Training and Development Project On HRM

VIVEK COLLEGE OF COMMERCE
CHAPTER 1 INTRODUCTION
The HR functioning is changing with time and with this change, the relationship between the training function and other management activity is also changing. The training and development activities are now equally important with that of other HR functions. Gone are the days, when training was considered to be futile, waste of time, resources, and money. Now a day, training is an investment because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. If training is not considered as a priority or not seen as a vital part in the organization, then it is difficult to accept that such a company has effectively carried out HRM. Training actually provides the opportunity to raise the profile development activities in the organization. Employee training tries to improve skills, or add to the existing level of knowledge so that employee is better equipped to do his present job, or to prepare him for a higher position with increased responsibilities. However individual growth is not and ends in itself. Organizational growth need to be measured along with individual growth. A training course is the training effort of an organization. It may be said that the trainees form the basic input, together with the other resource such as the physical facilities, reading material, resource persons, etc.. The design and conduct of the course constitute the processes and the trained employee the output. The evaluation of the training course, generally done at the end of the course, is the feedback of the basis of which improvements are made in the subsequent courses organized by the institution. But this is a simplistic and crude way of viewing the training effort though it illustrates the systems concept of an institutional training effort with the untrained employee, the training course, the trained employee and the evaluation of the training course representing the input, the process, the output and feedback control. A significant and meaningful approach for a proper understanding of the training effort as systems concept consist not in regarding the conduct of the training programme as the sole process involved, but in viewing the training programme as a link in the chain of professional development of an employee To increase the commitment level of employees and growth in quality movement, senior management team is now increasing the role of training. Such concepts of HRM require careful planning as well as greater emphasis on employee development and long term
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education. Training is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of skill development and covers a multitude of courses. This is the era of cut-throat competition and with this changing scenario of business; the role of HR professionals in training has been widened. HR role is now: 1. Active involvement in employee education 2. Rewards for improvement in performance 3. Rewards to be associated with self esteem and self worth 4. Providing pre-employment market oriented skill development education and post employment support for advanced education and training 5. Flexible access i.e. anytime, anywhere training In todays scenario change is the order of the day and the only way to deal with it is to learn and grow. Employees have become central to success or failure of an organization they are the cornucopia of ideas. So it high time the organization realize that train and retain is the mantra of new millennium.
MEANING AND DEFINITION "Training is the systematic development of the attitudes/knowledge/skill behaviour patterns required by an individual in order to perform adequately a given task or job. "Training is an educational process. People can learn new information, re-learn and reinforce existing knowledge and skills, and most importantly have time to think and consider what new options can help them improve their effectiveness at work. Effective trainings convey relevant and useful information that inform participants and develop skills and behaviors that can be transferred back to the workplace. The goal of training is to create an impact that lasts beyond the end time of the training itself. The focus is on creating specific action steps and commitments that focus peoples attention on incorporating their new skills and ideas back at work.
TRAINING AND DEVELOPMENT IN HR
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Training can be offered as skill development for individuals and groups. In general, trainings involve presentation and learning of content as a means for enhancing skill development and improving workplace behaviors. Organizational Development is a process that strives to build the capacity to achieve and sustain a new desired state that benefits the organization or community and the world around them. Organisational Development work implies creating and sustaining change. An Organisational Development perspective examines the current environment, the present state, and helps people on a team, in a department and as part of an institution identify effective strategies for improving performance. In some situations, there may not be anything wrong at the present time; the group or manager may simply be seeking ways to continue to develop and enhance existing relationships and performance. In other situations, there may be an identifiable issue or problem that needs to be addressed; the Organisational Development process aims to find ideas and solutions that can effectively return the group to a state of high performance. These two processes, Training and Organizational Development, are often closely connected. Training can be used as a proactive means for developing skills and expertise to prevent problems from arising and can also be an effective tool in addressing any skills or performance gaps among staff. Organizational Development can be used to create solutions to workplace issues, before they become a concern or after they become identifiable problem. NATURE OF TRAINING AND DEVELOPMENT In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal definition of training & development is, It is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training & development is determined by the employees performance deficiency, computed as follows: Training & Development need = Standard performance Actual performance.
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We can make a distinction among training, education and development. Such distinction enables us to acquire a better perspective about the meaning of the terms. Training, as was stated earlier, refers to the process of imparting specific skills. Education, on the other hand, is confined to theoretical learning in classrooms. Training and Education Differentiated Training Application Job Experience Specific Tasks Narrow / Perspective Education Theoretical Orientation Classroom Learning General Concepts Broad Perspective
Training refers to the process of imparting specific skills. Development refers to the learning opportunities designed to help employees grow. Education is theoretical learning in classroom.
Though training and education differ in nature and orientation, they are complementary. An employee, for example, who undergoes training is presumed to have had some formal education. Furthermore, no training programme is complete without an element of education. In fact, the distinction between training and education is getting increasingly blurred nowadays. As more and more employees are called upon to exercise judgments and to choose alternative solutions to the job problems, training programmes seek to broaden and develop the individual through education. For instance, employees in well-paid jobs and/or employees in the service industry may be required to make independent decision regarding there work and their relationship with clients. Hence, organization must consider elements of both education and training while planning there training programmes. Development refers to those learning opportunities designed to help employees grow. Development is not primarily skill-oriented. Instead, it provides general knowledge and
attitudes which will be helpful to employees in higher positions. Efforts towards development often depend on personal drive and ambition. Development activities, such as those supplied by management developmental programmes, are generally voluntary. To bring the distinction among training, education and development into sharp focus, it may be stated that training is offered to operatives, whereas developmental programmes are meant for employees in higher positions. Education however is common to all the employees, there grades notwithstanding.
AIMS/OBJECTIVES OF TRAINING & DEVELOPMENT The fundamental aim of training is to help the organization achieve its purpose by adding value to its key resource the people it employs. Training means investing in the people to enable them to perform better and to empower them to make the best use of their natural abilities. The particular objectives of training are to: Develop the competences of employees and improve their performance; Help people to grow within the organization in order that, as far as possible, its future needs for human resource can be met from within; Reduce the learning time for employees starting in new jobs on appointment, transfers or promotion, and ensure that they become fully competent as quickly and economically as possible. Availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal. Individual Objectives help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Organizational Objectives assist the organization with its primary objective by bringing individual effectiveness. Functional Objectives maintain the departments contribution at a level suitable to the organizations needs. Societal Objectives ensure that an organization is ethically and socially responsible to the needs and challenges of the society.
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INPUTS IN TRAINING AND DEVELOPMENTS Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into distant future. In addition to these, there is a need to impart ethical orientation, emphasize on attitudinal changes and stress upon decision-making and problem-solving abilities. Skills Training, as was stated earlier, is imparting skills to employees. A worker needs skills to operate machines, and use other equipments with least damage or scrap. This is a basic skill without which the operator will not be able to function. There is also the need for motor skills. Motor skills refer to performance of specific physical activities. These skills involve training to move various parts of ones body in response to certain external and internal stimuli. Common motor skills include walking, riding a bicycle, tying a shoelace, throwing a ball and driving a car. Motor skills are needed for all employees from the clerk to the general manager. Employees, particularly supervisors and executives, need interpersonal skills popular known as the people skills. Interpersonal skills are needed to understand one self and others better, and act accordingly. Examples of interpersonal skills include listening, persuading, and showing an understanding of others feelings. Education The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgement. That any training and development programme must contain an element of education is well understood by HR specialist. Any such programme has university professors as resource persons to enlighten participants about theoretical knowledge of the topic proposed to be discussed. In fact organizations depute or encourage employees to do courses on a part time basis. Chief Executive Officers (CEOs) are known to attend refresher courses conducted by business schools. Education is important for managers and executives than for lower-cadre workers. Development Another component of a training and development is development which is less skill oriented but stressed on knowledge. Knowledge about business environment, management principles
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and techniques, human relations, specific industry analysis and the like is useful for better management of the company. Ethics There is need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. Unethical practices abound in marketing, finance and production function in an organization. They are less see and talked about in the personnel function. If the production, finance and marketing personnel indulge in unethical practices the fault rests on the HR manager. It is his/her duty to enlighten all the employees in the organization about the need of ethical behavior. Attitudinal Changes Attitudes represent feeling and beliefs of individuals towards others. Attitude affects motivation, satisfaction and job commitment. Negative attitudes need to be converted into positive attitudes. Changing negative attitudes is difficult because 1. Employees refuse to changes 2. They have prior commitments 3. And information needed to change attitudes may not be sufficient Nevertheless, attitude must be changed so that employees feel committed to the organization, are motivated for better performance, and derive satisfaction from there jobs and the work environment Decisions Making and Problem Solving Skills Decision making skill and problem solving skills focus on method and techniques for making organizational decisions and solving work-related problems. Learning related to decisionmaking and problem-solving skills seeks to improve trainees abilities to define structure problems, collect and analysis information, generate alternative solution and make an optimal decision among alternatives. Training of this type is typically provided to potential managers, supervisors and professionals.
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TRAINING AND DEVELOPMENT AS SOURCE OF COMPETITIVE ADVANTAGE Companies derive competitive advantage from training and development. Training and development programmes, as was pointed out earlier, help remove performance deficiencies in employee. This is particularly true when 1. The deficiency is caused by a lack of ability rather than a lack of motivation to perform. 2. The individual(s) involved have the aptitude and motivation need to learn to do the job better, and 3. Supervisors and peers are supportive of the desired behaviors.
Training & Development offers competitive advantage to a firm by removing performance deficiencies; making employees stay long; minimized accidents, scraps and damage; and meeting future employee needs.
There is greater stability, flexibility, and capacity for growth in an organization. Training contributes to employee stability in at least two ways. Employees become efficient after undergoing training. Efficient employees contribute to the growth of the organization. Growth renders stability to the workforce. Further, trained employees tend to stay with the organization. They seldom leave the company. Training makes the employees versatile in operations. All rounders can be transferred to any job. Flexibility is therefore ensured. Growth indicates prosperity, which is reflected in increased profits from year to year. Who else but well-trained employees can contribute to the prosperity of an enterprise? Accidents, scrap and damage to machinery and equipment can be avoided or minimized through training. Even dissatisfaction, complaints, absenteeism, and turnover can be reduced if employees are trained well. Future needs of employees will be met through training and development programmes. Organizations take fresh diploma holders or graduates as apprentices or management trainees. They are absorbed after course completion. Training serves as an effective source of recruitment. Training is an investment in HR with a promise of better returns in future.
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A company's training and development pays dividends to the employee and the organization. Though no single training programme yields all the benefits, the organization which devotes itself to training and development enhances its HR capabilities and strengthens its competitive edge. At the same time, the employee's personal and career goals are furthered, generally adding to his or her abilities and value to the employer. Ultimately, the objectives of the HR department are also furthered.
OBJECTIVES OF THE STUDY PRIMARY OBJECTIVE The primary objective of my study is to lay down the foundation of training and development. SECONDARY OBJECTIVE The objective of my study about employees training and development to improve the current process of employees training and development. My another objective is to apply my learning in the area of Human Resources so that I gain significant practical and Understand the nature and importance of training and development and identify the various inputs that should go into any programme. Delineate the different stages in a training and development programme and describe each step. Understand the need for and the ways of training for international assignments.
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CHAPTER 2 THEORITICAL VIEW

TRAINING & DEVELOPMENT Training is a process of learning a sequence of programmed behaviour. It improves the employee's performance on the current job and prepares them for an intended job. Development not only improves job performance but also brings about the growth of the personality. Individuals not only mature regarding their potential capacities but also become better individuals. Training: 1. It's a short term process. 2. Refers to instruction in technical and mechanical problems 3. Targeted in most cases for non-managerial personnel 4. Specific job related purpose Development: 1. It is a long term educational process. 2. Refers to philosophical and theoretical educational concepts 3. Managerial personnel 4. General knowledge purpose
TRAINING AND DEVELOPMENT (T&D) METHODS. There are several T&D methods available. The use of a particular method depends which method accomplishes the training needs and objectives. Training methods can be classified into two categories: I. ON-THE-JOB METHODS This refers to the methods of training in which a person learns a job by actually doing/performing it. A person works on a job and learns and develops expertise at the same time.
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1. Understudy In this the employee is trained by his or her supervisor. The trainee is attached with his or her senior and called understudy or assistant. For example, a future manager might spend few months as assistant to the present manager. 2. Job rotation This refers to shifting/movement of an employee from one job to another on regular intervals. 3. Special projects The trainees' may ask to work on special projects related with departmental objectives. By this, the trainees will acquire the knowledge of the assigned work and also learn how to work with others. 4. Experience It refers to learning by doing. This is one of the oldest methods of on-the-job training. Although this is very effective method but it also very time-consuming and wasteful. Thus it should be followed by other training methods. 5. Committee assignment In this, the trainees become members of a committee. The committee is assigned a problem to discuss and make recommendations. 6. Coaching In this, the supervisor or the superior acts as a guide and instructor of the trainee. This involves extensive demonstration and continuous critical evaluation and correction. II. OFF-THE-JOB METHODS These methods require trainees to leave their workplace and concentrate their entire time towards the training objectives. These days off-the-job training methods have become popular due to limitations of the on-the-job training methods such as facilities and environment, lack of group discussion and full participation among the trainees from different disciplines, etc. In the off-thejob methods, the development of trainees is the primary task rest everything is secondary. Following are the main off-the-job training methods:
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1. Special courses and lectures These are the most traditional and even famous today, method of developing personnel. Special courses and lectures are either designed by the company itself or by the management/professional schools. Companies then sponsor their trainees to attend these courses or lectures. These are the quick and most simple ways to provide knowledge to a large group of trainees. 2. Conferences and seminars In this, the participants are required to pool their thoughts, ideas, viewpoints, suggestions and recommendations. By attending conferences and seminars, trainees try to look at a problem from different angles as the participants are normally from different fields and sectors. 3. Selected reading This is the self-improvement training technique. The persons acquire knowledge and awareness by reading various trade journals and magazines. Most of the companies have their own libraries. The employees become the members of the professional associations to keep abreast of latest developments in their respective fields. 4. Case study method This technique was developed by Harvard Business School, U.S.A. It is used as a supplement to lecture method. A case is a written record of a real business situation/problem faced by a company. The case is provided to the trainees for discussion and analysis. Identification and diagnose of the problem is the aim in case study method. Alternate courses of action are suggested from participants. 5. Programmed instruction/learning This is step-by-step self-learning method where the medium may be a textbook, computer or the internet. This is a systematic method for teaching job skills involving presenting questions or facts, allowing the person to respond and giving the learner immediate feedback on the accuracy of his or her answers." 6. Brainstorming This is creativity-training technique, it helps people to solve problems in a new and different way. In this technique, the trainees are given the opportunity to generate ideas openly and without any fear of judgement. Criticism of any idea is not allowed so as to reduce inhibiting forces. Once a lot of ideas are generated then they are evaluated for their cost and feasibility.
7. Role-playing In this method, the trainees are assigned a role, which they have to play in an artificially created situation. For example, a trainee is asked to play the role of a trade union leader and another trainee is required to perform the role of a HR manager. This technique results in better understanding of each other's situation by putting foot in other's shoes. 8. Vestibule schools Large organisations frequently provide what are described as vestibule schools a preliminary to actual shop experience. As far as possible, shop conditions are duplicated, but instruction, not output is major objective." A vestibule school is operated as a specialised endeavor by the personnel department. This training is required when the amount of training that has to be done exceeds the capacity of the line supervisor; a portion of training is evolved from the line and assigned to staff through a vestibule school." The advantage of a vestibule school is specialisation. 9. Apprenticeship training This training approach began in the Middle Ages when those who wanted to learn trade skill bound themselves to a master craftsman and worked under his guidance. Apprenticeship training is a structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. 10. In-basket exercise In this technique, the trainees are provided background information on a simulated firm and its products, and key personnel. After this, the trainees are provided with in-basket of memos, letters, reports, requests and other documents related with the firm. The trainee must make sense out of this mass of paperwork and prepare memos, make notes and delegate tasks within a limited time period." 11. Business games Business games involve teams of trainees. The teams discuss and analyse the problem and arrive at decisions. Generally, issues related with inventories, sales, R&D, production process, etc. are taken up for consideration.
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12. Behaviour modeling This is structured approach to teach specific supervisory skill. This is based on the social learning theory in which the trainee is provided with a specific model of behaviour and is informed in advance of the consequences of engaging in that type of behaviour. 13. Sensitivity (T-group) training In this type of training, a small group of trainees consisting of 10 to 12 persons is formed which meets in an unstructured situation. There is no set agenda or schedule or plan. The main objectives are more openness with each other, increased listening skills, trust, support, tolerance and concern for others. The trainers serve a catalytic role. The group meets in isolation without any formal agenda. There is great focus on inter-personal behaviour. And, the trainer provides honest but supportive feedback to members on how they interacted with one another. 14. Multiple management This technique of training was first introduced by McCormick, President of McCormick & co. of Baltimore in 1932. He gave the idea of establishing a junior board of directors. Authority is given to the junior board members to discuss any problem that could be discuss in senior board and give recommendations to the senior board. Innovative and productive ideas became available for senior board.
PURPOSE OF TRAINING: 1. To improve Productivity: Training leads to increased operational productivity and increased company profit. 2. To improve Quality: Better trained workers are less likely to make operational mistakes. 3. To improve Organizational Climate: Training leads to improved production and product quality which enhances financial incentives. This in turn increases the overall morale of the organization. 4. To increase Health and Safety: Proper training prevents industrial accidents. 5. Personal Growth: Training gives employees a wider awareness, an enlarged skill base and that leads to enhanced personal growth.
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PURPOSE OF DEVELOPMENT: Management development attempts to improve managerial performance by imparting 1. Knowledge 2. Changing attitudes 3. Increasing skills The major objective of development is managerial effectiveness through a planned and a deliberate process of learning. This provides for a planned growth of managers to meet the future organizational needs. IMPORTANCE OF TRAINING OBJECTIVES Training objectives are one of the most important parts of training program. While some people think of training objective as a waste of valuable time. The counterargument here is that resources are always limited and the training objectives actually lead the design of training. It provides the clear guidelines and develops the training program in less time because objectives focus specifically on needs. It helps in adhering to a plan. Training objective tell the trainee that what is expected out of him at the end of the training program. Training objectives are of great significance from a number of stakeholder perspectives, 1. Trainer 2. Trainee 3. Designer 4. Evaluator Trainer The training objective is also beneficial to trainer because it helps the trainer to measure the progress of trainees and make the required adjustments. Also, trainer comes in a position to establish a relationship between objectives and particular segments of training. Trainee The training objective is beneficial to the trainee because it helps in reducing the anxiety of the trainee up to some extent. Not knowing anything or going to a place which is unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep the participants aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the training successful. The objectives create an image of the training program in trainees mind that actually helps in gaining attention. Thirdly, if the goal is set to be challenging and motivating, then the likelihood of achieving those goals is much higher than the situation in which no goal is set. Therefore, training objectives helps in increasing the probability that the participants will be successful in training. Designer The training objective is beneficial to the training designer because if the designer is aware what is to be achieved in the end then hell buy the training package according to that only. The training designer would then look for the training methods, training equipments, and training content accordingly to achieve those objectives. Furthermore, planning always helps in dealing effectively in an unexpected situation. Consider an example; the objective of one training program is to deal effectively with customers to increase the sales. Since the objective is known, the designer will design a training program that will include ways to improve the interpersonal skills, such as verbal and non verbal language, dealing in unexpected situation i.e. when there is a defect in a product or when a customer is angry. Therefore, without any guidance, the training may not be designed appropriately. Evaluator It becomes easy for the training evaluator to measure the progress of the trainees because the objectives define the expected performance of trainees. Training objective is an important to tool to judge the performance of participants. LEARNING AND TRAINING Irrespective of the type or method of training, a trainer has to keep in mind some of the principles of learning or motivation, which would enhance internationalization of what is taught. Motivation A trainee needs to have a desire to learn and benefit from the programme. If the is not interested, or is de-motivated, the learning outcome is going to be insignificant and the company will have spent its money badly. On the other hand, being too intense about learning and outcome may result in setting over ambitious goals for the individual.
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Reinforcement Following on the concept of motivation is that of reinforcement. For learning to take place and be internalized to the desired extent, a trainee is rewarded or given some encouragement. This reinforcement, or the acknowledgement that what has been acquired is desirable, can be either an extrinsic or intrinsic reward-external praise or some tangible reward, or the individuals feeling of a sense of progress. Current stress is on positive support and helpful behavior, even when mistakes are made. Feedback During the training process, it is useful for the trainee to be told how he is progressing. Several researchers have confirmed that knowledge of results is an effective motivator. Constant and periodic feedback has positive effects on the trainees learning. Unless the trainee knows how close his performance comes to the desired standard, he will not have an opportunity to improve. Feedback therefore provides a basis for correcting oneself. Secondly, feedback helps to sustain the trainees interest in the task, or in each learning that is taking place, by bringing greater involvement with the learning process. If feedback is to be meaningful, it should follow a learning segment as quickly as possible. Transfer of learning The maximum use of training can be made if the trainee is able to transfer his learning to his actual work role. This is possible if identical elements are incorporated in the training situation from the job role, either existing or proposed. The more similar the learning situation is to the job situation, the higher the degree of transfer the trainee can expect, and hence the grater the relevance of the training programme. Repetition Repetition etches a pattern into our memory, e.g., when one studies for an examination, it is necessary to repeatedly to over ideas so that they can be recalled later. Relevance Relevance relates to the meaningful fuse of material, which aids learning, e.g., trainers usually explain in the overall purpose of a job to trainees before assigning them a particular task.
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BEST TIME TO IMPART TRAINING TO EMPLOYEE
1. New recruits to the company These have a requirement for induction into the company as a whole in terms of its business activities and personnel policies and provisions, the terms, conditions and benefits appropriate to the particular employee, and the career and advancement opportunities available. 2. Transferees within the company These are people who are moved from one job to another, either within the same work area, i.e. the same department or function, or to dissimilar work under a different management. Under this heading we are excluding promotions, which take people into entirely new levels of responsibility. 3. Promotions Although similar to the transferee in that there is a new job to be learned in new
surroundings, he is dissimilar in that the promotion has brought him to a new level of supervisory or management responsibility. The change is usually too important and difficult to make successfully to permit one to assume that the promotes will pick it up as he goes along and attention has to be paid to training in the tasks and the responsibilities and personal skills necessary for effective performance. 4. New plant or equipment Even the most experienced operator has everything to learn when a computer and electronic controls replace the previous manual and electro-mechanical system on the process plant on which he works. There is no less a training requirement for the supervisors and process management, as well as for technical service production control and others. 5. New procedures Mainly for those who work in offices in commercial and administrative functions but also for those who we workplace is on the shop floor or on process plant on any occasion on which there is a modification to existing paperwork or procedure for, say the withdrawal of materials from stores, the control of customer credit the approval of expense claims, there needs to be instruction on the change in the way of working in many instances, a note bringing the attention of all concerned the change is assume to be sufficient, but there are
cases, such as when total new systems in corporating IT up dates are installed, when more thorough training is needed. 6. New standards, rules and practices Changes in any one these are likely to be conveyed by printed note or by word of mouth by the manager to his subordinates, and this can be the most satisfaction way of dealing with the change from the point of view of getting those affected to understand their new responsibility. However not all changes under this heading can be left to this sort of handling. Even the simplest looking instruction may be regarded as undesirable or impracticable by whoever has to perform it he may not understand the purpose behind the change and lose confidence in a management which he now believes to be messing about, or he may understand the purpose and have a better alternative to offer if it is not too late. 7. New relationship and authorities These can arise, as a result of management decisions, in a number of ways. In examples, the recognition of the accounts department can result in a realization of responsibilities between the section leaders of credit control, invoicing and customer records, although there is no movement of staff between the sections (i.e. no transfers). Although the change in work content for each clerk and supervisor is defined clearly for each person in the new procedures, there is nevertheless a need for each person to know where he stands in the new set up, which is responsible for what, and where to direct problems and enquiries as they arise in the future. 8. Maintenance of standards We are here concerned with maintenance of standards through training, for it must be remembered that supervision and inspection and qualify control are continuously responsible for standards and exercise their own authorities to this end. Although it is generally agreed that some retraining from time to time, taking varied forms even for the on group of employees, does act as both a reminder and a stimulus, there is not much agreement on the next frequency and form that such retraining should take, of there is as yet little scientific knowledge on this subject which is of much use in industrial situations. 9. The maintenance of adaptability Again, whilst there is little scientific study of the loss of ability to learn new skills in those cases where people spend a long time without change, and without the need to learn, there is increasing evidence in current experience to suggest that this is the case in industrial
employment. Add, of course, there is the inference arising from the laboratory experiments of psychologists. 10. The maintenance of management skills & standards Skills in supervising, employee appraisal, communications, leadership etc are important in all companies. Some of these skills are seen to be critical to major developments in company organisation, culture, employee empowerment and so on. Initial training in these skills is not uncommon in the largest companies on appointment into management and supervision. But continuous training and performance monitoring is rare, despite the common knowledge that standards are as varied as human nature. 11. Retirement and redundancy Employees of any position in the company who are heading towards retirement will benefit from learning about health, social life, work opportunities money management etc. Internal or external courses are best attended a year or two before retirement date, in a few companies a member of Personnel will act as a counselor as required. IMPORTANCE OF TRAINING AND DEVELOPMENT Optimum Utilization of Human Resources Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as w Development of Human Resources Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal
Development of skills of employees Training and Development helps in increasing the job
Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its longTeam spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the
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Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders,
Quality Training and Development helps in improving upon the quality of work and work-
Healthy work environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals
Health and Safety Training and Development helps in improving the health and safety of
Morale Image Profitability positive attitudes towards profit orientation. THE BENEFITS OF EMPLOYEE TRAINING How Training Benefits the Organization: Leads to improved profitability and/or more positive attitudes towards profit orientation. Improves the job knowledge and skills at all levels of the organization Improves the morale of the workforce Helps people identify with organizational goals Helps create a better corporate image Aids in organizational development Aids in understanding and carrying out organizational policies. Provides information for future needs in all areas of the organization Aids in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display
Aids in increasing productivity and/or quality of work Helps keep costs down in many areas, e.g. production, personnel, administration, etc. Develops a sense of responsibility to the organization for being competent and knowledgeable Improves Labour-management relations Stimulates preventive management as opposed to putting out fires Creates an appropriate climate for growth, communication Aids in improving organizational communication Helps employees adjust to change Aids in handling conflict, thereby helping to prevent stress and tension.
Benefits to the Individual Which in Turn Ultimately Should Benefit the Organization: Helps the individual in making better decisions and effective problem solving Aids in encouraging and achieving self-development and self-confidence Helps a person handle stress, tension, frustration and conflict Increases job satisfaction and recognition Moves a person towards personal goals while improving interactive skills Provides the trainee an avenue for growth and a say in his/her own future Develops a sense of growth in learning Helps a person develop speaking and listening skills; also writing skills when exercises are required. Helps eliminate fear in attempting new tasks Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and Policy Implementation: Improves communication between groups and individuals: Aids in orientation for new employee and those taking new jobs through transfer or promotion Provides information on equal opportunity and affirmative action Provides information on other government laws and administrative policies Improves interpersonal skills. Makes organizational policies, rules and regulations viable. Improves morale
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Builds cohesiveness in groups Provides a good climate for learning, growth, and co-ordination Makes the organization a better place to work and live
IMPEDIMENTS TO EFFECTIVE TRAINING There are many impediments which can make a training programme ineffective. Following are the major hindrances: Management Commitment is Lacking and Uneven: Most companies do not spend money on training. Those that do, tend to concentrate on managers, technicians and professionals. The rank-and-file workers are ignored. This must change, for, as a result of rapid technological change, combined with new approaches to organizational design and production management, workers are required to learn three types of new skills: (i) the ability to use technology, (ii) the ability to maintain it, and (ill) the ability to diagnose system problems. In an increasingly competitive environment, the ability to implement rapid changes in products and technologies is often essential for economic viability Aggregate Spending on Training is Inadequate: Companies spend minuscule proportions of their revenues on training. Worse still, budget allocation to training is the first item to be cut when a company faces a financial crunch. Educational Institutions Award Degrees but Graduates Lack Skills: This is the reason why business must spend vast sums of money to train workers in basic skills. Organizations also need to train employees in multiple skills. Managers, particularly at the middle level, need to be retrained in team-playing skills, entrepreneurship skills, leadership skills and customerorientation skills. Large-scale Poaching of Trained Workers: Trained workforce is in great demand. Unlike Germany, where local business groups pressure companies not to poach on another company's employees, there is no such system in our country. Companies in our country, however, insist on employees to sign 'bonds of tenure' before sending them for training, particularly before deputing them to undergo training in foreign countries. Such bonds are not effective as the employees or the poachers are prepared to pay the stipulated amounts as compensation when the bonds are breached.
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No Help to Workers Displaced because of Downsizing: Organizations are downsizing and de-layering in order to trim their workforces. The government should set apart certain fund from the National Renewal Fund for the purpose of retraining and rehabilitating displaced workers. Employers and B Schools Must Develop Closer Ties: B Schools are often seen as:
responding to Labour-market demands. Business is seen as not communicating its demands to B Schools. This must change. Businessmen must sit with Deans and structure the courses that would serve the purpose of business better. Organized Labour can Help: Organized Labour can playa positive role in imparting training workers. Major trade unions in our country seem to be busy in attending to mundane issues such bonus, wage revision, settlement of disputes, and the like. They have little time in imparting training to their members. HOW TO MAKE TRAINING EFFECTIVE? Action on the following lines needs to be initiated to make training practice effective: 1. Ensure that the management commits itself to allocate major resources and adequate time to training. This is what high-performing organizations do. For example, Xerox Corporation, in the US invests about $ 300 million annually, or about 2.5 per cent of its revenue on training. Similarly, Hewlett-Packard spends about five per cent of its annual revenue to train its 87.OC: workers. 2. Ensure that training contributes to competitive strategies of the firm. Different strategies need different HR skills for implementation. Let training help employees at all levels acquire the needed skills. 3. Ensure that a comprehensive and systematic approach to training exists, and training and retraining are done at all levels on a continuous and ongoing basis. 4. Make learning one of the fundamental values of the company. Let this philosophy percolate down to all employees in the organization. 5. Ensure that there is proper linkage among organizational, operational and individual training needs. 6. Create a system to evaluate the effectiveness of training.
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CHAPTER 3 CASE STUDIES

CASE STUDY-1 Training and Development at Godrej "Many Indian companies have increased their emphasis on training tremendously. I think it is absolutely essential to spend a lot of money on training and continuous improvement. In our group every employee has to undergo at least five days of training a year." - ADI GODREJ, CHAIRMAN GODREJ GROUP.
INTRODUCTION In January 2002, Godrej Industries Ltd. (GIL) bought a 26% stake in "Personalitree Academy Ltd." Personalitree provided interactive soft skills training programmes online to corporates. Personalitree's training modules have since been a part of Godrej's training and development initiatives.
It all started in 1996 with the break-up of the joint venture between Godrej Soaps Ltd (GSL) and Proctor and Gamble (P&G). Post break-up, GSL was bereft of a distribution system and had to start from scratch. As part of the rebuilding exercise, GSL recruited about 250 new employees who had to be aligned with its corporate culture. In 1997, GSL conducted a Total Quality Management (TQM) workshop for all its 5000 employees to help them connect to their job.
Parivartan2 was launched in September 2000 in GSL to train new as well as existing employees on various aspects of the business and to motivate them. In 2001, new initiatives like Young Entrepreneurs Board (YEB), Red and Blue Teams, Mentoring and Reverse Mentoring were introduced in the Godrej Group, (Godrej) to encourage the involvement of youth in strategic decision-making. In early 2002, a need was felt among the top brass of Godrej to instil a performance- driven culture in the company. In addition to upgrading the talents of existing employees, Godrej had to train new recruits.
Thus, Godrej developed a comprehensive and innovative training programme for management trainees and named it Godrej Accelerated Learning Leadership and Orientation Programme (GALLOP).
The objective of GALLOP was to develop a newcomer into a professional by giving him or her exposure to various departments and inculcate in him or her, a sense of belonging.
Later, in September 2002, GIL introduced Spark, a training programme for managers to help them become effective coaches. Towards the end of 2002, E-gyan was introduced in GIL to increase the learning potential of employees.
In January 2003, a special HR programme on honing the interpersonal and negotiation skills of officer- level employees was launched in GIL. Further, in October 2003, an English language training programme was held for floor workers of Godrej and Boyce Manufacturing Company Ltd (GBML), so that they could follow all instructions issued in that language independently.
BACKGROUND NOTE The Godrej story started in 1897, when Ardeshir Burjorji Godrej (Ardeshir) gave up his legal practice and started manufacturing locks in a small shed at Lalbaug near Mumbai. Thus was GBML born. His brother, Phirozshah Godrej (Phirozshah), carried on the pioneering work and in 1905 GBML built its first safe, thus entering the security equipment business.
GBML expanded its range of products by manufacturing office equipment, typewriters, toolroom equipment, etc. In the early 1920s, GBML started making soaps from vegetable oils and incorporated GSL in 1928.
In 1958, GBML started manufacturing refrigerators, its first home appliance product. GSL ventured into animal feed in 1971 to help dairy and poultry farmers rear healthier livestock. Godrej Pacific commenced operations in 1982 as the Electronic Business Equipment (EBE) Division of GBML.
In 1985, GBML ventured into Computer Aided Designing services as part of its EBE division. In 1990, Godrej Properties & Investments Limited (GPIL) was incorporated to provide meticulously planned townships. In 1991, the Godrej group entered the processed food and edible oil segment by incorporating Godrej Foods Ltd (GFL).
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The animal feed division was spun off into a distinctly focused animal- feed and agricultural input company in 1991-92 and was named Godrej Agrovet Limited (GAVL). In 1993, GBML entered into a joint venture with General Electric (GE), US and Godrej-GE Appliances was formed.
It went on to manufacture washing machines and air conditioners. GE exited from the joint venture in 2001 and the appliances business became a division of GBML. In 1993, Godrej entered into a manufacturing and marketing alliance with Proctor & Gamble (P&G). A new company P&G-Godrej Ltd, with each company holding 50%, was incorporated.
The entire distribution network of Godrej was transferred to this company and the joint venture was entrusted with the task of marketing both Godrej and P&G's toilet soap and detergents brands.
The EBE division was spun off into Geometric Software Solutions Ltd in 1994 to offer complete solutions to customers. In 1994, Godrej ventured into the insecticide market through GSL, which bought 75% stake in Transelektra Domestic Products Pvt Ltd (TDPL), the manufacturer of the "Good Knight" brand.
In 1995, Godrej entered into a joint venture with the US multinational, Sara Lee and the new concern was called Godrej-Sara Lee. The venture was the world's largest manufacturer of mosquito repellents. In August 1996, P&G-Godrej Ltd, terminated the arrangement and Godrej re-took charge of marketing its soap & detergent brands but without a distribution network of its own.
In 1999, GSL sold 22.5 per cent of its shareholding in Godrej-Sara Lee to the group holding company GBML for Rs 994.7 million. Godrej Infotech Ltd was incorporated in 1999 to offer software solutions. In March 2001, GSL got de-merged and its consumer products division came to be known as Godrej Consumer Products Ltd (GCPL)...
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EXCERPTS Total Quality Management (TQM) Workshops Godrej started total quality management (TQM) workshops in 1995, to inculcate a `positive work culture' in the company. In 1997, all the 5,000 employees of GSL were put through a three-day workshop as part of the "visioning" session of TQM...
'Parivartan' In 2000, 'Parivartan' was launched in GSL with the objective of motivating employees as well as imparting knowledge about the sales functions of GSL. A team of 18 senior executives from all divisions spanning sales, logistics and HR were called on to provide necessary inputs...
Economic Value Added (EVA) Training In 2001, Godrej introduced Economic Value Added (EVA) in all its group companies. An extensive training program was undertaken for various managerial and officer levels. Over 500 employees were trained to manage EVA by making appropriate decisions involving investments and/or trade-offs between the income statement and the balance sheet. This training programme was conducted by Stern Stewart, New York based management consultancy who had pioneered the concept of EVA...
GALLOP GALLOP was instituted in early 2002 as a structured and organised induction-training programme at Godrej. GALLOP aimed at nurturing the new recruits into leaders and dynamic performers through this one-year programme. The programme started with an induction speech by the chairman, followed by the speeches by the CEOs of all the group companies. The trainees were rotated in four departments other than their primary department including a compulsory sales stint. This mandatory rotation in sales enabled the trainees to get a hands-on experience in understanding the market...
SPARK The objective of the Spark programme, initiated by GIL in September 2002, was to "train the trainers". The training programme was aimed at equipping the managers to become successful coaches. GIL, in association with a Delhi-based HR consultant, conducted a host of workshops to enable the managers assume the role of a coach...
E-GYAN E-Gyan was the e-learning initiative of GIL launched in the second half of 2002. It was an attempt to move away from traditional training methods of workshops and help sharpen the intellect of the employees by self- learning initiatives. Initially, Satyam Education Services Ltd was the content provider and rendered the entire gamut of learning resources through its e-learning portal -learnatsatyam.com. Internal communication measures like 'enrolment on a first-come-first-serve basis' and 'be the first e-gyanee' were circulated...
CRITICISMS One criticism against the training and development programs at Godrej was that there were no measurement techniques to judge the effectiveness of the programs. For example, no specific measures were developed to determine the extent to which the interpersonal and negotiation skills training aided the employees to develop a more robust business concept...
EXHIBITS Key Benefits of EVA
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CASE STUDY 2 Training and Development - The GE Way "Great people build great companies. Talent development is not a slogan at GE, it is a way of life." - Jack Welch, Chief Executive Officer (1981-2001), General Electric Co. in 2005.
"Developing leaders, developing people takes three things. It takes leadership commitment, it takes disciplined processes and it takes commitment to people. It works for us." - Bob Corcoran, Chief Learning Officer, General Electric Co. in 2004.
"There is reason to believe that they are a better training ground than we are." - Nitin Nohria, Professor, Harvard Business School in 2003, commenting on GE's ability to develop managerial talent.
INTRODUCTION In 2005, General Electric Company4 (GE) was one of the world's biggest conglomerates with a presence across 160 countries, 11 varied businesses and employee strength of around 307,000. Some of its businesses were large enough to make it to the Fortune 500 list on their own. GE had not only survived successfully for 133 years5 but had also consistently generated great value for its shareholders, despite its size. GE was the only company with a continuous listing in the Dow Jones Industrial Average6 since the original index was constructed in 1896. GE had won many accolades as the world's most respected company7 in appreciation of its people management and sustained profitability.
One of the factors that contributed to the company's success was its ability to train and develop its multinational, diverse workforce in a successful manner. GE was one of the first companies to establish a management development center to train and develop its employees. During the 1980s, this center put the company on a growth trajectory that very few corporations could match. It inspired many other renowned companies like Boeing Co., Home Depot and Toyota Motors to model their training centers on the one at GE.
In the media, GE has been referred to as a "captain-of-industry university" or "the leadership factory" in recognition of its ability to produce exceptional leaders who went on to became CEOs at other Fortune 500 companies. Analysts acknowledged the fact that GE went far
beyond imparting traditional training. It 'nurtured talent' to bring out the latent potential in its employees through proper grooming.
The Work-Out Program that GE developed to train its employees created such an impact that later other companies began to approach GE to try and develop similar programs for their employees. GE businesses like GE Consumer and Industrial were certified by professional associations as authorized providers of education and training for their respective areas of expertise. GE spent around $1 billion on in-house Training and Development (T&D) every year. In addition, GE invested over $38 million annually for reimbursement of tuition fees for employees who enrolled for outside degree programs.
GE was chosen as the best company for executive development in a survey conducted by Executive Development Associates8 for the year 2005 (Refer Exhibit II).
T&D INITIATIVES AT GE World's First Corporate University Although on-the-job-training had been used at GE since the 1920s, formal corporate training took shape during Ralph Cordiner9 (Cordiner)'s tenure as CEO. On taking up this position in 1950, Cordiner started restructuring the company, decentralizing it by breaking it up into various departments.
He felt decentralization would make the company more manageable in times of rapid growth. As a result of decentralization, GE had more than 100 divisions where earlier there were just eight major units. A general manager was appointed for each division, to oversee the division's overall working.
As a result of the decentralized structure, the company faced another challenge. The new breed of managers needed to be trained to enable them to handle their divisions successfully. Therefore, establishment of a corporate training center for GE executives became the logical next step.
Cordiner had envisioned a radically new approach to train executives for complex management responsibilities. To make this a reality, he sent a team of executives to look at business schools and universities around the world. However, the team found that none of these schools would be able to meet their requirements.
So, finally, Cordiner decided that GE would establish its own facility. The management development center was set up in the year 1956, at Crotonville10, in the village of Ossining, New York. It was the world's first corporate university and a major milestone in the area of T&D for the company...
EXCERPTS FOCUS ON E-LEARNING GE had started implementing on-line training way back in the year 1998. While it was analyzing the return on investment for one of its courses at GE Aircraft Engineering , the company discovered that the three-day course cost the company $47 an hour in terms of productivity loss per customer and $1,500 for travel and living expenses incurred on participants who had to be flown in from various locations to GE Transportation's Cincinnati headquarters.
The existing training facility also needed a revamp and was estimated to cost $4.5 million. It was at this point that the company decided to implement an online course instead.
Later, when the company assessed the effectiveness of the online program, it turned out that employees were able to absorb nearly the same learning in a three hour online course.
It saved the time employees spent away from work. In addition, the company did not have to incur any additional costs for travel and related expenses...
THE IMPACT GE was recognized for its ability to maximize the value of the enterprise's intellectual capital by producing exceptional leaders.
Analysts observed that GE never experienced any dearth of good leaders to take over the reins as and when the need arose.
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Experts pointed out that another key benefit of GE's focus on training was that it brought global consistency to all its businesses. As Rick Kennedy, manager, media relations, GE Aircraft Engines, remarked, "Despite the company's size, everyone has a common set of objectives to work from and it's very effective." GE had been able to use its diversity to transform itself into a learning organization where employees could develop themselves continuously. The on-the-job rotational assignments that the company offered enabled employees to get tremendous exposure across its varied business segments and divisions and gave them unmatched practical exposure to sharpen their managerial capabilities...
EXHIBITS Exhibit I: GE's Distinguished Alumni Exhibit II: Top Companies for Executive Development Exhibit III: Crotonville's Mission Exhibit IV: Various T&D Programs at Major Businesses of GE Exhibit V: Financial Management Program Exhibit VI: Information Management Leadership Program Exhibit VII: Edison Engineering Development Program Exhibit VIII: Operations Management Leadership Program Exhibit IX: Distinguished FMP Graduates Exhibit X: Experienced Commercial Leadership Program Exhibit XI: Human Resource Leadership Program
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CASE STUDY 3 Employee Training and Development at Motorola Few companies take their commitment to employability of people more seriously than Motorola." - Sumantra Ghoshal, Christopher a Bartlett & Peter Moran2 in Sloan Management Review.
"Training and a strong learning ethic are embedded parts of Motorola's culture...The corporation learned some time ago that dollars spent on training programs not only empowered their employees but provided the necessary skills for the company's marketplace dominance." - James Borton, Columnist, Asia Times.
TOP TRAINING COMPANY IN THE WORLD For nearly eight decades, the US based Motorola Inc. (Motorola) has been recognized as one of the best providers of training to its employees in the world. Motorola began training its employees' right in 1928, the year of its inception, on the factory floor as purely technical product training.
Training, at that time, just meant teaching new recruits how to handle the manufacturing equipment to perform various predetermined tasks assigned to them. But by the 1980s, Motorola had emerged as a model organization in the corporate world for employee education, training and development.
The innovative training programs of Motorola turned training into a continuous learning process. In the 1980s, the training initiatives of the company culminated in the setting up of the Motorola Education and Training Center, an exclusive institute to look after the training and development requirements of Motorola's employees.
The institute was later elevated to the status of a university - Motorola University - in 1989. These training experiments became such a resounding success that employee productivity improved year after year and quality-wise Motorola's products became synonymous with perfection.
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Leading companies all over the world visited Motorola's headquarters to study the highperformance work practices of the company. They discovered that Motorola's success was built on the strong foundations of corporate-wide learning practices and that Motorola University was the cornerstone of corporate learning.
In recognition of its excellent training and development practices, the American Society for Training and Development (ASTD)4 named Motorola the 'Top Training Company' and conferred on Robert Galvin (Galvin), the former CEO of the company, its 'Champion of Workplace Learning and Performance Award' for the year 1999. Speaking on Motorola's training initiatives and Galvin's contribution, Tina Sung, President and CEO of ASTD, said, "Galvin is a true champion of employees being an integral part of the organizational success. He set the corporate standard for investing in education and has demonstrated that training and development pay off in productivity, performance and quality."5
BACKGROUND NOTE Motorola was founded in 1928 when the Galvin brothers, Paul and Joseph, set up the Galvin Manufacturing Corporation, in Chicago, Illinois, USA. Its first product was a "battery eliminator," which allowed the consumers to operate radios directly using household current instead of batteries.
In the 1930s, the company successfully commercialized car radios under the brand name "Motorola," a word which suggested sound in motion by combining "motor" with "Victrola6." In 1936, Motorola entered the new field of radio communications with the product Police Cruiser, an AM automobile radio that was pre-set to a single frequency to receive police broadcasts.
In 1940, Daniel Noble (Noble), a pioneer in FM radio communications and semiconductor technology, joined Motorola as director of research. Soon, the company established a communication division followed by a subsidiary sales corporation, Motorola Communications and Electronics in 1941.
The Motorola trademark was so widely recognized that the company's name was changed from Galvin Manufacturing Corporation to Motorola Inc. in 1947.
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Motorola entered the television market in 1947. In 1949, Noble launched a research & development facility in Arizona to explore the potential of the newly invented transistor. In 1956, Motorola became a commercial producer and supplier of semiconductors for sale to other manufacturers.
The company began manufacturing integrated circuits and microprocessors in a bid to find customers outside the auto industry. In 1958, Motorola opened an office in Tokyo, to promote customer and supplier relations with Japanese companies...
EXCERPTS TRAINING AND DEVELOPMENT INITIATIVES THE INITIAL EFFORTS Motorola had started training its employees' way back in the 1920s, and the importance of training continued to grow. Till the early 1980s, Motorola had its own standard employee development activities in which training was the key element
During those days, when people were recruited for manufacturing, the company looked for three essential qualities in the employees - the communication and computational skills of a seventh grader; basic problem solving abilities both in an individual capacity and as a team player; and willingness to accept work hours as the time it took to achieve quality output rather than regular clock hours.
The quality of the output was the primary consideration for Motorola, and employees were expected to make full efforts to achieve quality. Most of the employees learned their job through observing the seniors at work and learning through the trial and error method. The training lessons imparted to them involved techniques to improve their communication skills and sharpen their calculation skills...
THE MOTOROLA UNIVERSITY After conducting various training experiments that spanned a few decades, Motorola came to understand that training involved more than designing and implementing one particular program for a set of employees. To keep improving performance, training should be a continuous learning process involving each and every person in the organization. Normally,
training was an ad hoc measure, whereas education gave the recipient a vision. Education was viewed as an investment rather than a cost. Therefore, Motorola decide to elevate MTEC to the status of a university in 1989...
FOCUS ON E-LEARNING Motorola University created a new internal institute named College of Learning Technologies (CLT) to develop educational delivery systems through satellite, Internet and virtual classrooms.
This department was responsible for providing innovative learning via virtual classrooms, online experiences, use of CD-ROMS and through multimedia such as video and satellite conferences. The university placed a large selection of courses and training materials on its intranet , available around the world at any time to its employees...
EXHIBITS Exhibit I: Highlights of the Five-Part Curriculum Exhibit II: List of Courses Offered by Motorola University Exhibit III: Executive Education Profile of Motorola in the 1990s Exhibit IV: A Brief Note on Kirkpatrick Evaluation Levels Exhibit V: Motorola's Individual Dignity Entitlement Program Exhibit VI: Highlights of Motorola's Self-Directed Learning Program
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CHAPTER 4 CONCLUSION
Under noted few suggestions cum conclusion can be taken as for implementation to reap further benefits. Making training and development process an entirely in house activity to reduce cost. It is found that the average age group of trainees are in their twenties or early thirties which signifies that the consumer durable industry need more of young blood as enthusiasm is an integral part of the industry. The maximum emphasis is given to job instruction methods where the trainee are made to understand their job thoroughly and the role they are going to play in performing their job. Lecture as well as the presentation is the major part of imparting the education and training them. The training objective are in keeping with needs and abilities of the trainee and it is this that proves to be the major reason for success of the training as whole... The trainee fill the feedback form and from time to time test are conducted to know the gauge the effectiveness of training to employee to check their memory if they retain anything or not. We think that time management is one of the thing on which team must emphasis so that employee can be more productive. Stress management training is more important for employee as it was observed that people are all the time in tension like situation as to how to do what to do when to do, which kept them tensed all time.
As indicated from the variety of topics discussed, Human Resource Management covers a wide range of topics. Todays special library manager has a lot of jobs to ac complish. As a manager, one must be familiar with the laws regarding todays work environment, and keep up to date on the new laws that develop. They must also be an effective communicator to able to delegate responsibility, and alleviate conflict. They have to deal with hiring new employees, and terminating bad ones. Effective Human Resource Managers strive to make the work environment a healthy one, in every conceivable way.
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Training and development helps the growth of a business. Organisation should have a clear focus on having a well-motivated and trained workforce. The company needs to have motivated and confident staff who have up-to-date skills in order to remain competitive. In addition, well-trained staffs are an asset to the business and help to retain customers. Welltrained staffs who remain with the business mean that customers enjoy continuity. This contributes to customer loyalty and leads to repeat business. Staffs who feel valued stay longer in a company. This means that costs of recruitment can be reduced, resulting in cost savings across the organisation.
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BIBLIOGRAPHY
BOOKS Aswathappa, K., Human Resource Personal Management David A. Decenzo/Stephen P. Robins (2004) Personnel and Human Resource Management
WEBSITE SEARCH www.wiki.com www.google.com www.scribd.com
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VIVEK COLLEGE OF COMMERCE

VIVEK COLLEGE OF COMMERCE

TRAINING AND DEVELOPMENT IN HR

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TRAINING AND DEVELOPMENT IN HR

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TRAINING AND DEVELOPMENT IN HR

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CHAPTER 2 THEORITICAL VIEW

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BEST TIME TO IMPART TRAINING TO EMPLOYEE

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CHAPTER 3 CASE STUDIES

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EXHIBITS Key Benefits of EVA

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