination of the three.

• Identifying the Trainee groups.

• Identifying the most effective training methodology.

• Classroom training outside the organization through external agencies for


meeting specific job function related needs which cannot be imported
internally. This is normally the case when the training involves specific are as
and smaller numbers making it uneconomical to conduct the programme
internally. These external sources must be chosen with care and must be
able to fulfill the organization's analyzed training and development needs.
These training methods must be supplemented by enabling the trainees to
apply in the work place and translating into job competence the knowledge
and skill gained through such training.

• Classroom training within the organization through external and internal


agencies: These programmes must be carefully designed to ensure that they
mirror the trainee group’s requirements individually and collectively. Like the

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external courses, when designing these programmes, one must ensure that
the training objectives are expressed in terms of job competence as well as
knowledge and skill.

• This method of training is must effective in bringing together employees in


larger numbers to address common training needs. The training faculty is
critical to the success of such training programmes. The importance and the
initiality of the need for proper communication of knowledge and ideas dictate
that the selection of faculty members must be made keeping the receiver in
mind.

• On the job training enables the employees to learn the job while actually
carrying out the tasks involved in the job. All new recruits joining the
organization are required to undergo induction programme with planned work
experience in various departments associated with the employee’s own
department for a short duration to equip the employee with basic knowledge
fundamental to his job function.

Entry level training is normally imparted through internal on-job and off-job
training methods.

Problem resolution training, training for change and development related training
may be imported through internal or external on-job or off-job training methods
depending on programme design, objective and target size.

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FRAMEWORK FOR EVALUATION OF TRAINING

Types of Evaluation Levels of Evaluation/Objective Methods of Evaluation


1. Context Evaluation 1. Pre training (I) Same as the ones used in assessment
Obtaining and using of training needs.
information about the
current operational context
i.e., individual difficulties,
organization deficiencies -
i.e., Training Need
Assessment as basis for
decision. To what extent are
training courses related to
job requirement?
2. Input Evaluation -do- (i) Same as the ones used in design and
Determining and using organisation of training.
facts/opinions about
human/material resources
for training to decide
training methods or types of
training - inventory of
outside training programmes
3. Process Evaluation 2. Reactions Level (i) Observation by trainer
Monitoring training as it is Opinions/attitudes about trainer, unsystematic/random
in progress – continuos presentation, usefulness, (ii) Rating Scales for each sessions or
examination of involvement. theme - Analyze, present to trainees and
administrative arrangements discuss.
and feedback from trainees. (iii) Questionnaires/Interviews
4. Outcome Evaluation 3. Learning level Acquisition of (I) Knowledge learning, factual and
Measuring effects of training knowledge, skills and attitudes intellectual understanding
on the relation to his job. capable of translating into - Programmed instruction - multiple-
behavior in training situation. choice questions administered at the
beginning of training and end of session
- Examinations of academic type,
written and/or oral.
(Ii) skill learning, technical and social
- Practical tests to demonstrate skill
administered at the beginning and at
end.
(Iii) Attitude learning
- attitude scales
semantic differential scales
7 o 5 point scales stretching between
pairs of adjectives with opposite
meaning administered at the beginning
and end of training.
4. Job Behavior Level Changed (i) Activity sampling - percentage of
behavior back on the job time spent by trainee on different aspect
of his job.
- observer diaries, continuos record of
his activities

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(iii) Self dairies
(iv) Observation of specific incidents,
e.g., interviewing skills
(v) Self recording of specific incidents :
devising tailor made evaluation
instruments through which the trainee
can himself record details f the way in
which he performs certain tasks
(vi) Appraisal by superiors: asking
questions such as, “Can you describe
any specific incidents in which the
employee demonstrated improvement in
knowledge/skill/attitude?”
(vii) Self-appraisal, used in conjunction
with appraisal by others.
5. Consequence Evaluation 5. Functioning Level Efficiency (I) Productivity/efficiency of trainee's
Measuring effect of training on of the firm, effect on other’s department
overall efficiency of behavior, cost reduction, etc. (ii) Morale of subordinate’s expressed
department/organization. by absence rates; labor return over as or
incidence of industrial disputes. Any
index of functioning which is related to
the training objective can be used.
(Iii) Control Groups compare
performance of similar employees who
have not undergone training.

33
TRAINING AND DEVELOPMENT AT AIRTEL

RATIONALE OF 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 was less.

34
All employees are expected to participate in company sponsored training
programs considered necessary for enhancing their work skills. We realize that
in today’s constantly changing environment, our services have to be better than
those of our competitors. Therefore, training opportunities are offered through
specialized training programs conducted by in-house instructors, instructors from
the industry, or by experts in the field.

Training Need Assessment

• Training needs are assessed by the Human Resources Department in


consultation with the individual, his/her supervisor and the Head/Chief of the
department. The performance management system as well as feedback by
employees across the organization is used for collaborating the training
needs.

Training Calendar

• A Training Calendar is prepared and circulated at the beginning of the year.


This carries details about the training programmes that will be conducted
during the course of the year. In-hour and external training are held on
behavioral as well as specific job related skills.

Training Evaluations

• Training programmes are evaluated by Human Resources regularly to


ascertain the value being added to the employees.

Managers nominate employees for training. Attendance at the training classes is

obligatory. You are encouraged to make the best use of these opportunities

provided by the company to enhance your professional skills. Training records

will be maintained in the Personal File of each employee, for review at any time.

35
CHAPTER V

DATA ANALYSIS AND FINDINGS

We now try to analyze and interpret the data to reach a conclusion. We begin

with the analysis of the data collected from the T&D staff.

METHODS USED FOR TRAINING NEEDS ANALYSIS


• The training needs analysis is done generally by discussion with superiors

and departmental heads.

• However, the participants themselves also play a vital role in identifying their

own training needs.

• Also, performance appraisal sessions and customer feedback are two

important ways through which training needs can be analyzed.

Areas in which training is imparted

Bharti provides training to all areas mentioned, however, the training imparted to

the employees depends on the level of organizations.

Frequency of training programme

Training programmes are conducted at Bharti throughout the year. The duration

depends on the type of the training. Training for computer basics are for 3-5

days, and for executive trainees are for 1 year.

36
Changing trends in T&D today

 Focus on right attitude and overall development of the employee.

 Focus on sophistication of technologies

 Trainer-trainee cooperation

 Elements for making training programme successful

Clear objectives, good faculty, right training method, physical arrangements,

duration of training programme, contents of TP, and rewards/incentives after TP.

We have used the method of Moving Averages to determine the rankings.

Identification of training needs

90% involved 10% not involved.

Effectiveness of training method used

85% said effective, 15% said ineffective.

Achievement of training objectives

95% satisfied, 15% dissatisfied

Continuous training

60% satisfied, 40% not satisfied

Involvement in programme planning

55% happy with involvement, 45% not.

Communication of problems to management

37
30% dissatisfied, 15% not involved, 55% involved and satisfied.

TRAINING UNDERGONE

Different companies adopt different training and development as per the needs of

trainee as well as organization so that person don't lack in any area of his

activity, which in turn won't affect the company at large. Hence training as per the

need arising up. At Bharti they have a separate education and training

department, which looks for the training and development of employee. Here new

technique includes 6 sigma, 5s, kaizan and so, where as hr includes, team-

building, motivation, behavior, general includes the rest other kind of training and

development progamme at Bharti Cellular Ltd.

38
IDEAL SIZE OF THE TRAINING

20 19
18
16
16
14
12
10
10
8
6
4
4
2 1
0
Batch 10 Batch 15 Batch 20 Batch 25 Batch 30

Too many cooks spoils the broth", many Indian utter confusion, keeping this in

mind. Accordingly many of the respondent feels that no of trainee whether in

house or our house should be in and about 10-15 and should not exceed this

where as few that it should be in the batch of 20 as they together is better, and

very negligible feels that batch of 25-30 would also be suitable for training. We

find out from this study that people like the concept of "small is beautiful".

39
NEED IDENTIFICATION

As already discussed in brief in report as to how it should be done so root of

problem can be traced out and accordingly it can be treated well for the best

output. There are so many ways to identify the cause of the problem. Over here

we discussed 3 main causes where by few find that 3 of them are very much in

use in industry. That is employee himself, performance appraisal, and superior

assessment. Here we can see that the best to know about you is he. He can be

23%
38%

39%

Superior assessment Employee himself

Appraisal

monitored by the team head too who sees him working regularly and if found

then can recommend him to undergo training.

40
KIND OF TRAINING

16 15
14
14

12 11

10 9

4 3

0
In-house Outhouse Online Offline All above

Training small word covering wide connotation, is the way you groom some one

in different environment and ways available as per the capacity as well as

availability. On the complexities of it training is imparted to individual. At Airtel

employees have been undergone in almost all the above category but most of

them feel it should be held off the job so that they can concentrate approximately

in what ever they are taught, where as they feel that some training like 6 sigma,

5s, Kaizan should be help on the job for its effectiveness.

41
HOW FREQUENTLY YOU GO FOR TRAINING?

Learning at Bharti is a continuous process and they learn at each and every

10
9
9
8
7
6 6 6
6
5
5
4
4
3
2
1
0
Frequently Non- Monthly Quarterly Half yearly Annually
frequently

stage. The education and training team continuously strive to make its colleague

learn as frequent as possible. So that they are always prepared for any situation

to face the competitive world. Proper training of employee is held as per the need

and requirement of the employee related to the work he is assigned. So that he

can do his best. But still if we see people frequently go for training.

42
TRAINING ALIGNMENT WITH ORGANISATION OBJECTIVE

Training programme is prepared keeping in mind the development of

28%
32%

0%

0%

40%

Marginal (3) Low(2) Very low (1)

Very high (5) High (4)

organization as well as employee. Most of the people feel that the training they

undergo is aligned to organization objective only. But while during interview and

self observation it was found that training at Bharti moves parallel i.e.

organizational development as well as individual too rather they feel they go

hand in hand.

43
ANY FEEDBACK TAKEN

17
18
16
14
12
10
8
6
3
4
2
0
YES NO

Yes feedback is taken from the trainee after the training is over. In terms like

whether they liked the training, which they had undergone, was that sufficient

enough to make them handy and competitive to go with. If not then what can be

done which make it easy and handy to understand. If they are looking for any

kind of further training keeping in mind any consecutive training related to

previous undergone and if any new conceptual training emerged as on.

44
LIMITATIONS

• Between the sender and the receiver, due to differing perceptions,

communication errors in the form of miscomprehension, selective

perception etc. creeps in. In this case too, these were unavoidable, and

thus might have added to slight inaccuracy in my results.

• The other major limitation was of time and nonavailablity of the concerned

persons at times.

• The respondents would not have divulged all the information needed

because of some of its company policies.

45
CHAPTER VI

CONCLUSION AND RECOMMENDATIONS

Training analysis is done with the view of both the superiors and the criminals.

The common feeling is that the thrust in future should be on developing people

skills and not only functional skills. IT would be a key focus area. Many trainees

are not satisfied with performance. Most of the times trainees involved in various

programmes. Thus we conclude that Bharti's effort towards training and

development has been successful.

We also feel training should be imparted on current issues like change

management etc. Training sessions should not to be long and self directed

learning should be encouraged.

Training process of Bharti Cellular Ltd. depends upon: -

• Training need identification

• Selecting the right training programmes

• Preparation of training calendars

• Finalizing about the training programme and sending the information to

the concerned employees

• Organize effective training programme

• Deliver course and validate training

• Take a training programme feedback

Evaluate training and incorporate changes if required.

46
Annexure 1

QUESTIONNAIRE

1. What are the methods used for the analysis of your training needs?

i. Analysis by superiors or company, identification by individuals(TNA)


ii. Discussion with superiors
iii. Identification by group head or depending on departmental functional
needs
iv. Feedback from persons to be trained about what training they need and
this is incorporated in PMI’s programme to the extent possible by
management.
v. Planned interventions training.
vi. Questionnaires filled by participants
vii. Training is identified from a list which has been proposed by the training
department, by the employee based on his needs and aptitude.
viii. Self analysis
ix. Depending on the type and nature of job being handled
x. Discussions at departmental levels
xi. Keeping in mind the career map of an employee and also the functional
requirements.

2. Are you employees involved in identifying their training needs/areas of


training?
RESPONSE No. of respondents saying
Yes 18
No 2
3. What are the various areas in which training is imparted?
i Company policies and procedures ii Functional skills
iii Human relations iv Problem solving
v Managerial and supervisory training vi Apprentice training
vii Creativity viii Strategic planning
ix Computers x Cross-functional skills

47
4. In future, what according to you would be the potential areas of
training?
i. Computer programming
ii. Core technical areas
iii. Management related
iv. Work culture and discipline
v. Objectives of organization
vi. HRD/HRM
vii. Strategic management
viii. Corporate governance
ix. Behavioral and emotional training
x. Interpersonal and interactive skills
xi. Adaptability to change in future
xii. Problem solving
xiii. Communication skills

5. What are the various training methods employed?


On the job
i. different locations with the location in charge
ii. practical work
Off the job
i. lectures
ii. audio-visual aids
iii. simulations
iv. discussions
v. seminars
vi. workshops
vii. project work

48
6. Do you think the methods used are relevant and effective?
Response No. of respondents saying
Yes 17
No 3

7. What are your objectives in attending a training programme?


i. gain knowledge in your area
ii. to enjoy social get together
iii. develop competencies
iv. self development
v. personal satisfaction as well as taking a break from continuous and
strenuous work
vi. overcome mental blockage0 and eliminate complacency

8. Do you think your objective of attending the training program is


normally achieved?
Response No. of respondents saying
Yes 19
No 1

9. What according to you are the key areas in which training should be
imparted?
i. Technical skills
ii. Managerial skills
iii. Computers
iv. Functional areas
v. Interpersonal relations
vi. Self development
vii. Behavioral skills
viii. Handling workforce in the age group of 45-50 years
ix. Human relations.
x. Communication skills

49
10. Are you provided with adequate continuing training to keep you abreast
of the changes in the environment?

Response No. of respondents saying


Yes 12
No 8

11. What are the methods used to evaluate the effectiveness of a training
programme?
i. feedback after training
ii. improvement in performance
iii. written test/exam

12. Does the management take into consideration your opinion on the
training programme?
RESPONSE No. of respondents
Yes 11
No 9

13. Identify the shortcomings in the programmes, if any, regarding the


following?
1. physical arrangements
2. faculty
3. training methods
4. contents of the program
14. Have you communicated these problems to the management?
Response No. of respondents saying
Yes 6
No 3
Not applicable 11

50
15. In what way would you like to be involved in improving/ planning the training
program in future?
R Individual Commn. Survey Suggestio F/b on PA
views Meeting n box
1.  
2. 
3. 
4.  
5.   
6.     
7.  
8. 
9. 
10. 
11. 
12. 
13. 
14. 
15. 
16. 
17.   
18.  
19. 
20. 
Total 9 6 10 3 4
responses

51
Annexure -2

TRAINEE'S PROGRAM REACTION SHEET

Name (optional) ………………………………. Please take some time, think


about the program and
Ticket No. (Optional) ………. Divn/Dept…. indicate your option in each
section by putting a tick
Program Title …………………………………. mark.
Program duration ……………… to
………………………………

1. COURSE RELEVANCE AND STRUCTURE:

0 1 2 3 4 5

How relevant to you feel the course is to you?

Did the course meet the objectives as you understood


them?

How well did the course meet you specific needs?

How was the ratio of lecture to discussion?

General comment/or explain low rating.

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--------------------------------------------

52
2. PROGRAM EFFECTIVENESS:

2.1 CONTENT:

was the subject level

too advanced/too elementary/ about right

2.2 FACULTY EVALUATION:

Please rate the faculty according to the given below:

Poor ------------------------------------------------------- Excellent

1 2 3 4 5

Name of How well How well How well How well How well
Faculty did he did he did he did he did he
state keep the summaries maintain a illustrate
objective. session during the friendly and clarify
alive and session and helpful the doubts
interesting manner
?

2.3 Was there any more topics which should have been included? If so please
specify.

-----------------------------------------------------------------------------------------------------------
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--------------------------------------------

53
2.4 What would have made the session more beneficial/effective to you?

-----------------------------------------------------------------------------------------------------------
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--------------------------------------------

2.5 Additional comments or suggestions (facilities, room, meals, schedules etc.)

-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
--------------------------------------------

2.6 Over all rating: Considering the general of the course, how would you rate it
on a scale of five?

--------------------------------------------------------------------------------------

Remarks for Further Improvement

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---

54
ANNEXURE -3

REACTION SHEET BY CO-ORDINATOR/PERSONNEL MANAGER

Speaker: -------------------------------------------------------------------------

Subject: --------------------------------------------------------------------------

Date: --------------------------------------------- To ----------------------------

A. Preparation

Very much so To some extent No

1. Did he prepare
for the
training/seminar?

2. Was his
presentation
geared to the
group?

B. CONDUCTING

Very much To some No


so extent

(1). Did he read his material?

(2). Did he hold the interest of the


group?

(3). Was he enthusiastic/dynamic?

55
(4). Did he use visual aids?

(5). Did he present the material clearly

(6). Did he help the group to apply the


material?

(7). Did he adequately cover the


subject?

(8). Did he summarize the summarise


during the session and at the end?

(9). Did he involve the group?

C. Constructive comments for future sessions.

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----

56
Annexure –4

QUESTIONNAIRE

Interview-Schedule

1. How do you determine your training needs in your organization?

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----------------------------------------------------------------------------------------

2. What are the different types of training program you have in the organization?

-----------------------------------------------------------------------------------------------------------
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----------------------------------------------------------------------------------------

3. Approximately how many days in a year you give training to a particular


employee?

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-----------------------

57
4.1 If no, how many days to management s staff and how many to workers?

-----------------------------------------------------------------------------------------------------------
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--------------------------------------------

5. What is the ratio of in-house and outside training program?

-----------------------------------------------------------------------------------------------------------
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-----------------------------------------------------------------------------------------------------------
-----------------------

1. Which one (in-house or outside training) do you think is more beneficial to the
organization and why?

-----------------------------------------------------------------------------------------------------------
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-----------------------

2. Do you evaluate your training program?

-----------------------------------------------------------------------------------------------------------
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-----------------------

3. If yes, what is the methodology of evaluating the training program?

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-----------------------

58
4. Do you evaluate the training program in different stages (reaction level,
learning level, job behavior level and result)?

-----------------------------------------------------------------------------------------------------------
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--

5. Do you have any system of making action plan or job improvement plan by
the trainee after he undergoes the training

-----------------------------------------------------------------------------------------------------------
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-----------------------------------------------------------------------------------------------------------
--

6. If yes, then are you gaining from this action plan and how?

-----------------------------------------------------------------------------------------------------------
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-----------------------

7. Do you think it is difficult to evaluate the entire training program?

-----------------------------------------------------------------------------------------------------------
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--------------------------------------------

8. If yes, then what are the different training programs which are difficult to
evaluate?

59
-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
---

9. How do you evaluate the behavioral training program?

-----------------------------------------------------------------------------------------------------------
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-----------------------

10. Who all are involved in the evaluation process (superior, subordinate, peers,
trainer and co-coordinator)?

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-----------------------

11. If you have not evaluated your training programs till now then are you
planning to evaluate them in the near future?

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--

12. If yes, then why now, and what will be the methodology?

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60
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------

61
BIBLIOGRAPHY

 Mamoria, C.B and Gankar, S.V (2002) “Personnel Management”


Published by Himalaya Publishing House.

 Virmani, B.R. And Seth Premila (1985) “Evaluating Management Training


and Development” Published By Vision Book Pvt Ltd

 Training and Development - a perspective Harward Business Review


2000

 Economic Times, Business World

 www.indiainfoline.com

 www.bharti.com

 www.airtelworld.com

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