INTRODUCTION

INTRODUCTION

These days’ organizations are looking forward to obtain competitive

edge over their competitors through highly developed employee skills,
distinctive organizational cultures, management processes and systems which
are in contrast to traditional emphasis on transferable resources such as
equipment that can be purchased any time by the competitors. The efficiency
of an organization depends directly on the capability and talent of its
personnel, and how motivated they are. Capability of a person depends on his
ability to work and type of training him or she receives. While his personal
ability is evaluated through proper selection procedure his training is taken
care of by the organization after he has been employed by the organization.
Since training inputs may vary from on-the-job experience to off-the-job
training, most of the organization undertakes some kind of training for their
employees.
Training need identification is a tool utilized to identify what
educational (theoretical or practical) course for activities should be provided to
employees to improve their work productively. Here the focus should be placed
on needs as opposed to desires of the employees for a constructive outcome. It
is important for both the individual point of view as well as for organizational
point of view. Training need identification is a tool utilized to identify what
educational courses or activities should be provided to employees to improve
their work productivity. Here the focus should be placed on needs as opposed
to desires of the employees for a constructive outcome. In order to emphasize
the importance of training need identification we can focus on the following
areas: -

 To pinpoint if training will make a difference in productivity and the bottom

line.
 To decide what specific training each employee needs and what will
improve his or her job performance.
 To differentiate between the need for training and organizational issues and
bring about a match between individual aspirations and organizational
goals.
Identification of training needs (ITN), if done properly, provides the
basis on which all other training activities can be considered. Also requiring
careful thought and analysis, it is a process that needs to be carried out with
sensitivity as people's learning is important to them, and the reputation of the
organization is also at stake. In simple wards we can say that if we properly
diagnose the problem is done then it becomes very easy to solve it out.
Identification of training needs is important from both the
organizational point of view as well as from an individual's point of view.
From an organization’s point of view it is important because an organization
has objectives that it wants to achieve its goals and objective for the benefit of
all stakeholders or members, including owners, employees, customers,
suppliers, and neighbors. These objectives can be achieved only through
improving the abilities of its people, releasing potential and maximizing
opportunities for development. Therefore people must know what they need to
learn in order to achieve organizational goals in accordance with their own
goals. Similarly if seen from an individual's point of view, people have
aspirations, they want to develop and in order to learn and use new abilities,
and people need appropriate opportunities, resources, and conditions.
Therefore, to meet people's aspirations, the organization must provide effective
and attractive learning resources and conditions. And it is also important to see
that there is a suitable match between achieving organizational goals and
providing attractive learning opportunities.
Also in order to bring synchronization between organizational and
individual objectives people need to question the way they do things. And this
is precisely the hidden objective behind any training need identification
process. It should ideally be a long-term process of encouraging employees to
take an active involvement in their own development, thus increasing their
commitment to learning, to their work, and to the organization as a whole.

Different Levels at which it is to be conducted

Identification of training needs can be done at three levels to ascertain
three kinds of needs: -
Organizational needs
These concern the performance of the organization as a whole. Here
identification of training needs is done to find out whether the organization is
meeting its current performance standards and objectives with its goals and if
not, exploring ways in which training or learning might help it to do so.
Sometimes organizational training needs are also identified when the
organization decides that it has to adopt a major new strategy, create a new
product or service, undergo a large-scale change programmes, or develop
significant new relationships, such as joining with others to form new
partnerships.

Group Needs
 Since working in groups and teams have become very much prevalent
in today's corporate world that is why now a day there is increased emphasis
given on team effectiveness and team performance. So training needs are now
a day even identified at the group level. Training needs here are concerned
basically with the performance of a particular group, which may be a team,
department, function, sub-unit, or so on. Information about this group’s
performance may identify areas of need - which, again, may be for training or
other interventions. It is used to find out how efficiently a particular team or
group goes about its business and meets its current objectives and goals.

Individual Needs
These concern the performance of one or more individuals (as
individuals, rather than as members of a group). Here identification of
training needs is about finding out to what extent individuals need to learn or
be trained in order to bring their current performance up to the required level
as a result of changes in methods and processes that call for new
competencies and skills.
It also sees to it that there is continuous improvement initiative taken
by them. Moreover it also helps to find out whether individuals are comfortable
in working across boundaries, with people from different backgrounds and
different perspectives. This is especially important because there is so much
work force diversity observed today in organizations that it has become
impossible to retain workforce, which is not flexible enough to accommodate
such changes into their daily work schedule.
Sources for Identifying Training Needs
 There are two sources for identifying training needs. Although they are
independent sources for gathering the necessary data but it is usually beneficial
if they are considered complementary to one another as the objective of the
exercise is to prepare as consolidated data of training needs as possible. These
sources are as follows: -
JobProfile
It is a comprehensive description of all the functions and the
responsibilities that a person has to carry out in due course of his job. It is very
common for us sometimes to find that people of a particular department more
or less perform the same kind of job and therefore a comparative study can be
done on their performance to pinpoint on the training needs of those people
who have not performed up to the mark. In here we can also include Job
analysis in order to have a realistic and systematic appraisal of training needs.
In order to do this first we need to break up the functions and responsibilities
into categories. Next we have to classify these tasks/activities on the basis of
their relative importance to the nature of the job. And lastly we can compute a
priority listing of these tasks in order to have a catalogue of knowledge, skills
and attitudes required for effective performance of the job.
Pre-training survey of the participant's needs
This is suggested as the best way to conduct a training need
identification .A pre-training survey is nothing but a survey of the needs and
expectations of the participants well in advance of the programme. And in this
exercise it is better to include the superiors also as they are in a good position
to provide necessary data on the training needs of their associates, especially in
context of their performance. This is generally done in a systematic manner
with the help of a structured questionnaire in order to reflect the genuine desire
to involve the participants and the organization in the planning process.
However it might happen in certain cases that it is not possible to actively
involve the superiors due to various reasons like lack of time etc but in that
case at least they must be kept fully informed of the proceedings.

Overall Process

Step 1: Define and chart part of the organization in which the work has to be
done. It is to have a focused approach of the study. It could either be a
particular department, a section, a unit, a specific group or a staff category.

Step 2: Use various data collection measures to collect both qualitative as well
as quantitative data.
Step 3: Analyze the entire data collected in order to find out causes of problem
areas and priorities areas, which need immediate attention.

Step 4: Priorities the different training programmes according to the responses

collected.

Step 5: Record and file the entire data so that it can be used for future
reference while designing the training programmes / training calendar.

Benefits of Needs Assessment

As pointed above needs assessment helps diagnose the causes of
performance deficiency in employees that require remedial actions. This being
a generalized statement there are certain specific benefits of needs assessment.
They are as follows: -
 The organization is informed about the broader needs of the participants.
Through this process it may be possible that certain new training
programmes, which were, previously not in their list may come to the
forefront.
 The organization is able to reduce the perception gap between the
participant and his/her boss about their needs and expectations from the
training programme.
 The organization is also able to pitch its course input closer to the specific
needs of the participants.
 It also saves a lot of money for the organization as otherwise money is just
unnecessarily wasted on those training programmes, which are either not
needed by the employees or they have no interest in undertaking them.
 Lastly, time, which is the most important resource today, is also saved, as
the training programmes conducted are the ones, which are actually needed
by the participants.

How to Conduct a Training Needs Analysis

Training needs analysis process is a series of activities conducted to

identify problems or other issues in the workplace, and to determine whether
training is an appropriate response.
The needs analysis is usually the first step taken to cause a change. This
is mainly because a needs analysis specifically defines the gap between the
current and the desired individual and organizational performances.
Who Conducts Needs Analysis & Why?

An in-house trainer or a consultant performs a needs analysis to collect

and document information concerning any of the following three issues:
1. Performance problems
2. Anticipated introduction of new system, task or technology
3. A desire by the organization to benefit from a perceived opportunity

In all three situations, the starting point is a desire to effect a change.

Given this, you must know how the people who will experience change
perceive it. In the absence of a needs analysis, you may find employees
resistant to change and reluctant to training. They may be unable to transfer
their newly acquired skills to their jobs because of the organizational
constraints.
A needs analysis often reveals the need for well-targeted training areas.
However, we must keep in mind that training is not always the best way to try
to close a particular gap between an organization’s goals and its actual
performance. Those conducting the needs analysis must get a clear idea of the
problem, look at all possible remedies and report on their findings to
management before deciding on the best solution.
When properly done, a needs analysis is a wise investment for the
organization. It saves time, money and effort by working on the right problems.
Organizations that fail to support needs analysis make costly mistakes; they use
training when another method would have been more effective; they use too
much or too little training, or they use training but fail to follow up on it. A
well-performed analysis provides the information that can lead to solutions that
focus on the areas of greatest need.
Process of conducting a training needs analysis is a systematic one
based on specific information-gathering techniques. Needs analysis proceeds in
stages, with the findings of one stage affecting and helping to shape the next
one. There is no easy or short-cut formula for carrying out this process. Each
particular situation requires its own mix of observing, probing, analyzing and
deducting.
In many ways, the needs analysis is like detective work; you follow up
on every lead, check every piece of information and examine every alternative
before drawing any solid conclusions. Only then you can e sure of having the
evidence on which to base a sound strategy for problem solving.
A needs analysis is not a one-time event. Professional organizations
administer needs analysis at regular intervals, usually every year or two.
Methods of Identifying Training Needs

Training needs will differ with the backgrounds of the employees to be

trained, and their present status in the organization. Basically, a candidate for
training may come from any one of three groups :

New Hires

Addition of new employees creates high and low peaks in placing new
persons into the training program. This problem may be solved by a program
where progression is made in different sequences. It will eliminate a jam that
will occur if all phases of the program must be taken in a definite sequence.
The new employees will normally be of somewhat different backgrounds.
Being new, they are not familiar with their new employers. As a result, the
earliest phases of the training must concentrate on company orientation. During
these phases, the organization, organization policies and administrative details
should be covered. It is also a suitable time to acquaint the trainees with what
will be expected of him, and how he will be evaluated throughout the phase of
training.

Retaining & Upgrading Veteran Employees

The people in this category offer a real challenge to the training

department. There- fore, the number and amount of training required by this
category should be carefully considered. Often the retraining and upgrading of
former employees can be very rewarding for training instructors. At least two
schools of thought exist as to how these employees should be rekindled. There
are advantages in keeping this group intact and tailoring the program to their
needs. On the other hand, this category of employees can also make significant
contribution to training if they are co-mingled with the new hires.

Pipeline Employee Requirements

A good training program will normally have participants in various
phases of comp- letion. An awareness of completion dates and how the
potential employee will be employed should be the concern of the training staff
and also the employee’s supervisor. A trainee should have a challenge in all
phases of his training. All these challenges should not be confined to those
phases where the pipeline employee is sitting in a classroom. Therefore, it is
recommended that thorough interim test-work be given to pipeline employees
in periods between formal classes. This may take the form of solidifying what
he learned in the prior phase and serve as preparation for the coming phases.
Techniques for Determining Specific Training Needs
There are a number of practical methods you can use to gather data
about employees’ performance. Each works well in given circumstances;
therefore, you must determine which be the best for you. None of these
methods can stand alone. Always use at least two, if for no other reason to
validate your findings. One of those you choose should always be observation.

1. Observation
In this approach, an employee’s performance itself is you source of
information. You evaluate a worker’s performance through first-hand
observation and analysis. This is best accomplished by watching the worker
and playing the role of non-participating observer. This means that you watch
and listen and evaluate what you see and hear, but do not get involved in his
work process in any way.
To make this activity more productive, use a checklist to remind you of
what to look for and take notes.
The objective during observations is to identify both the strengths to
build on and the deficiencies to overcome. A key advantage of using direct
observation in the needs analysis is that you gain first-hand knowledge and
understanding of the job being performed and the strengths and weaknesses of
the relevant worker.

2.  Interviews
The use of interviews in conducting the needs analysis is strongly
urged. The prime value of interview guides is that they ensure the same types
of data from all sources. This allows you to determine whether a piece of
information is one person’s opinion, or part of a widespread perception. Since
the interview guide forces you to ask each worker a number of predetermined
questions, you must select those questions that are essential to what you are
trying to learn.
Interviews allow you to meet employees face to face to discuss their
impressions of performance. Because you are in conversation with workers,
you can explore their responses in depth. You can ask or clarification of
comments and for examples of what they mean. In this way, you obtain a full
understanding of their performance deficiencies.

We also gain these benefits through interviewing:

1. You build credibility with your interviewees by asking intelligent questions
and Listening well to their answers.
2. You obtain employees’ personal involvement and commitment to your
efforts.
3. You establish personal relationships with potential trainees who are
important to your success as a needs analyst and trainer.
3.  Questionnaires
A questionnaire is a sort of interview on paper. You create your own
questionnaire by writing down all the questions you want employees to answer
for you. Then you mail it to them and await their responses.
  The key advantage of a questionnaire is that you can include every
person from whom You want input. Employees can complete the questionnaire
when and where they choose. You need not travel and spend time with all
respondents. Every employee is asked the identical questions, and
consequently data is very easy to compile and analyze.
Questionnaires can be useful in obtaining a ‘ big picture ’ of what a
large number of employees think while allowing everyone to feel that they
have had an opportunity to participate in the needs analysis process.
4. Job Descriptions
Before establishing a job description, a job analysis must be made. This
job analysis involves a thorough study of all responsibilities of the relevant job.
It is company wide in scope and should be detailed to such a degree that those
conducting the training can use the job analysis as a yardstick for their course
content. After the job analysis phase has been completed, the writing of job
description and needs analysis is a relatively simple task. When an employee’s
job description has been defined, the trainer can easily tailor his training
curriculum to a very close proximity of what will be expected of the
employees.

5. The Difficulty Analysis

The Job Analysis will focus attention on enumerating the numerous
duties that a worker must perform. On the other hand, the Difficulty Analysis
establishes which of the duties cause the employee the greatest amount of
troubles and how this trouble can be reduced through better training.

A good Analysis offers many advantages.

• It enables a needs analyst to weigh certain aspects of the training in
relationship to the expected difficulty that the worker will face in coping with
those duties.
• A well thought out Difficulty Analysis will provide the training program with
an abundance of role-playing material and situations.

6. Problem Solving Conference

Another time-tested technique for gathering needs analysis material
from employees is to conduct periodic problem solving conferences which may
take the form of or be part of a plan for a new product, task or technology, or
tied in with a training program It is always helpful to utilize an outside
consultant to moderate such sessions. This outside sponsorship has a tendency
of letting the workers express their feelings about his organization, and the
session can then be geared to training needs. The current problems will evolve
that represent potential areas for training.
7.  Appraisal Reviews

During the periodic counseling performance interview, an employee

should be ques- tioned regarding the duties and training of a worker.
Comments rendered during the appraisal interviews normally are genuine, and
can frequently assist in establishing the needs, variations and penetrations that
a training program should include. Feed- back at appraisal interview time is
valuable since it is timely information. Training needs differ from worker to
worker, and appraisal sessions allow the employee and supervisor / manager to
uncover the cause of weaknesses in performance. These deficiencies represent
areas for training.

8.  Drive Pattern Identity

The extent of an employee’s development depends on his motivations.

Identifying the forces that cause an employee to behave in a certain way may
be useful in determining his individual training needs and how to stimulate his
desire to fulfill that need. An analysis of this kind, for example, may determine
that the employee has an urgent need for self-confidence. His individual
program should be made to stress the importance of attitude, skills etc., and any
other assets that would give him this self- confidence.

9.  Analysis of Organizational Policy

Organization policy will affect the amount of training offered. An
explanation of various policies should be covered in the training program. Of
particular concern are those policies that involve change, alteration and major
revamping of training programs. In organizations undergoing merger activity,
product diversification and new penetration, a great deal of sensitivity must be
placed on policies today and expected changes in the future.

Whatever the method used to identify training needs, at least the

following three points must be kept in view:
1. These methods should be used in combination; that is, there should never be
reliance on only one method
2. They may be used to identify training needs of each of the various groups
of employees
3. They should be applied to individual employees since training needs will
vary with the individual employee.
 Organizational profile

Towards fulfillment of the national objectives of making India self

sufficient in milk production and production and socio economic
development of milk producers, Milk Plant Jind was established in 1970 with
an installed capacity o processing 50,000 liters of milk per day. The
requirement of milk for the plant is met by a network of over 630 Milk
Producers. Co-operatives societies in the districts of Hisar and Jind.
The products manufactured by the Milk Plant are liquid milk (pouch
filling and bulk in tankers), ghee, paneer, skim milk powder. The plant is well
equipped with the state-of-the-art-technology for quick and efficient milk
reception, processing, quality control, storage & distributions.
The plant is manned by well-qualified, competent & experienced
managerial cadre and motivated work force to provide highest quality of
products and best of the services to customers. The production facilities are
backed up by quality assurance, sales, training, financial management, data
processing and other required services. Well-qualified and experienced dairy
technologist supervised production activities. The plant is committed to
supply quality and safe milk and milk products to its esteemed customers at
the right time and at the right price.
 The plant follows strictly the norms of hygiene and good manufacturing
practices recommended by Codex Alimentarius commission in reception,
processing, manufacturing, packaging, storage and transportation in order to
ensure a safe, sound and wholesome product reaching the customers.
To further improve the efficiency and effectiveness of the plant
performance, the ‘Hisar and Jind Co-operative Milk Producers’ Union
Limited, Milk Plant Jind, has embarked on implementation of ISO 9001:2000
Quality Management System and IS 15000:1998 Hazard Analysis and
Critical Control Points (HACCP) systems in the plant operation to eventually
get international certification.
Milk Plant, Jind was the first modern dairy plant set up in public sector
by Haryana Dairy Development Corporation in 1971 with the objective to
provide market for surplus milk in the state. Haryana is rich in milk
production and surplus milk in the state can play vital role in improving
socio-economic conditions of farmers in general and that of landless farmers
in particular. As an outcome of pursuance of its objective, it has also made
pure, safe & wholesome milk products available to the urban consumer at
reasonable rate while at the same time ensuring attractive price of milk to
farmers.
 Spread over 18 acres of land in Jind district, the plant with a capacity
to process one Lac liter of milk per day manufactures VITA milk products.
Collection of milk from districts of Jind, Hisar and Fatehabad is done
through network of Cooperative societies in villages from where fresh milk
is transported to the plant every morning and evening. This milk is
converted into premium quality milk powder, ghee, paneer and polypack
milk for sale in Delhi and other areas.
  Presently the plant is being managed by milk union, Jind which is
member of Haryana Dairy Development Co-operative Federation Ltd. and
has membership of 600 village Co-operative Societies. More than 20000
families largely consisting of farmers having small land and holdings are the
beneficiaries of its operations. Its existence and active intervention has
ensured attractive return to the milk producers and facilities like supply of
cattle feed and seed etc.

 
 SWEETENED FLAVOURED

MANGO DRINK DOUBLE

 TONED MILK

 
   NAMKEEN LASSI
     MITHI LASSI
 

TABLE BUTTER GHEE (AGMARK)

Jal Jeera

  DAHI
 MILK
PANEER

KHEER
COW MILK GHEE

MILK CAKE KAJU PINNI

REVIEW OF LITERATURE

REVIEW OF LITERATURE
 British Dental Journal Training needs analysis, Identifying the
objectives of the organization Appointing a training co-coordinator
Gathering information about the skills and abilities of the individuals that
are needed now and will be needed in the future Analyzing that information
Identifying the gaps that exist between the current situation and what is/will
be required Editor, British Dental Journal, 64 Wimpole Street, London
W1G 8YS , 26 May 2001

APSA Teaching and Learning Conference, In spite of evidence in

Anglo-Saxon countries that teacher-training enhances the valuation of the
teaching experience and boosts self-confidence in the classroom, teaching
is often relegated to secondary position in the academic world. Yet, teacher
training may not only improve the efficiency of scholars in teaching-related
matters and, thus, help scholars free more time for research, but would also
make them more efficient in communicating knowledge to their students.
Our main contribution is to extend the discussion of graduate-level teacher
training beyond the Anglo-Saxon world. On the basis of an online survey
conducted in the spring and summer of 2007 in all EU member states, we
examine the state of teacher training in these countries. We find that teacher
training is only available for Political Science PhD students in a minority of
cases. Where training is available, it is usually not part of the curriculum.
Many PhD students would welcome professional teacher training. Future
career plans and status (PhD student vs. young professional) positively
influence desire for teacher training. Gender is less relevant, but gives way
to interesting findings such as males are more in need of emotional support
in the teaching process
 Stephen A. Woodbury, The Survey of Employer Training Needs in
Hawaii Nov 1992 was undertaken to gather information and data on the
needs and preferences of employers in Hawaii The Survey of Employer
Training Needs in Hawaii was undertaken to gather information and data on
the needs and preferences of employers in Hawaii regarding government
assistance with training. The need for such information was created by
passage of Act 68, Session Laws of Hawaii 1991, which created the Hawaii
Employment and Training Fund "to assist employers and workers through
innovative programs to include, but not be limited to, business-specific
training, upgrade training, new occupational skills, management skills, and
support services to improve the long-term employability of Hawaii's
people." The survey was mailed to a stratified random sample of 5,886
establishments in the State of Hawaii. The response rate was excellent: Of
the 5,886 who received the survey, 1,650 (or 28 percent) returned usable
responses that are included in the analysis. A unique feature of the survey is
that it obtained information on the training needs and deficiencies of seven
separate occupational groups: Highly-skilled white-collar workers; sales and
sales-related workers; administrative support (including clerical) workers;
highly-skilled blue-collar workers; less-skilled blue-collar workers; service
workers; and farming, forestry, and fishing workers. The results of the
survey present a clear justification for policy along the lines of the Hawaii
Employment and Training Fund: For only two occupational groups did more
than one-third of employers say that their most recently hired employees
were well-prepared for work. This basic finding suggests strongly that the
underlying problem facing the labor market of Hawaii can be characterized
as a skill shortage. Further, the results of the survey show that between 38
and 47 percent of employers (depending on occupational group) would like
to see government provide some form of assistance with their formal
training needs. In contrast, 15 to 23 percent of employers believe that
government can do little to help with their formal training needs. In other
words, about twice as many employers indicated that they would like to see
government do something to assist with formal training as indicated that
government could do little to help. Findings from the survey point to the
importance of implementing policies that would assist two occupational
groups and their employers: service workers and highly-skilled blue-collar
workers. Seventy percent of employers who had job vacancies for service
workers reported that they have difficulty filling those vacancies. Also,
service workers stand out as having more acute skill deficiencies than any
other group of workers. Finally, service workers' skill deficiencies appear to
be of a kind tha ed. Regarding highly-skilled blue-collar workers, there is an
acutelaborshortage.Email:publications@upjohninstitute.orgWeb:http://www.
upjohninstitute.org/publications/custsvc.html

A Guide to the Identification of Training Needs Boy dell t. h.

This comprehensive analysis of training needs, which is illustrated
with case studies and factual examples, is directed towards training
management, but its concepts are expressed in terms valuable to all
management. The first chapter answers the question, "What are training
needs?" The following chapters discuss present and future training needs,
basic manpower planning, and the process of identifying training needs. The
appendix contains a ten-step outline to follow in developing a systematic
training program. (CL) British Association for Commercial and Industrial
Education, 16 Park Crescent, London W1N 4AP, England (SBN 85171 046
8, 80 pence/members, 1.60 pounds nonmembers) 1971-10-00

A Guide to the Identification of Training Needs. Second

Edition Boy dell t. h.
This guide is intended to help planners and trainers assess the training
needs of industrial organizations. Addressed in the individual chapters are
the following topics: types of training needs (three levels of needs--
organizational, occupational, individual, organizational training needs and
objectives, and present and future needs); present training needs (multiple-
cause problems, symptoms of present needs, quantification of symptoms,
training or other needs, and other weaknesses); future training needs (nature
and agent of change); basic labor force planning (procedures for forecasting
requirements and labor force supply); the process of identifying training
needs (management responsibility, models of the process, presentation of
information and determination of priorities, and reasons why assessing
training needs should be an ongoing process); and approaches to training
needs (different training needs; the organization development, welfare,
administrative, and political approaches; met goals as a new set of needs;
responsibility for identifying needs; and some methods of data collection).
Appendixes to the guide include discussions of some characteristics of five
approaches to training, some data collection methods and systematic training
in 10 steps. Twenty-two figures and 11 tables supplement the text.
(MN)1983-02-00 British Association for Commercial and Industrial
Education, 16 Park Crescent, London W1N 4AP, England
Training needs analysis for the leisure industry Fleming, I.
This publication, containing 13 sections, provides a systematic way of
analyzing training needs and gives practical advice on appropriate training
and how to implement it within the context of a leisure organization in the
UK. It covers: why it is important to carry out a process of training needs
analysis (TNA); the three levels of training needs within an organization;
what TNA is and how to go about implementing the process; and the four
critical stages of TNA: identification of training needs, providing
appropriate training, developing a training programme, training policies and
training budgets, and evaluating the effectiveness of training. Case studies
are provided to illustrate each stage of the process Institute of Leisure and
Amenity Management, Lower Basil don, Reading, RG8 9NE, UK.
 Research
Methodology

Research Methodology
 Research is a scientific and systemic process for pertinent on a
specific topic. Research process includes research design, which tells about
the nature of the study. The inquisitiveness is the mother of all knowledge
and method, which a man employs for obtaining the knowledge of whatever
is known, can be termed as research. Research comprises defining and
redefining problems, and suggested solutions, collection, organizing a
devaluating data, making deductions and reaching conclusion. This research
is an analytical research based on the secondary data and the following
methodology has been adopted. Research as we know is an art of scientific
investigation. It refers to the systematic method consisting of enunciating the
problem formulating a hypothesis, collection the facts or data analyzing the
fact and reaching certain conclusions either in the form of solutions towards
the concerned problems or in certain generalization for some theoretical
formulation. In short, search for through objectives and systematic method
of finding solution to the problem is research.
A research methodology is a way to systematically solve the research
problem. In research methodology we study the various steps that are
generally adpoted by researcher in studying his research problem along with
the logic behind them.
Research is a scientific and systemic process on a specific topic. Research
process includes research design, which tells about the nature of the study.
The inquisitiveness is the mother of all knowledge and method, which a man
employs for obtaining the knowledge of whatever is known, can be termed
as research. Research comprises defining and redefining problems, and
suggested solutions, collection, organizing a devaluating data, making
deductions and reaching conclusion. This research is an exploratory and
descriptive research based on the primary and secondary data and the
following methodology has been adopted.
Reseach in common paralance refers to a search for knoweledge.
Information is the life blood of managerial decision making. The purpose of
methodology section is to describe the researh procedure by which the
relevent information is gathered.
.
Research Design:-
A research design is the arrangement of conditions for collection and
analysis of data in a manner that aims to combine relevance to the resesrch
purpose with economy in procedure. Research design is the conceptual
structure within which research is conducted. It is the overall operational
pattern or framework of the project that stipulates what information is to be
collected from which sources by which procedures.
Three groups to be designed first consist of top level, second group
has middle level and third group consist lower level. All these three groups
are targeted groups. The research is an exploratory and descriptive research
because entire project is based on the primary and secondary data in the
form of questionnaire, surveys, interviews, articles, journals and in other
forms. Research design includes the following steps:

Objectives of the Study

 To analyze your business goals and the skills required to meet these
goals .
  To determine whether you are changing your products or business
processes and what information or training employees will need to be
effective in their job.
 To evaluate who you want to train and how best to reach them.
 To establish how employees will best accept and integrate training
and their preferred learning method.
 To evaluate the training in place and decide what your company can
and can't provide in the way of in-house training, funding and time.
 To bring about the change in the attitudes of the workers towards
fellows workers, supervisor and the organization.
 To systematically impart new skills to the human resources so that
they learn quickly.
 To make the workers more enthusiastic in their work performance.
 To improve the health and safety and personal growth.
 To prevent obsolescence.
 To assess which consultants or training providers can fill in these
gaps.
 To take a decision on which type of training fits your needs best.
Depending upon the objective of the study, there are three
research designs available:-
Exploratory research:-
To gain familiarity with a phenomena or to achieve new in sight into
it. Studies with this object in view are termed as exploratory or formulative
research studies.

Descriptive research:-
To portray accurately the characterstics of particular individual ,
situation of a group. Studies with this object is view are known as
descriptive research studies.

Experimental research:-
To determine the frequently with which something occur or with it is
assosciate with sometime else. Studies with this object in view are know as
diagnostic research studies.
 Cosidering the importance of decision areas, it was decided to
undertake an exploratory survey. Exploratory research is concerened with
discovering the general nature of the problem and the variables that relates
to it.

I have done exploratory research for my project.

Research Methodology:-

 Reseach Design
 Sample Design
 Collection of sample
 Analysis of Data

Sample Data-How to take sample:-

Define the Universe:-

The first problem in my sampling procedure ius to be defined the
universe. The defination of the target po-pulation is determined solved by
resarcher objective of the investigation.It is the entire groop of items which
the researchers wishes to study and which he plans to generalise the finding.
(to identify if a particuar individual is qualified to the member of the target
population or not).

Sample Frame:-
 A frame in some sense is a set of boundaries, circumscribing the
universe it may be in the form of lists, indicies, maps, directories, population
records electoral rolls, city tax rols, student s entrolled in a university etc.

Specifying the Sampling:-

The sample unit is the basic unit containing the elements of the
population to be a sampled e.g. city blocks, households, a business
organization, customers, working executives etc.

Methods of Sampling:-
It is the procedure of selecting units in the sample. There are two basic
mw\ethods of sampling mainely:-
 Probability Sampling:-in this method of sampling each unit of the
population has a definite chance of being include in the sample.
 Non-Probability Sampling Methods:- here no particular method for
selecting the units of the sample is adopted. The basis of selection can
be simply opportunity convenience and purpose.
Sample Size is 20employees.

Data collection:-
After research problem has been defined the next step is to collect the
data. It is of two types:
 Primary data: it consist of original information collected for the
specific purpose.
  secondary data: these are those data which have already been
collected by some one else and have been passed through statistical
purpose.

Tools:-
 Observation method.
 Interview method.
 Surveys method
 Documents method
 Focus Group
 Questionnaire method etc.
But I adopt questionnaire method

Analysis of data:-
After collecting the data, researcher has to analysis it. Analysis of data
includes categorizing the raw data,tabulation, graph and then drawing
statistical inferences.
RESULTS & FINDINGS
 Analysis & Result

1. Do you have a specific training policy for your employees?

Yes 20
No 80

Interpretation: 80% responses are no specific training policy for the

employees or 20% responses are yes.
2. How do you determine training needs for your employees?

By Regular Performance 5
Evaluation
By Planned Training Programme 15
By Training Need Analysis 10
Ad Hoc 70

Interpretation: 70% by Ad hoc determine the training need of employees,

15% by planned training programme,10% by training needs analysis or 5%
by regular performance evaluation.
3. What percentage of your staff receives training per year?

1-10 90
11-19 5
20-29 5
30-39 -

Interpretation: 90% staff receive training per year1-10, 5% staff are 11-
19and 5% staff receives 20-29.
4. Do you currently have the budget to sponsor training for your
employees?

Yes 95
No 5

Interpretation: 95% responses is that Yes it has the budget to sponsor

training for your employees or 5% responses is No.
5. Are you willing to get training in other areas?

Yes 20
No 80

Interpretation: Yes 20% willing get training in other areas or 80%not

willing to get training in other areas.
6. How does your organization assess training needs of the employees?

Advisory 10
Observation & Analysis 70
Actual Performance 20

Interpretation: 70% by Observation & Analysis organization assess the

training needs, 20% by Actual Performance or 10% by Advisory.
7. Focus of attention in the training programme conducted in your
organization is?

To Strengthen Interpersonal 10
Relationship
Develop Interpersonal Communication 10
Team Building 80

Interpretation: 80% Focus on Team Building, 10% develop interpersonal

communication and 10% focus on To strengthen interpersonal relationship.
8. What are the various methods used for training of employees in your
organization?

Seminar 70
Role Playing 5
Case Studies 15
Sensitivity Training 10

Interpretation: 70% method used for training is Seminar, 15% case studies,
10% is sensitivity training or 5% by Role playing.
9. Does your organization depute your executives for outside executives
development programme?

Yes 90
No 10

Interpretation: 90% responses are yes organization depute your executives

for outside executive development programme or 10% responses No.
10. Does your organization use consultants for training & development
programmes?

Yes 90
No 10

Interpretation: 90% responses are yes organization use consultant for

training & development
11. What is the time period of training programme?

Monthly 15
Annually 85

Interpretation: 90% responses are yes organization use consultant for

training & development
12. To what extent does your job require you to work closely with other
people, such as customers, clients or people in your own organization?

Very Little 5
Moderately 90
A Lot 5

Interpretation: 90% responses are yes organization use consultant for

training & development
13. How much autonomy is there in your job, i.e., to what extent do you
decide how to proceed with your work?

Very Little 5
Moderately 5
A Lot 90

Interpretation: 90% responses are yes organization use consultant for

training & development.
14. How much variety is there in your job, i.e., to what extent do you do
different things at work, using several skills and talents?

Very Little 10
Moderately 10
A Lot 80

Interpretation: 90% responses are yes organization use consultant for

training & development

15. What skills would be required to perform other jobs in the organization?
 Machine Operation Skills 90
Negotiation Skills 5
Health & Safety Awareness 5

Interpretation: 90% responses are yes organization use consultant for

training & development
CONCLUSION

CONCLUSION
 The learner often thinks they know what they need/want - but are often
misinformed. So, the training professional needs to keep the training
needs questions focused on the need, as opposed to the perceived
solution.
 A Training Needs Analysis (TNA) is used to assess an organization’s
training needs. The root of the TNA is the gap analysis. This is an
assessment of the gap between the knowledge, skills and attitudes that the
people in the organization currently possess and the knowledge, skills
and attitudes that they require to meet the organization’s objectives.

 Why do people need the training, who needs the training, when will
they need the training and where may the training be conducted? The first
step in the training process is to conduct a training needs analysis.

 This is a step which can sometimes be overlooked, especially when the

time frame to complete training is demanding. However, skipping the
training needs analysis can cause many problems in the long run.
Valuable resources may be wasted on training that is not needed, or
effective
LIMITATIONS
 LIMITATIONS

(i)Longer the time horizon, greater is the possibility of inaccuracy.

Inaccuracy increases when departmental forecasts. are merely aggregated
without critical review.
(ii)Time was the biggest constraint but all effort was made to get all the
relevant information required for the study.
(iii)The primary data collected might be biased.
(iv). in most of the Indian industries human resource information system has
not been fully developed.
(v)In the absence of support and commitment from the top. Human
resource experts find it difficult, to obtain vital inputs.
(vi). Training &development i is a time-consuming and expensive
exercise. A good deal of time and cost are involved in data collection and
forecasting.
(vii) Due to shortage of time it was not possible to go into deep and collect
all the information’s about the department.
SUGGESTION AND
RECOMMENDATION
 SUGGESTION AND RECOMMENDATION

1. While conducting TNA in the organization questionnaire and peer

evaluation should be given importance.

2. TNA should be initiated by employees as well because sometimes

employees can train their peers in a more effective way.

3. When TNA is determined peer feedback and MBO should be

considered.

4. Build employees competence and self confidence through training and

feedback.

5. To give empowerment to every employees .that encourage the

employees.

6. To start the programme and policy related to the efficiency of the

employees.

7. To increase the knowledge, skills and abilities through training and

other programmes.

8. Top level management also support to middle and lower level workers.
BIBLOGRAPHY
 Bibliography

WEBSITES
 Web: http://www.upjohninstitute.org/publications/custsvc.html
 Web: http://www.vitamp.org
 British Dental Journal, 64 Wimpole Street, London W1G 8YS , 26 May 2014

BOOKS

1. Kothari C.R. , Research Methodology, New Delhi; New Age International

Publication, second edition.
2. Human Resource Management by Ashwathapa (third edition), published by
TATA Mc GRAW HILL Publication Company Ltd. Page no. 81-
136,171,179,267,284.
3. Human Resource Management By T. N. Chhabra
4. Human Resource Management By Arun monnapa
QUESTIONNAIRE
 QUESTIONNAIRE

1. Do you have a specific training policy for your employees? 

○ Yes ○ No

2. How do you determine training needs for your employees?

o By regular performance evaluation

o By planned training programme

o By training needs analysis

o Ad hoc

3. What percentage of your staff receives training per year?

o 1 – 10 ○ 11 – 19 ○ 20 – 29 ○ 30 - 39

 4. Do you currently have the budget to sponsor training for your
employees?

o Yes ○ No

5. Are you willing to get training in other areas?

o Yes ○ No

6. How does your organization assess training needs of the employees?

o Advisory ○ Observation & analysis ○ Actual performance

7. Focus of attention in the training programme conducted in your
organization is?

o To strengthen interpersonal relationship

o Develop interpersonal communication

o Team building

8. What are the various methods used for training of employees in your
organization?

o Seminar ○ Role playing ○ Case studies ○

Sensitivity training

9. Does your organization depute your executives for outside executives

development programme?

o Yes ○ No

10. Does your organization use consultants for training & development
programmes?

o Yes ○ No

11. What is the time period of training programme?

o Monthly ○ Annually
12. To what extent does your job require you to work closely with other
people, such as customers, clients or
people in your own organization?

o Very little ○ Moderately ○ A lot

13. How much autonomy is there in your job, i.e., to what extent do you
decide how to proceed with your work?

o Very little ○ Moderately ○ A lot

14. How much variety is there in your job, i.e., to what extent do you do
different things at work, using several skills and talents?

o Very little ○ Moderately ○ A lot

15. What skills would be required to perform other jobs in the organization?

o Machine operation skills ○ Negotiation skill ○ Health & safety

Awareness