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Training and Development Policy Wiki
Training Evaluation
What is Training Evaluation?
Training evaluation is a continual and systematic process of assessing
the value or potential value of a training course, activity or
event. Results of the evaluation are used to guide decision-making
around various components of the training (e.g. instructional design,
delivery, results) and it's overall continuation, modification, or
elimination.To assist agencies in evaluating their training programs, OPM published
the Training Evaluation Field Guidein 2011. The Training Evaluation
Field Guide is designed to assist agency training representatives in
evaluating training effectiveness and in demonstrating training value to
stakeholders and decision makers. (Please contact us if you would like
training on how you can use of the field guide in your
Reporting Training Data
The law authorizes OPM to require Federal agencies to report training
data. An important part of the evaluation process involves consideration
of training costs, and other elements not directly addressed in the typical
evaluaiton. Agencies should track and report accurate training data on
all completed training events to OPM as prescribed by the Final Rule on
Training Reporting Requirements, published on May 17, 2006, in the
Federal RegisterThe Federal Workforce Flexibility Act of 2004 (P.L. 108-
411). Seethis Sample Agency Training Report FY2010
OPM provides training data reports as an objective summary of data
gathered about various aspects or each agency training event. View this
quick video for more information on the training evaluation field guide
and ways agencies can use evaluation and training data to inform
decisions related to training investments.
What is Program Evaluation and how is it related to Training Evaluation?
http://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Field%20Guide%20to%20Training%20Evaluation_6-8-2011-FINAL.pdfhttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Field%20Guide%20to%20Training%20Evaluation_6-8-2011-FINAL.pdfhttps://mail.google.com/mail/?view=cm&fs=1&tf=1&[email protected]://mail.google.com/mail/?view=cm&fs=1&tf=1&[email protected]://mail.google.com/mail/?view=cm&fs=1&tf=1&[email protected]://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Sample%20Agency%20Training%20Report%20FY2010.pdfhttp://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Sample%20Agency%20Training%20Report%20FY2010.pdfhttp://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Sample%20Agency%20Training%20Report%20FY2010.pdfhttp://www.opm.gov/wiki/training/Training-Evaluation/Index.atomhttp://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Sample%20Agency%20Training%20Report%20FY2010.pdfhttps://mail.google.com/mail/?view=cm&fs=1&tf=1&[email protected]://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Field%20Guide%20to%20Training%20Evaluation_6-8-2011-FINAL.pdf -
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Program evaluation is a systematic study conducted to assess how well
a program is working. A program evaluation examines achievement of
program objectives in the context of other aspects of program
performance or in the context in which it occurs.Program evaluations are
often conducted by experts external to the program,either inside or
outside the agency. The Government Accountability Office (GAO) works
for Congress and regularly conducts Program Evaluations. They are
responsible for investigating how the Federal Government spends tax
dollars.
A program evaluation is used to assess and asks questions about every
aspect of a program or initiative (training programs and other types of
programs), from the inputs (what resources were used to create theprogram) and to the outcomes (program results). While the principles of
training evaluation can apply in an overall program, training evaluation is
used to assess the training/development activities within the program
(e.g training courses and events). Since programs may have activities in
addition to training (e.g. services, meetings), training evaluation data can
be used in the overall program evaluation.
Please reference thisLOGIC MODELfor further explanation of thedifferences and similarities. A logic model provides a representation of
the "theory of change" (if...then) behind a program or iniative. Logic
models can be completed for programs and initiatives and for individual
courses, events or activities. For more detailed information on logic
models, you can watch this video or take EPA'sFREElogic modeling
course.
When we evaluate...
We examine the assumptions upon which an existing or proposed
training course or program is based
We inquire, up front, about the expected results
We create then study the goals and objectives
We collect information about inputs and outcomes.
We compare it to some pre-set standards.
http://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Logic%20Model%20Template%20(wiki).dochttp://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Logic%20Model%20Template%20(wiki).dochttp://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Logic%20Model%20Template%20(wiki).dochttp://www.epa.gov/evaluate/lm-training/index.htmhttp://www.epa.gov/evaluate/lm-training/index.htmhttp://www.epa.gov/evaluate/lm-training/index.htmhttp://www.epa.gov/evaluate/lm-training/index.htmhttp://www.opm.gov/wiki/uploads/docs/Wiki/OPM/training/Logic%20Model%20Template%20(wiki).doc -
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We report findings in a manner that facilitates their use.
Why should we evaluate?
Agencies are required to evaluate their training programs annually to
determine how well such plans and programs contribute to mission
accomplishment and meet organizational performance goals (5 CFR
410.202). In addition, demands to demonstrate training program
efficiency, program effectiveness and public accountability are
increasing. Use of evaluation data meets these demands in various
ways:
Planning
To assess needs.
To set priorities.
To direct allocation of resources.
To guide policy
Analysis of course/program effectiveness or quality
To determine achievement of objectives.
To identify strengths and weaknesses of a program/course.
To determine the cost-effectiveness of a program/course.
To assess causes of success or failure.
Direct decision-making
To improve effectiveness.
To identify and facilitate needed change.
To continue expand or terminate a program/course.
Maintain accountability
To stakeholders.
To funding sources.
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To the general public.
When to Evaluate
There are several basic questions to ask when deciding whether to carry
out an evaluation. If the answers to these questions are "Yes", this
may be the time to evaluate.
Is the program/course important or significant enough to warrant
evaluation?
Is there a legal requirement to carry out a program evaluation?
Will the results of the evaluation influence decision-making about the
program/course?
Will the evaluation answer questions posed by your stakeholders or
those interested in the evaluation?
How To Evaluate
Once you've determined whether or not your program or
course warrants evaluation, there are various methods and
models agencies can use to evaluate their training courses. Here are afew of the most popular:
Kirkpatrick 4 Levels
The four levels of Kirkpatrick's evaluation model essentially measure:
Reaction of trainee - what they thought and felt about the training
Learning - the resulting increase in knowledge or capability
Behavior - extent of behaviour and capability improvement and
implementation/application
Results - the effects on the business or environment resulting from the
trainee's performance
All these levels are recommended for full and meaningful evaluation of
learning in organizations.
Jack Phillips' Five Level ROI Model
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Building upon the Kirkpatrack model, Jack Phillips added the fifth level
the Return On Investment (ROI) produced by a training course using the
financial formula:
Robert Brinkerhoff's Success Case Method:
Brinkerhoff's six stage model is a comprehensive evaluation model that
incorporates the results oriented aspects of the business and industry
models and also the formative, improvement-orientated aspects of
educational models (a systems perspective with an emphasis on return
on investment).
A basic assumption of the six stage model is that the primary reason for
evaluation should be to improve the program (systems perspective).
OPM's Training Evaluation Field Guide
To assist agencies in evaluating their training programs, OPM published
the Training Evaluation Field Guidein 2011. The Training Evaluation
Field Guide is designed to assist agency training representatives in
http://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Field%20Guide%20to%20Training%20Evaluation_6-8-2011-FINAL.pdfhttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Field%20Guide%20to%20Training%20Evaluation_6-8-2011-FINAL.pdfhttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Field%20Guide%20to%20Training%20Evaluation_6-8-2011-FINAL.pdf -
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evaluating training effectiveness and in demonstrating training value to
stakeholders and decision makers.
Field Guide Development Process
Data and information were gathered from fifteen federal agency
representatives who volunteered their time to attend a one-day working
meeting, participate in individual interviews and submit samples of their
tools and case studies. This Field Guide reflects the input from the
working group.
Key Audience and Usage
This Guide is designed for all federal employees who have a role in
training evaluation and effectiveness within their agencies.
Specific users for this field guide are:
Training managers and supervisors
Training liaisons/coordinators
Agency evaluators
Instructional designers
Training facilitators
Any others who have a significant role in training effectiveness
Training Evaluators
Both Kirkpatrick and Phillips (and maybe others) offer "certifications" in
training evaluation, however, a "certified" evaluator is not necessary to
evaluate the effectiveness of agency training. The Training Evaluation
Field Guide (linked above) and books on the various methods should
provide enough information to successfully evaluate your agency
training.
In addition, theAmerican Evaluation Association(AEA) is an
international professional association of evaluators devoted to the
application and exploration of program evaluation, personnel evaluation,
technology, and many other forms of evaluation. Evaluation involvesassessing the strengths and weaknesses of programs, policies,
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personnel, products, and organizations to improve their effectiveness.
AEA has approximately 5500 members representing all 50 states in the
US as well as over 60 foreign countries.
Other Evaluation Resources
(Please feel free to add your evaluation methods and tools to this page)
Here are sample spreadsheets designed to trackNew Employee
Orientationclasses andTrainer Customer Satisfaction.
Should you desire to look at more evaluation models, there are many to
choose from...
Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)
Robert Stake's Responsive Evaluation Model
Robert Stake's Congruence-Contingency Model
Kaufman's Five Levels of Evaluation
CIRO (Context, Input, Reaction, Outcome)
PERT (Program Evaluation and Review Technique)
Alkins' UCLA Model
Michael Scriven's Goal-Free Evaluation Approach
Provus's Discrepancy Model
Eisner's Connoisseurship Evaluation Models
Illuminative Evaluation Model
Portraiture Model
The Four Levels
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin
and past president of the American Society for Training and
http://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Training%20Class%20Evaluation%20Summary%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Training%20Class%20Evaluation%20Summary%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Training%20Class%20Evaluation%20Summary%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Training%20Class%20Evaluation%20Summary%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Trainer%20Cust%20Sat%20Tracking%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Trainer%20Cust%20Sat%20Tracking%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Trainer%20Cust%20Sat%20Tracking%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Trainer%20Cust%20Sat%20Tracking%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Training%20Class%20Evaluation%20Summary%20Form.xlshttp://www.opm.gov/WIKI/uploads/docs/Wiki/OPM/training/Training%20Class%20Evaluation%20Summary%20Form.xls -
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Development (ASTD), first published his Four-Level Training Evaluation
Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he
published his best-known work, "Evaluating Training Programs."
The four levels are:
Reaction.
Learning.
Behavior.
Results.
Let's look at each level in greater detail.
Level 1: Reaction
This level measures how your trainees (the people being trained),
reacted to the training. Obviously, you want them to feel that the training
was a valuable experience, and you want them to feel good about the
instructor, the topic, the material, its presentation, and the venue.
It's important to measure reaction, because it helps you understand how
well the training was received by your audience. It also helps you
improve the training for future trainees, including identifying important
areas or topics that are missing from the training.
Level 2: Learning
At level 2, you measure what your trainees have learned. How much has
their knowledge increased as a result of the training?
When you planned the training session, you hopefully started with a list
of specific learning objectives: these should be the starting point for your
measurement. Keep in mind that you can measure learning in different
ways depending on these objectives, and depending on whether you're
interested in changes to knowledge, skills, or attitude.
It's important to measure this, because knowing what your trainees are
learning and what they aren't will help you improve future training.
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Level 3: Behavior
At this level, you evaluate how far your trainees have changed their
behavior, based on the training they received. Specifically, this looks at
how trainees apply the information.
It's important to realize that behavior can only change if conditions are
favorable. For instance, imagine you've skipped measurement at the first
two Kirkpatrick levels and, when looking at your group's behavior, you
determine that no behavior change has taken place. Therefore, you
assume that your trainees haven't learned anything and that the training
was ineffective.
However, just because behavior hasn't changed, it doesn't mean thattrainees haven't learned anything. Perhaps their boss won't let them
apply new knowledge. Or, maybe they've learned everything you taught,
but they have no desire to apply the knowledge themselves.
Level 4: Results
At this level, you analyze the final results of your training. This includes
outcomes that you or your organization have determined to be good for
business, good for the employees, or good for the bottom line.
SYNOPSIS OF THE REPORT TRAINING AND DEVELOPMENT is a
subsystem of an organization. It ensures that randomness is reduced
and learning or behavioral change takes place in structured format. It is
concerned with the structure and delivery of acquisition of knowledge toimprove the efficiency and effectiveness of organization. Therefore,
training is a key tooptimizing utilization human intellectual technological
and entrepreneurial skills.There are four phases of training in Sahara
India-Training need analysis, Training design,Training implementation
and Training evaluation. Training evaluation is the mostimportant part of
training process which refers to activities aimed at finding out
theeffectiveness of training programme after they are conducted, against
the objective forwhich such programmes were organized. Trainingevaluation techniques give us solutionto answer questions like where
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was the capability level of learners before the programmeand where is it
now, what was intended to be achieved by particular programme
andwhere is really achieved now, and what is the monitory value of
training outcome againstthe cost incurred for conducting the training
programme. The key issues involve staffingpolicies selecting and
retaining talented employee, training and development
whilstencouraging employees to be innovative and creative, culture
barriers, and legal framework. Sahara India Pariwar provides soft skill
development training to their employees.But still they need to work on
providing product/process development training. Toevaluate the training
program, questionnaire is the most popular method in Sahara
India.Training initiatives and programs have become a priority for Human
Resources. Asbusiness markets change due to an increase in
technology initiatives, companies need tospend more time and money
on training employees. In todays business climateemployee
development is critical to corporate success and organizations are
investingmore in their employees training and development needs. Page
1
2. OBJECTIVES OF STUDYThe main objective of the study is first to
gain some practical knowledge regarding thefunctioning of MNCs andother organizations which is very necessary to fullyunderstand the
primary functions & hence it fulfill the purpose of the Summer
Internshipunder MBA course.The other objectives were:1. To study the
Importance of Training and Development.2. To study the roles of
Training and development Programme.3. To study the process and
functions of training.4. To explore the methodology and types of training
provided to the employees in an organization.5. To study the purpose,
process, principle, functions of the post training evaluation.6. To studythe different types of methods/techniques used to evaluate the training.7.
To study the level of evaluation.8. To study the relevance of the post
training evaluation/feedback for the employee as well as for an
organization.9. To know the challenges in training and development
faced by an organization. Page 2
3. CHAPTER ITHEORETICAL PRESENTATION OF THE
TOPICINTRODUCTION OF TRAINING & DEVELOPMENT Page 3
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4. TRAINING AND DEVELOPMENT is a subsystem of an organization.
It ensures thatrandomness is reduced and learning or behavioral change
takes place in structuredformat.TRAINING AND DEVELOPMENT
DEFINEDIt is concerned with the structure and delivery of acquisition of
knowledge to improve theefficiency and effectiveness of organization. It
is concerned with improving the existingskills and exploring the potential
skills of the individual i.e. upgrading the employeesskills and extending
their knowledge. Therefore, training is a key to optimizingutilization
human intellectual technological and entrepreneurial skillsTraining and
Development referred to as: Acquisition and sharpening of employees
capabilities that is required to performvarious obligations, tasks and
functions. Developing the employees capabilities so that they may be
able to discover theirpotential and exploit them to full their own and
organizational development purpose. Developing an organizational
culture where superior-subordinate relationship, teamwork, and
collaboration among different sub units are strong and contribute
toorganizational wealth, dynamism and pride to the
employees.Development defined Page 4
5. It helps the individual handle future responsibilities, with less
emphasis on present jobduties.Introduction of trainingIt is a learningprocess that involves the acquisition of knowledge, sharpening of
skills,concepts, rules, or changing of attitudes and behaviors to enhance
the performance ofemployees.INPUTS IN TRAINING AND
DEVELOPMENTAny training and development programme must contain
inputs which enable theparticipants to gain skills, learn theoretical
concepts and help acquire vision to look intothe distant future.Skills:
Training is imparting skills to employees. A worker needs skills to
operatemachines, and use other equipments with least damage andscrap. This is a basic skillwithout which the operator will not be able to
function. Employees, particularlysupervisors and executives, need
interpersonal skills.Education: The purpose of education is to teach
theoretical concepts and develop asense of reasoning and
judgment.Development: It is less skill-oriented but stresses on
knowledge. Knowledge aboutbusiness environment, management
principles and techniques, human relations, specificindustry analysis is
useful for better management of a company.Ethics: There is need forimparting greater ethical orientation to a training anddevelopment
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programme. Ethical attitude help managements make better decisions
Page 5
6. which are in the interests of the public, the employees and in the long
term-the companyitself.Attitudinal Changes: Attitude represents feelingsand beliefs of individuals towardsothers. Attitude affects motivation,
satisfaction and job commitment. Negative attitudeneed to be converting
into positive attitude. Attitude must be changed so that employeesfeel
committed to the organization, are motivated for better performance, and
derivesatisfaction from their jobs and the work environment.Decision
making and problem solving skills: It focus on methods and
techniquesfor making organization decision-making and solving work
related problems.TRAINING AND DEVELOPMENT OBJECTIVESTheprincipal objective of training and development division is to make sure
theavailability 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 inturn, enhances the individual
contribution to an organization.Organizational Objectives assist the
organization with its primary objective bybringing individual
effectiveness.Functional Objectivesmaintain the departmentscontribution at a level suitable tothe organizations needs. Page 6
7. Societal Objectives ensure that an organization is ethically and
socially responsibleto the needs and challenges of the
society.IMPORTANCE OF TRAINING AND DEVELOPMENTIt helps to
develop human intellect and an overall personality of the employees.
Productivity Training and Development helps in increasing the
productivity of theemployees that helps the organization further to
achieve its long-term goal. Team spirit Training and Development
helps in inculcating the sense of team work,team spirit, and inter-team
collaborations. It helps in inculcating the zeal to learn withinthe
employees. Organization Culture Training and Development helps to
develop and improvethe organizational health culture and effectiveness.
It helps in creating the learningculture within the organization.
Organization Climate Training and Development helps building the
positiveperception and feeling about the organization. The employees
get these feelings fromleaders, subordinates, and peers. Quality
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Training and Development helps in improving upon the quality of work
andwork-life. Healthy work-environment Training and Development
helps in creating thehealthy working environment. It helps to build good
employee, relationship so thatindividual goals aligns with organizational
goal. Page 7
8. Health and Safety Training and Development helps in improving
the health andsafety of the organization thus preventing obsolescence.
Morale Training and Development helps in improving the morale of the
workforce. Image Training and Development helps in creating a better
corporate image. Profitability Training and Development leads to
improved profitability and morepositive attitudes towards profit
orientation. Training and Development aids in organizationaldevelopment i.e. Organization getsmore effective decision making and
problem solving. It helps in understanding andcarrying out organizational
policies Training and Development helps in developing leadership skills,
motivation, loyalty,better attitudes, and other aspects that successful
workers and managers usually display. Optimum Utilization of Human
Resources Training and Development helps inoptimizing the utilization
of human resource that further helps the employee to achievethe
organizational goals as well as their individual goals. Development ofHuman Resources Training and Development helps to providean
opportunity and broad structure for the development of human resources
technicaland behavioral skills in an organization. It also helps the
employees in attaining personalgrowth. Development of skills of
employees Training and Development helps in increasing the job
knowledge and skills of employees at each level. It helps to expand the
horizons of human intellect and an overall personality of the employee
Page 8
9. MODELS OF TRAININGTraining is a sub-system of the organization
because the departments such as, marketing& sales, HR, production,
finance, etc depends on training for its survival. Training is atransforming
process that requires some input and in turn it produces output in the
formof knowledge, skills, and attitudes (KSAs).THE TRAINING
SYSTEMThe three model of training are:1. System Model2. Instructional
System Development Model3. Transitional modelSYSTEM MODEL
TRAININGThe system model consists of five phases and should be
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repeated on a regular basis tomake further improvements. The training
should achieve the purpose of helpingemployee to perform their work to
required standards. The steps involved in SystemModel of training are
as follows:1. ANALYZE and identify the training needs i.e. to analyze the
department, job,employees requirement, who needs training, what do
they need to learn, estimatingtraining cost, etc The next step is to
develop a performance measure on the basis ofwhich actual
performance would be evaluated. Page 9
10. 2. DESIGN and provide training to meet identified needs. This step
requires developingobjectives of training, identifying the learning steps,
sequencing and structuring thecontents 3. DEVELOP- This phase
requires listing the activities in the training program that will assist theparticipants to learn, selecting delivery method, examining the training
material, validating information to be imparted to make sure it
accomplishes all the goals & objectives. 4. IMPLEMENTING is the
hardest part of the system because one wrong step can lead to the
failure of whole training program. 5. EVALUATING each phase so as to
make sure it has achieved its aim in terms of subsequent work
performance. Making necessary amendments to any of the previous
stage in order to remedy or improve failure practices Page 10
11. TRANSITIONAL MODELTransitional model focuses on the
organization as a whole. The outer loop describesthe vision, mission and
values of the organization on the basis of which trainingmodel i.e. inner
loop is executed.VISION focuses on the milestones that the
organization would like to achieve afterthe defined point of time. A vision
statement tells that where the organization seesitself few years down the
line. A vision may include setting a role mode, or bringingsome internal
transformation, or may be promising to meet some other
deadlines.MISSION explain the reason of organizational existence. It
identifies the positionin the community. The reason of developing a
mission statement is to motivate,inspire, and inform the employees
regarding the organization.The mission statementtells about the identity
that how the organization would like to be viewed by thecustomers,
employees, and all other stakeholders.VALUES is the translation of
vision and mission into communicable ideals. Itreflects the deeply held
values of the organization and is independent of currentindustry
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environment. For example, values may include social
responsibility,excellent customer service, etc Page 11
12. The mission, vision, and values precede the objective in the inner
loop. This modelconsiders the organization as a whole. The objective isformulated keeping thesethree things in mind and then the training
model is further implementedINSTRUCTIONAL SYSTEM
DEVELOPMENT (ISD) MODELInstructional System Development model
was made to answer the training problems.This model is widely used
now-a-days in the organization because it is concernedwith the training
need on the job performance. Training objectives are defined on
thebasis of job responsibilities and job description and on the basis of
the definedobjectives individual progress is measured. This model alsohelps in determining anddeveloping the favorable strategies, sequencing
the content, and delivering media for Page 12
13. the types of training objectives to be achieved. The Instructional
SystemDevelopment model comprises of five stages:1. ANALYSIS
This phase consist of training need assessment, job analysis, andtarget
audience analysis.2. PLANNING This phase consist of setting goal of
the learning outcome,instructional objectives that measures behavior of
a participant after the training,types of training material, media selection,
methods of evaluating the trainee, trainerand the training program,
strategies to impart knowledge i.e. selection of content,sequencing of
content, etc3. DEVELOPMENT This phase translates design decisions
into training material.It consists of developing course material for the
trainer including handouts, Page 13
14. workbooks, visual aids, demonstration props, etc, course material for
the traineeincluding handouts of summary.4. EXECUTION This phasefocuses on logistical arrangements, such as arrangingspeakers,
equipments, benches, podium, food facilities, cooling, lighting,
parking,and other training accessories.5. EVALUATION The purpose
of this phase is to make sure that the trainingprogram has achieved its
aim in terms of subsequent work performance. This phaseconsists of
identifying strengths and weaknesses and making necessary
amendmentsto any of the previous stage in order to remedy or improve
failure practices.The ISD model is a continuous process that laststhroughout the training program. Italso highlights that feedback is an
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important phase throughout the entire trainingprogram. In this model, the
output of one phase is an input to the next phase. Page 14
15. PROCESS OF TRAINING TRAINING NEED TRAINING ANALYSIS
DESIGN TRAINING PROCESS TRAINING TRAINING EVALUATIONIMPLEMENTATI ONTRAINING NEED ANALYSIS (TNA)/TRAINING
NEEDIDENTIFICATION (TNI)An analysis of training need is an essential
requirement to the design of effectivetraining. The purpose of training
need analysis is to determine whether there is a gapbetween what is
required for effective performance and present level of performance.
Page 15
16. Training Need arises at three levels: Organizational level
Individual level Operational levelCorporate need and training need are
interdependent because the organizationperformance ultimately
depends on the performance of its individual employee and
itssubgroup.Organizational level Training need analysis at
organizational level focuses onstrategic planning, business need, and
goals. It starts with the assessment of internalenvironment of the
organization such as, procedures, structures, policies, strengths,
andweaknesses and external environment such as opportunities and
threats. After doing theSWOT analysis, weaknesses can be dealt with
the training interventions, while strengths Page 16
17. can further be strengthened with continued training. Threats can be
reduced byidentifying the areas where training is required. And,
opportunities can be exploited bybalancing it against costs. For this
approach to be successful, the HR department of thecompany requires
to be involved in strategic planning. In this planning, HR
developsstrategies to be sure that the employees in the organizationhave the required Knowledge,Skills, and Attributes (KSAs) based on the
future KSAs requirements at each level.Individual level Training need
analysis at individual level focuses on each and everyindividual in the
organization. At this level, the organization checks whether anemployee
is performing at desired level or the performance is below expectation. If
thedifference between the expected performance and actual
performance comes out to bepositive, then certainly there is a need of
training. However, individual competence canalso be linked to individualneed. The methods that are used to analyze the individualneed are:
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Appraisal and performance review Peer appraisal Competency
assessments Subordinate appraisal Client feedback Customer
feedback Self-assessment or self-appraisalOperational level Training
Need analysis at operational level focuses on the workthat is being
assigned to the employees. The job analyst gathers the information
onwhether the job is clearly understood by an employee or not. He
gathers this information Page 17
18. through technical interview, observation, psychological test;
questionnaires asking theclosed ended as well as open ended questions,
etc. Today, jobs are dynamic and keepchanging over the time.
Employees need to prepare for these changes. The job analystalso
gathers information on the tasks needs to be done plus the tasks thatwill be requiredin the future. Based on the information collected, training
Need analysis (TNA) is done.Benefits of need assessmentTraining
programs are designed to achieve specific goals that meet felt needs.
There aremany benefits of need assessment:1. Trainers may be
informed about the broader need of the trainees.2. Trainers are able to
pitch their course inputs closer to the specific needs of the trainees.3.
Assessment makes training department more accountable and more
clearly linked to other human resource activities, which make the trainingprograms easier to sell to line managers.TRAINING-DESIGNThe design
of the training program can be undertaken only when a clear
trainingobjective has been produced. The training objective clears what
goal has to be achievedby the end of training program i.e. what the
trainees are expected to be able to do at theend of their training.
Training objectives assist trainers to design the training program.The
trainer Before starting a training program, a trainer analyzes his
technical,interpersonal, judgmental skills in order to deliver qualitycontent to trainers. Page 18
19. The trainees A good training design requires close scrutiny of the
trainees and theirprofiles. Age, experience, needs and expectations of
the trainees are some of theimportant factors that affect training
design.Cost of training It is one of the most important considerations in
designing a trainingprogramme. A training programme involves cost of
different types. These may be in theform of direct expenses incurred in
training, cost of training material to be provided,arrangement of physical
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facilities and refreshment, etc. Besides these expenses theorganization
has to bear indirect cost in the form of loss of production during
trainingperiod. Ideally, a training programme must be able to generate
more revenues than thecost involved.Training climate A good training
climate comprises of ambience, tone, feelings,positive perception for
training program, etc. Therefore, when the climate is favorablenothing
goes wrong but when the climate is unfavorable, almost everything goes
wrong. Page 19
20. TRAINING-DESIGNTrainees learning style the learning style, age,
experience, educational backgroundof trainees must be kept in mind in
order to get the right pitch to the design of theprogram.Training
strategies Once the training objective has been identified, thetrainertranslates it into specific training areas and modules. The trainer
prepares the priority listof about what must be included, what could be
included. Page 20
21. Training topics After formulating a strategy, trainer decides upon
the content to bedelivered. Trainers break the content into headings,
topics, ad modules. These topics andmodules are then classified into
information, knowledge, skills, and attitudes.Sequence the contents
Contents are then sequenced in a following manner: From simple to
complex Topics are arranged in terms of their relative importance From
known to unknown From specific to general Dependent
relationshipTraining tactics Once the objectives and the strategy of the
training programbecomes clear, trainer comes in the position to select
most appropriate tactics or methodsor techniques. The method selection
depends on the following factors: Trainees background Time
allocated Style preference of trainer Level of competence of trainer
Availability of facilities and resources, etc Page 21
22. Support facilities IT can be segregated into printed and audio
visual. The variousrequirements in a training program are white boards,
flip charts, markers, etc.Constraints The various constraints that lay in
the trainers mind are: Time Accommodation, facilities and their
availability Furnishings and equipments Budget Design of the training,
etcTRAINING IMPLEMENTATIONTo put training program into effect
according to definite plan or procedure is calledtraining implementation.Training implementation is the hardest part of the systembecause one
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wrong step can lead to the failure of whole training program. Even the
besttraining program will fail due to one wrong action. Training
implementation can besegregated into: Practical administrative
arrangements Carrying out of the trainingOnce the staff, course, content,
equipments, topics are ready, the training is implemented.Completing
training design does not mean that the work is done because
implementation Page 22
23. phase requires continual adjusting, redesigning, and refining.
Preparation is the mostimportant factor to taste the success. Therefore,
following are the factors that are kept inmind while implementing training
program:The trainer The trainer need to be prepared mentally before
the delivery of content.Trainer prepares materials and activities well inadvance. The trainer also set groundsbefore meeting with participants
by making sure that he is comfortable with coursecontent and is flexible
in his approach.Physical set-up Good physical set up is pre-requisite
for effective and successfultraining program because it makes the first
impression on participants. Classroomsshould not be very small or big
but as nearly square as possible. This will bring peopletogether both
physically and psychologically. Also, right amount of space should
beallocated to every participant.Establishing rapport with participantsThere are various ways by which a trainercan establish good rapport
with trainees by: Greeting participants simple way to ease those initial
tense moments Encouraging informal conversation Remembering their
first name Pairing up the learners and have them familiarized with one
another Listening carefully to trainees comments and opinions Telling
the learners by what name the trainer wants to be addressed Getting to
class before the arrival of learners Starting the class promptly at the
scheduled time Page 23
24. Using familiar examples Varying his instructional techniques
Using the alternate approach if one seems to bog downReviewing the
agenda At the beginning of the training program it is very importantto
review the program objective. The trainer must tell the participants the
goal of theprogram, what is expected out of trainers to do at the end of
the program, and how theprogram will run. The following information
needs to be included: Kinds of training activities Schedule Setting
group norms Housekeeping arrangements Flow of the program
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Handling problematic situationsIn general programme implementation
involves action on the following lines: Deciding the location and
organizing training and other facilities. Scheduling the training
programme. Conducting the programme. Monitoring the progress of
the trainees. Page 24
25. TRAINING EVALUATIONThe process of examining a training
program is called training evaluation. Trainingevaluation checks whether
training has had the desired effect. Training evaluationensures that
whether candidates are able to implement their learning in their
respectiveworkplaces, or to the regular work routines.Purposes of
Training EvaluationThe five main purposes of training evaluation
are:Feedback: It helps in giving feedback to the candidates by definingthe objectives andlinking it to learning outcomes.Research: It helps in
ascertaining the relationship between acquired knowledge, transferof
knowledge at the work place, and training Page 25
26. Control: It helps in controlling the training program because if the
training is noteffective, then it can be dealt with accordingly.Power
games: At times, the top management (higher authoritative employee)
uses theevaluative data to manipulate it for their own
benefits.Intervention: It helps in determining that whether the actual
outcomes are aligned withthe expected outcomes.Functions of
evaluation:There are basically two functions of evaluation:1. Qualitative
evaluations is an assessment process how well did we do? Page 26
27. 2. Quantitative evaluation is an assessment process that answers
the question How much did we do?Principles of Training
Evaluation:Training need should be identified and reviewed concurrently
with the business andpersonal development plan process.a) Evaluationmust be continuous.b) Evaluation must be specific.c) Evaluation must be
based on objective methods and standards.d) There should be
correlation to the needs of the business and the individual.e)
Organizational, group and individual level training need should be
identified and evaluated.f) Techniques of evaluation should be
appropriate.g) The evaluation function should be in place before the
training takes place.h) The outcome of evaluation should be used to
inform the business and training process.Need of evaluation ofTraining:Training cost can be significant in any business. Most
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organizations are prepared to incurthese cost because they expect that
their business to benefit from employees developmentand progress.
Whether business has benefited can be assessed by evaluation
training.There are basically four parties involved in evaluating the result
of any training. Trainer,Trainee, Training and Development department
and Line Manager. Page 27
28. The Trainee wants to confirm that the course has met personal
expectations and satisfied any learning objectives set by the T & D
department at the beginning of the programme. The Trainer concern is
to ensure that the training that has been provided is effective or not.
Training and Development want to know whether the course has made
the best use of the resources available. The Line manager will beseeking reassurance that the time hat trainee has spent in attending
training results in to value and how deficiency in knowledge and skill
redressed. The problem for many organizations is not so much why
training should be evaluated but how. Most of the organizations overlook
evaluation because financial benefits are difficult to describe in concrete
terms. The process of evaluation is central to its effectiveness and helps
to ensure that: Whether training budget is well spent To judge the
performance of employee as individual and team. To establish cultureof continuous learning and improvement. PROCESS OF TRAINING
EVALUATION Before Training: The learners skills and knowledge are
assessed before the training program. During the start of training,
candidates generally perceive it as a waste of resources because at
most of the times candidates are unaware of the objectives and learning
outcomes of the program. Once aware, they are asked to give their
opinions on the methods used and whether those methods confirm to
the candidates preferences and learning style Page 28
29. During Training: It is the phase at which instruction is started. This
phase usuallyconsist of short tests at regular intervals.After Training: It is
the phase when learners skills and knowledge are assessed againto
measure the effectiveness of the training. This phase is designed to
determine whethertraining has had the desired effect at individual
department and organizational levels.There are various evaluation
techniques for this phase.Techniques of evaluationThe various methods
of training evaluation are: Observation Questionnaire Interview Self
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diaries Self recording of specific incidentsWHAT TO EVALUATE/LEVEL
OF EVALUATIONDonald Kirkpatrick developed four level models to
assess training effectiveness.According to him evaluation always begins
with level first and should move throughother levels in sequence. Page
29
30. Reaction Level: The purpose is to measure the individual reaction
to the training activity. The benefit of Reaction level evaluation is to
improve Training and Development activity efficiency and effectiveness.
Learning Level: The basic purpose is to measure the learning transfer
achieved by the training and development activity. Another purpose is to
determine to what extent the individual increased their knowledge, skills
and changed their attitudes by applying quantitative or qualitativeassessment methods Behavior Level: The basic purpose is to measure
changes in behavior of the individual as a result of the training and
development activity and how well the enhancement of knowledge, skill,
attitudes has prepared than for their role. Result Level: The purpose is
to measure the contribution of training and development to the
achievement of the business/operational goals. Page 30
31. CHAPTER IIORGANIZATIONAL PROFILE OF THE COMPANY
Page 31
32. COMPANYS PROFILESahara India- a corporate, which believe that
quality, is never an accident it is a result ofplanning, team work and a
commitment of excellence. Sahara India Pariwar is a multi-business
conglomerate with diversified business interest that includes finance,
real estate,media & entertainment, tourism & hospitality, and service &
trading. Sahara India PariwarYear 2005, headquarter in 1978 in
Gorakhpur, India lucknow IndiaWorkers 3 9.10 lackDependents 15 45.50lackAsset 2000 Over 50,000 croreEstablishments 1 1707 No Trade
union No ownerImportant points The employees at Sahara India
Pariwar greet each other by saying Sahara Pranam Every year,
republic day and independence day is celebrated as Bharat Parv
( national festival) and Sahara India Pariwar celebrates it as the biggest
event of the pariwar( family). Sahara India Pariwar has been the official
sponsors of the Indian cricket team and Indian hockey team. Page 32
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33. Sahara India Pariwar in often referred as the worlds largest family
910,000 workers/ employees and no trade union Its five star hostel
Sahara Star near Mumbai airport has the worlds largest pillar less
clear-to-sky dome of its kind Holds the Guinness world record for
planning 125,256 trees by 1400 volunteers in 6 hours and 35 minutes 0n
5th June 1988 at amby vally city Hold the record in India for 25%-50%
hike in the gross salary of all of its employees at one go. Conducts
mass marriage ceremony of 101 underprivileged girls every year
Subrato Roy Sahara is also referred as Saharasri Profit Sharing
SAHARA INDIA PARIWAR OVERVIEW Page 33
34. Sahara India Pariwar is a major entity on the corporate scene having
diversifiedbusiness interests that include Finance, Infrastructure &Housing, Media &Entertainment, Consumer Products, Manufacturing,
and Services & Trading.Quality is our essence and we, at Sahara India
Pariwar , have always stressed on theQualitative aspect. Consequently
in this run for quality, quantity has always pursued us.We look forward to
reaching the zenith and reaffirm our commitment to the process ofsound
nation-building.CORE COMMITMENTS - OUR STRENGTH Emotion
Discipline Duty No discrimination Quality Give respect Self-respect
Truth Collective Materialism Religion Absolute Honesty Page 34
35. WhatA commitment of Sahara India Pariwar to the genuine needs
and rights of anybody &everybody - Be it to a depositor, newspaper
reader, consumer.... all business associatesand Sahara India Family
Members.NeedIndia needs effective consumer protection and protection
of workers genuine rights.There are various agencies, promising
protection & action. But no external body canprovide justice unless the
company becomes QUALITY CONSCIOUS WITHSTRICTLY NO
DISCRIMINATION POLICY AND JUSTICE CONSCIOUSNESS asits
very dominating nature.MottoWe not only believe but practice NO
DISCRIMINATION, JUSTICE & HIGHQUALITY - means enthusiastic,
productive performance of duty "KARTAVYA towardsthe consumer,
workers genuine satisfaction.AimTo provide justice - be it a matter of the
tiniest imperfection or injustice in ourCOMMITMENT - products or
services. direct or indirect, short term or long term.WhereKindly rush
your grievances/suggestions or any queries related to Sahara India
Pariwar tothe nearest Sahara establishment and/or to: Page 35
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36. Response Will Never Be Delayed And Justice Will Never Be Denied
BUSINESS ENTITIES SAHARA INDIA PARIWA R Infrastructure Media
and Consumer Services and Finance Manufacturing and housing
entertainment products Trading. Page 36
37. CHAPTER IIIRESEARCH METHODOLOGY Page 37
38. DATA COLLECTIONData collection is a term used to describe a
process of preparing andcollecting business data - for example as part
of a process improvement or similarproject.Data collection usually takes
place early on in an improvement project, and is oftenformalized through
a data collection Plan which often contains the following activity. 1. Pre
collection activity Agree goals, target data, definitions, methods 2.
Collection data collection 3. Present Findings usually involves some
form of sorting analysis and/or presentation.There are two methods of
data collection which are discussed below: DATA COLLECTION
PRIMARY DATA SECONDARY DATA (Data collection
techniques)QUESTIONNAIRE INTERVIEW EXTERNAL INTERNET
INTERNAL SOURCE SOURCE Unstructure Page 38
39. PRIMARY DATAIn primary data collection, you collect the data
yourself using methods such as interviewsand questionnaires. The keypoint here is that the data you collect is unique to you andyour research
and, until you publish, no one else has access to it.I have tried to collect
the data using methods such as interviews and questionnaires. Thekey
point here is that the data collected is unique and research and, no one
else hasaccess to it. It is done to get the real scenario and to get the
original data of present.DATA COLLECTION
TECHNIQUEQuestionnaire:Questionnaire are a popular means of
collecting data, but are difficult to design and oftenrequire many rewritesbefore an acceptable questionnaire is produced. The featuresincluded in
questionnaire are: Theme and covering letter Instruction for
completion Types of questions LengthInterview:This technique is
primarily used to gain an understanding of the underlying reasons
andmotivations for peoples attitudes, preferences or behavior. The
interview was done byasking a general question. I encourage the
respondent to talk freely. I have used an Page 39
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40. unstructured format, the subsequent direction of the interview being
determined by therespondents initial reply, and come to know what is its
initial problem is.SAMPLING METHODOLOGYSampling
technique:Initially, a rough draft was prepared keeping in mind the
objective of the research. Apilot study was done in order to know the
accuracy of the questionnaire. The finalquestionnaire was arrived only
after certain important changes were done. Thus mysampling came out
to be judgmental and continent.Sampling Unit:The respondents who
were asked to fill out questionnaires are the sampling units.
Thesecomprise of kartavyayogis of corporate HR,S ahara India Pariwar ,
who had attended thepersonality development workshop.Sampling Size:
20 SECONDARY DATAAll methods of data collection can supply
quantitative data (numbers, statistics orfinancial) or qualitative data
(usually words or text). Quantitative data may often bepresented in
tabular or graphical form. Secondary data is data that has already
beencollected by someone else for a different purpose to yours. Page 40
41. Need of using secondary data1. Data is of use in the collection of
primary data.2. They are one of the cheapest and easiest means of
access to information.3. Secondary data may actually provided enough
information to resolve the problem being investigated.4. Secondary datacan be a valuable source of new ideas that can be explored later
through primary research.Limitation of secondary data1. May be
outdated.2. No control over data collection.3. May not be reported in the
required form.4. May not be reported in the required form.5. May not be
very accurate.6. Collection for some other purpose. Page 41
42. DATA ANALYSIS & INTERPRETATION Page 42
43. ANALYSIS OF SECONDARY DATA T& D FUNCTIONS IN SAHARAINDIA PARIWAR TEAM-HEAD TNI Training calander Training budget
Training feedback Training manuals Approvals/concept paper PDW
CCT-2009 CCT Networking TEAM TEAM TEAM MEMBER3 MEMBER 1
MEMBER 2 TEAM Training MEMBER4IT support Module design
initiativeProject/Summer Module Internal Library mgmttraining
development External BooksInduction Internal TNI Concept
Journalmanual/ppt External TNI Development NewspaperPD e-manual
Product/Process Write-ups& Dak(In/out)CCT-2009 Training BriefingdatabaseTraining feedback Oorja Training Recordor Project/Summer
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Evaluation Maintenance evaluation training PD e-manual Admin
followAdmin task HRIS support Oorja UpDatabase Best HR
Project/summe Bulletin/Boardmanagement practices r training
managementMIS-T&D Bulletin/Board Management Page 43
44. The major activities performed by the Training and Developing
function in Sahara IndiaPariwar are as follows:(1) Training needs
identification/ assessment: From employees through
interviews,questionnaires, etc. and secondly through HOD
recommendation. TNI IN SAHARA INDIA PARIWA R HOD TNI
RECMMEND EXERCISE/SU ATION RVEY(2) Training
(Internal/External): Training depends upon its scope, whether needs
ofthe training can be met within the organization or whether has to betaken to anenvironment outside the organization.(3) Certified corporate
trainer: Certified corporate trainers are the employees of thecompany
itself. It is their voluntary involvement. If they feel like in their service
tenurethat they can, for some time, train the employees of the company
on the base of their Page 44
45. experience, then send in their CVs and on approval by the
respective authority, becomecertified corporate trainers.(4) Types of
training given in Sahara India Pariwar: Induction/Orientation training
Soft skill development training Project
trainingINDUCTION/ORIENTATION TRAININGThese terms are
interchangeably used to give a friendly welcome to the new
employeesas members of the organization so also to introduce the new
employee with the availableinstallations (plant and machineries,
systems), work norms, organizational objectives andthe job position of
the employee.Content: The company size, structure of the organization,
history, market share Achievements, objective and mission. Product
training Shop floor-rules and regulations Personnel policies Union
contract Company services Service department Page 45
Business etiquettes and corporate grooming PERSONALITY Stress
management and work-life balance Team building and leadership
Business communication Personality and positive attitude 46. SOFT
SKILL DEVELOPMENT TRAININGModules of soft skill development
training in Sahara India Pariwar: & POSITIVE ATTITUDEAbout theModulePersonality as a whole cannot be defined without the positive
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attitude. It is the positiveattitude of a person that plays an important role
in various decision making process andreaction to responsibilities and
challenges in work and life. The module has beendeveloped to help the
individual to develop the understanding that how individualpersonalities
can influence the organizational development & the organizational
success.Objective of the ModuleTo understand the concept of
Personality & positive attitude in relation to
organizationalsuccess.Coverage of the Module What is personality
Attributes of personality Page 46
47. Three levels of Personality Personality is uniqueness Internal &
External Qualities What are the determinants of personality What is a
Organizational Personality Linking personality and organizationseffectiveness How Positive Attitude can influenced Personality
BUSINESS COMMUNICATIONBackgroundEffective communication is
very crucial in the business success. It is the lifeblood of anbusiness
organization. It includes conveying messages to other people clearly
andunambiguously. Its also about receiving information that others are
sending to you, withas little distortion as possible.Doing this involves
effort from both the sender of the message and the receiver. And itsa
process that can be fraught with error, with messages muddled by thesender, ormisinterpreted by the recipient. When this isnt detected, it can
cause tremendousconfusion, wasted effort and missed opportunity Page
47
48. Objective of the ModuleTo understand the importance of Business
Communication in order to enhance thecapabilities of understanding and
implementing the correct communication channel tobring the
effectiveness of the organization in order to succeed in business, and
maintaingood relationships with clients, customers and
employeesCoverage of the Module What is communication? Need of
communication Communication flow Types of Communication Barriers
of Communication Overcoming tips of barrier Essentials of effective
communication TEAM BUILDING & LEADERSHIPBackgroundIn the
context of globalization only high performing managers can survive,
grow andexcel. This calls for continuous enhancement of the dynamics
of leadership capabilitiesof managers. Todays managers will have to
demonstrate positive leadership capabilities Page 48
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49. by creating and sustaining trust, shared vision as well as synergy to
achieveorganizational goals.Objective of the Module Understanding the
role of leadership, teamwork and team-building. Improving business
results by managing team dynamics; flexibility and resilience, self
management and emotional maturityCoverage of the Module Team Vs.
Group Team & Team Work The essentials of winning Team A good
team player Stages of Team Building Leadership, teamwork & team-
building Leader Vs. Manager Improving performance STRESS
MANAGEMENT & WORK LIFE BALANCEBackground Page 49
50. During the last 20 years, the nature of jobs across globe has
changed substantiallyresulting in jobs becoming less and less physically
demanding. Coupled with this, thechange in life style, has led to stresslevel increasing day by day, both at work place andat home. It is
therefore of utmost importance to understand the various
transientsaffecting health and fitness levels of individuals. In view of this,
the module will help totake a proactive approach to stress management
in order to establish a work environmentthat is healthy, stress-free and
fit.Objective of the ModuleTo understand the stress level, its symptoms
and various impacts and to developa better work life balance strategies
for leading a better life.Coverage of the Module What is stress?Reasons of stress Symptoms of stress Impact ofstress Managing
Stress ABC Strategy Tips of de-stressing Page 50
51. BUSINESS ETIQUETTE & CORPORATE
GROOMINGBackgroundSelfimprovement and selfdevelopment has
become imperative for survival in thechanging and competitive
environment. Business Etiquette is a very important factor indetermining
the success or failure of a business or a person. This module will guide
toenhance the focus for Business Etiquette & Corporate
Grooming.Objective of the ModuleTo understand the importance of
Corporate grooming, Power Dressing and how to makeour body
language effective in order to enhance personal effectiveness with
goodmanners and etiquettes in order to succeed in your business, be
liked by people andmaintain good relationships with clients, customers
and employees.Coverage of the Module Business etiquette Corporate
grooming Corporate ground rules Social niceties Work norm Page 51
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52. Meeting protocol Dining etiquettePROJECT TRAININGProject
trainings are the time-to-time held training sessions held by the
organization andwith the help of experienced and learned employees to
train students outside theorganizations, in various practical fields, for the
accomplishments of their compulsoryprojects(5) Training evaluation:
Page 52
53. ANALYSIS OF PRIMARY DATA1. What do you understand by
training?Learning 0Enhancement of knowledge, skill &attitude 4Sharing
information 0All of the above 16ANALYSISThe above result shows that
most of the kartavyayogis of corporate HR are well aware ofthe definition,
inputs and purpose of the training program. They are self motivated to
Page 53
54. attend such training program as it will result in their skill
enhancement & improving their interpersonal skill. 2. Training is must for
enhancing productivity and performance. Completely agree 17 Partially
agree 3 Disagree 0 Unsure 0ANALYSIS:The above result shows that
mostly all the kartavyayogis of corporate HR are well aware ofthe role
and importance of the training. It means somewhere their productivity
andperformance has been improved after the training program attended
by them and it helpedthem to achieve their goal. Page 54
55. 3. (i). Have you attended any training program in the last 01
year?Yes 20No 0ANALYSIS:100% respondents had attended training
program in the last 01 year. It means incorporate HR, Sahara India
Pariwar, time to time training is provided to all thekartavyayogis and it is
continuous process. Page 55
56. (ii). If yes, which module of soft skill development
training?Personality and positive attitude 3Business communication
2Team building and leadership 0Stress management and work-life
balance 2Business etiquettes and corporate grooming 0All of above 13If
any other ,please specify 0ANALYSIS: Page 56
57. 65% respondents had attended all the five modules of soft skill
development training. Butbesides soft skill development training,
Corporate HR Sahara India Pariwar should alsoprovide product/process
or skill based training to enhance the employability.4.(i). After the training,have you given feedback of it?Yes 20No 0ANALYSIS:100% respondent
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had given feedback after attending the training. It means each andevery
respondent are well aware of the importance of giving feedback. They
know thattheir feedback is very important to identify the effectiveness
and valuation of trainingprogram. Page 57
58. (ii). If yes, through which method? Questionnaire 16 Interview 1
Supplement test 1 Any other 0ANALYSIS:The above result shows that
the questionnaire is the most popular method of evaluating thetraining
program and other methods are not very much in practice in corporate
HR, SaharaIndia Pariwar But since there are various other methods of
evaluation of training programlike interviews, supplement test, self
diaries& observation so it should also implement Page 58
59. the other methods also to identify the ROI (return on investment) &
effectiveness andvaluation of the training program. 5. Which method of
post training feedback according to you is more appropriate?
Observation 5 Questionnaire 3 Interviews 8 Self diaries 3 Supplement
test 1ANALYSIS: Page 59
60. I. Corporate HR, Sahara India Pariwar, mostly use the questionnaire
to get the feedback of trainees but only 15% respondents are in favor of
questionnaire because in it there is a possibility of getting inaccuratedata and in this responding conditions are also not controlled.II. On the
other side 40% respondents feel that interview is the most appropriate
method of evaluating the training program because it is more flexible
method, and in this they can get the opportunity for clarification and the
most important thing is that in the interview, personal interaction is also
possible.III. 25% are in favor of observation because this is non-
threatening and is excellent way to measure the behavioral changes.IV.
Beside this, 15% are in favor of self diaries and 5% are in the favor ofsupplement test. It means that Corporate HR, Sahara India Pariwar
should also try to use other method of evaluation of training program.
Page 60
61. 6.(i). Do you think that the feedback can evaluate the
trainingeffectiveness?Yes 20No 0ANALYSIS:100% respondents think
that the feedback can evaluate the training effectiveness. Itmeans that
kartavyayogis in the Corporate HR, Sahara India Pariwar are well aware
ofthe importance of taking feedback after the training. Page 61
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62. (ii).If yes, how can the post training feedbacks can help the
participants? Improve job performance 1 An aid to future planning 3
Motivate to do better 2 All of the above 14 None 0ANALYSIS:70%
respondent feel that the post training feedback can help the participants
to improvetheir job performance, is an aid to future planning and can
motivate to do better. It meansthat they are benefited by giving feedback
of the training, attended by them. Page 62
63. 7. Post training evaluation focus on result rather than on the effort
expended in conducting training. Completely agree 14 Partially agree 6
Disagree 0 Unsure 0ANALYSIS:70% respondents are completely agree
and 30% respondents are partially agree with thestatement that post
training evaluation focus on result rather than on the effort expendedinconducting training program. It means that all the respondent are well
aware of the purposeand objective of the post training evaluation. Page
63
64. 8. What should be the approach of post training evaluation?Trainer
centered 2Trainee centered 2Subject centered 8All of the above
8ANALYSIS:I. 40% respondents feel that the approach of post training
evaluation should be subject centered and 40% respondent also feel
that it should be trainer, trainee and subject centered.II. 10%
respondents are in favor of trainee centered approach and 10%
respondents are in favor of trainer centered approach.It means that the
evaluation procedure should be implemented concerning trainer,
traineeand subject. Page 64
65. 9. What should be the ideal time to evaluate the training? Immediate
after training 6 After 15 days 7 After 1 month 4 Cant say 3
ANALYSIS:35% respondent feel that training should be evaluate after 15days.30% feel that it shouldbe immediate after training. 20% feel that
ideal time to evaluate the training is after 1month and 15% are
unsure.Since each respondent had attended different training program.
So the ideal time ofevaluation of training depends on types of training. It
could be vary for different training. Page 65
66. 10. Should the post training evaluation procedure reviewed and
revised periodically? Yes 16 No 2 Cant say 2ANALYSIS:80%
respondents feel that the post training evaluation procedure should be
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reviewed andrevised periodically. It means that it has to be a continuous
process and be taken regularlyby the line manager/Reporting manager
of the participants. It could also be taken by peergroup.Still 10% feel that
the post training evaluation procedure should not be reviewed
andrevised periodically. It means they are satisfied with the post training
evaluation procedure,followed by Corporate HR, Sahara India Pariwar.
Page 66
67. 11. Is the whole feedback exercise after the training worth the
time,money and effort?Yes 18No 2Cant say 0ANALYSIS:90%
respondents feel that the whole feedback exercise worth the time,
money and effortand 10% respondent are not agree with this. It means
that feedback exercise is valuableand worthful for the participant toachieve their personal goal as well as for theorganization.Still 10% are
unsure about it. So there is a need to create awareness among them
thathow much the feedback exercise is important to identify the
effectiveness and valuation Page 67
68. of the training program, to identify the ROI(return on investment),to
identify the need ofretraining and identify the points to improve the
training.12.The post training feedback can be used:To identify the
effectiveness and valuation of training program 3To identify the
ROI(return on investment) 2To identify the need of retraining 0To
provide the points to improve the training 0All of above
15ANALYSIS:75% respondents feels that post training feedback can be
used to identify theeffectiveness and valuation of training program, to
identify the ROI, to identify the needof retraining and to provide the
points to improve the training. And others are also awareof the
importance of post training feedback. Page 68
69. CHAPTER IVFINDINGS, SUGGESTIONS, CONCLUSION &
LIMITATIONS Page 69
70. KEY FINDINGS Mostly all the kartavyayogis of corporate HR are
well aware of the role and importance of the training They are self
motivated to attend such training program as it will result in their skill
enhancement & improving their interpersonal skill. Corporate HR,
Sahara India Pariwar , time to time training is provided to all the
kartavyayogis and it is continuous process. Two types of training is
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provided to the kartavyayogis by Corporate HR Sahara India Pariwar -
induction training and soft skill development training. Questionnaire is
the most popular mean of evaluating the training program in Sahara
India Pariwar. Most of the kartavyayogis feel that interview is the most
appropriate method of evaluating the training program. Post training
evaluation focus on result rather than on the effort expended in
conducting the training and it worth the time, money and effort. Most of
the participants are benefitted by giving feedback after attended the
training. It motivated them to do better, helped them to increase their job
performance and is an aid to future planning. In Sahara India Pariwar,
post training evaluation is used to identify the effectiveness and
valuation of training program, to identify the ROI(return on Page 70
The evaluation procedure must be implemented concerning trainer,
trainee and subject. Page 71 Besides questionnaire other methods of
post training evaluation should also be used like interviews, self diaries,
observation and supplement test. Skill based training (product/process
training) should also be provided. Ensure that there is proper linkage
among organizational, operational and individual training needs. Ensure
that a comprehensive and systematic approach to training exists, and
training and retraining are done at all levels on a continuous andongoing basis. Ensure that training contribute to competitive strategies
of the firm. Different strategies need different HR skill for implementation.
Let training help employees at all levels acquire the needed skill. The
management must commit itself to allocate major resources and
adequate time to training.71. investment), to identify the need of
retraining and to provide the points to improve the training.
SUGGESTIONS AND RECOMMENDATIONS
Post training feedback has to be continuous and should also be taken
from line manager/superior72. & from peers to find out the
effectiveness and valuation of training. CONCLUSIONProfessional
competence describes the state-of-the-art, Area- knowledge, expertise
andskill relevant for performing excellently within a specific functional
department. Thiscompetence insures that technical knowledge is both
present and used within a firm forthe welfare of its stake-holders. To
develop this competence regular Training andDevelopment isrequiredTherefore, Training initiatives and programs have become a
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priority for HumanResources. As business markets change due to an
increase in technology initiatives,companies need to spend more time
and money on training employees. In todaysbusiness climate employee
development is critical to corporate success and organizationsare
investing more in their employees training and development
needs.Training evaluation is the important part of training process. It
provides a feedback andhelp the sponsors and the resource persons for
improvement at the level of individualperformance and in the strategy
formulation for training and development. Post trainingevaluation can be
used to identify the effectiveness and valuation of training programme,to
identify the ROI (return on investment), to identify the need of retraining
and toprovide the points to improve the training. Page 72
73. LIMITATION OF THE STUDY1. The study is limited to the Corporate
HR, SAHARA INDIA PARIWAR LUCKNOW. So the study is subject to
the limitation of area.2. The time period of the study was only two six
weeks which may provide a deceptive picture in comparison of the study
based on long run.3. Sampling size was of only 20, because only these
people had attended soft skill development training.4. Corporate HR,
Sahara India Pariwar only provides soft skill development training, not
skill based (product/process) training. So how can one evaluate the skillbased training is still unresolved.5. The study is based only on
secondary & primary data so lack of keen observations and interactions
were also the limiting factors in the proper conclusion of the study. Page
73
74. ANNEXURE Page 74
75. QUESTIONNAIREDear Madam/Sir,I, , an MBA student pursuing my
course from As a part of my curriculum I amundergoing summer trainingat Corporate Please give your views/opinions in thespace given below
about the post training feedback in SAHARA INDIA PARIWAR.The
information provided by you will be kept highly confidential& will be used
byme strictly for an analysis only.1) What do you understand by
training?a) Learningb) Enhancement of knowledge, skill and aptitudec)
Sharing informationd) All of above2) Training is must for enhancing
productivity and performance.a) Completely agreeb) Partially agreec)
Disagreed) Unsure3) (i) Have you attended any training programme in
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the last 01 year? a) Yes b) No (ii) If yes ,which module of soft skill
development training? a) Personality and positive attitude Page 75
76. b) Business communication c) Team building and leadership d)
Stress management and work-life balance e) Business etiquettes andcorporate grooming f) All of above g) If any other please specify
___________________________4) (i) After the training ,have you given
feedback of it? a) Yes b) No (ii) If yes, through which method?(can select
more than one) a) Questionnaire b) Interview c) Supplement test d) If
any other please specify _______________5) Which method of post
training feedback according to you is more appropriate?a) Observationb)
Questionnairec) Interviewsd) Self diariese) Supplement test6) (i) Do you
think that the feedback can evaluate the training effectiveness? a) Yes b)No (ii) If yes, how can the post training feedbacks can help the
participants?(can select more than one) a) Improve job performance b)
An aid to future planning c) Motivate to do better d) All of the above e)
None7) Post training evaluation focus on result rather than on the effort
expended in conducting training.a) Completely agreeb) Partially agree
Page 76
77. c) Disagreed) Unsure8) What should be the approach of the post
training evaluation?(can select more than one)a) Trainer centeredb)
Trainee centeredc) Subject Centeredd) All of the above9) What should
be the ideal time to evaluate the training?a) Immediate after trainingb)
After 15 daysc) After 1 monthd) Cant say10) Should the post training
evaluation procedure reviewed and revised periodically?a) Yesb) Noc)
Cant say11) Is the whole feedback exercise after the training worth the
time, money and effort?a) Yesb) Noc) Cant say12) The post training
feedbacks can be used :a) To identify the effectiveness and valuation of
the training programmeb) To identify the ROI( return on investment)c) To
identify the need of retrainingd) To provide the points to improve the
traininge) All of above13) Any suggestion for improving the post training
feedback procedure exists inSahara India Pariwar? Page 77
) S.NO ATTRIBUTES NEEDS EXCELLENT GOOD AVERAGE
IMPROVEM ENT Kartavyayogis attitude towards his 1 subordinates and
co-workers Kartavyayogis ability to fullfil 2 expected job requirements
Page 7878. SIGNATURE Your Views MatterDear Madam/SirWe wouldappreciate your views sharing with us. This will help us to improve more.
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Please giveyour views/opinions in the space provided below about this
kartavyayogi and evaluate theimprovements after the
training.Kartavyayogis Details Name E.C. Cadre DepartmentTraining
Programme Name of the module Date Duration VenueKartavyayogis
evaluation after training Rating Please tick (
) S.NO ATTRIBUTES NEEDS EXCELLENT GOOD AVERAGE
IMPROVEM ENT 7 Ability to work in a team 8 Ability of taking initiative 9
Motivational skill 10 Patience and tolerance level 11 Stress management
skill 12 Ability to work under pressure Business etiquettes of the 13
kartavyayogi Dressing sense of the 14 kartavyayogi Mannerism and
behaviour of the 15 kartavyayogi 16 Punctuality at work placeAny other
area where you would like to recommend this kartavyayogi to Undergotraining?Whether this training is relevant to the present requirement of
your Department ? Yes NoWould you recommend this training to
other kartavyayogis in your Department? Yes No Page 7979.
Communication skill of the 3 kartavyayogi. 4 Listening skill of the
kartavyayogi 5 Writing skill of the kartavyayogi 6 Conflict resolving skills
Rating Please tick (
80. Any suggestions for improving the effectiveness of the training.
SIGNATURE BIBLIOGRAPHY 1. BOOKS/MAGAZINES: Human
Resource Management by L. M. Prasad Human Resource
Management by Dipak. k. Bhattacharya Human Resource
Management by K. Ashwathapa 2. WEBSITES:
http://www.sahara.co.in http://www.sahara.org
http://www.managementhelp.org/search/management_help_search.html?
zoom_query=training+and+development
http://www.inc.com/magazine/19930201/3393_pagen_7.html
http://humanresources.about.com/od/trainingtrends/Future_Education_a
nd_Traini ng_Trends.htm
http://humanresources.about.com/od/training/Training_Development_an
d_Educat ion_for_Employees.htm
http://traininganddevelopment.naukrihub.com/ Page 80