Mansingh Palace

8/11/2019 Mansingh Palace

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ASummer Training Report

On

TRAINING & DEVELOPMENT

Training Undertaken at

Submitted in partia !u!iment !or t"e A#ard o! degree o!

MASTER O$ %USINESS ADMINISTRATION

Submitted To Submitted %'

Mr( A()( Ra*togi Aarti )"emani

$a+ut' M%A ,rdSem

Ma"ari*"i Ar-ind In*titute o! Engineering & Te+"noog'

.aipur

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DE/LARATION

I, the undersigned Aarti )"emani, a student of MBA 3rd Semester of

Maharishi Arvind Institute of Engineering & Technology, Jaipur declare that the

proect !or" presented in this report is my o!n !or" and has #een carried out

under the supervision of Mr$ A$%$ astogi

0Aarti )"emani1

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A/)NO2LEDGEMENT

This report #ears the imprint of many people$ ight from the e'periencedstaff of 3ote Man*ing"4 A5mer to the supporting staff and faculties of

MAIET4 .aipur(

I !ould li"e to than" Mr( Vi5a' %"ard#a5 0Per*onne Manager1 of (otel

Mansingh, Amer, !ho allo!ed me to do this proect in their organi)ation

successfully$

I ta"e this opportunity to e'press my deep gratitude to all the employees of

(otel Mansingh$ Also I am inde#ted for the rich guidance, "no!ledge and

suggestions provided #y my faculty guide, Mr( A()( Ra*togi !ho too" sincere

efforts and illustrated the *oncepts$

+ast #ut not least, I also than" all those people !hom I met in the industryduring my internship and helped me to accomplish my assignments in the

most efficient and effective manner$

Aarti %hemani

MBA 3rdSem

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EXECUTIVE SUMMARY

The training programme at (otel Mansingh alace is in sync !ith the organi)ation

goals to achieve the vision through a !ell-defined mission$ After an employee is

selected and placed, the training department provides induction training to the ne!ly

appointed employees in order to ac.uaint them !ith the system, introduce them to

the vision, mission, goals and o#ectives of the organi)ation$ It involves an

orientation of employees and ma"ing them understand the #asic rules and regulation

of the organi)ation, ena#ling them sociali)e$ In other !ords training improves,

changes, moulds the employee/s "no!ledge, s"ill, #ehaviour, aptitude, attitude

to!ards the re.uirement of the o# and the organi)ation0 the training needs are

identified on the #asis of organi)ational analysis, o# analysis, and man analysis$ The

training programme, training methods, course content are to planned on the #asis

of training needs$

(1TE+ MA2SI2( A+A*E conducts follo!ing training or employee development

programme4-

Managerial Effectiveness

Induction training

*ommunication s"ill

ersonnel Effectiveness

*ustomer Satisfaction

Training and 5evelopment rograms are availa#le for the follo!ing areas4

6ood roduction

6ood and Beverage Service

6ront 1ffice

(ouse"eeping

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TA%LE O$ /ONTENTS

CONTENTS

1. Introduction to the Industry

2. Introduction to the r!"ni#"tion

3. Rese"rch Methodo$o!y

Tit$e o% the Study

&ur"tion o% the 'ro(ect

)(ecti*e o% Study

Ty+e o% Rese"rch

Sources o% &"t"

Sco+e o% Study

,i-it"tion o% Study

4. "cts "nd indin!s

5. An"$ysis "nd Inter+ret"tion

/. S0T

. Conc$usion

. Reco--end"tion "nd Su!!estions

. A++endi

1. 6i)$io!r"+hy

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INTRODU/TION TO T3E 3OTEL INDUSTR6

INTRODU/TION TO 3OSPITALIT6 SE/TOR

(ospitality sector is gro!ing at a very fast rate in India$ The sector is gro!ing at a

rate of appro'imately 78$ This sector can #e classified into hotel industry, travel and

tourism, restaurants, pu#s, clu#s and #ars, contract catering, and aviation$

9ith the increase in competition due to the coming up of maor players li"e 6our

Seasons, Shangri-+a, Amman esorts, etc the need to train employees has

increased more than ever #efore$ The maor players are no! strategi)ing to increase

the turnover of the customers #y training their employees on *ommunication, 5ining

and Business eti.uettes, etc$ Some of the essentials re.uired #y this sector are4

ood Infrastructure

Trained Trainer

:uality 1f *onduct

*ertification of training course

Effective Training Evaluation


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3OTEL INDUSTR6

1ne of the fastest gro!ing sectors of the economy of our time is the hotel industry$

The hotel industry alone is a multi-#illion dollar and gro!ing enterprise$ It is e'citing,

never #oring and offer unlimited opportunities$ The hotel industry is diverse enough

for people to !or" in different areas of interest and still #e employed !ithin the hotel

industry$ This trend is not ust in India, #ut also glo#ally$

The concept of total .uality management is found getting an important place in the

mar"eting management of hotels$ The emerging positive trend in the tourism industry

indicates that hotel industry is li"e a reservoir from !here the foreign e'change

flo!s$ This naturally dra!s the attention on (1TE+ MA2AEME2T$ +i"e other

industries, the hotel industry also needs to e'plore avenues for innovation, so that a

fair #lending of core and peripheral services is made possi#le$

The recruitment and training programmes are re.uired to #e developed in the face of

technological sophistication$ The leading hotel companies have #een found

promoting an ongoing training programme so that the personnel come to "no! a#out

the use of sophisticated communication technologies$


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GENERAL /LASSI$I/ATION O$ 3OTELS7

8( On t"e ba*i* o! *tandard*

+i"e most of the countries in !orld, India also has hotels divided indifferent

categories depending on their location, facilities, infrastructure and amenities

provided$ All the star hotels in India are government approved !ith continuous

control on the .uality of services offered$

Five Star Hotels: -The most lu'urious and conveniently located hotels in

India are grouped under Five Star Deluxe Hotel categories$ 6ive Star

5elu'e in India are glo#ally competitive in the .uality of service provided,

facilities offered and accommodation option$ These are top of the line hotels

located mostly in #ig cities$ These hotels provide all the modern facilities for

accommodation and recreation matching international standards in hospitality$

In such type of hotel ( department are esta#lished separately and to

e'ecute and to follo! the concept of ( strictly, ( professional are hired$

Four Star Hotels: -A rung #elo! five star hotels are 6our Star (otels,

these hotels provide all the modern amenities to the travelers !ith a limited#udget$ :uality of services is almost as high as the five stars and a#ove

categories$ These "inds of hotels are there for the travelers !ith limited

#udget or for the places !hich might not get the tourist traffic associated !ith

larger cities$ In such type of hotel concept of ( is more or less follo!ed$

Three Star Hotels 7These are mainly economy class hotels located in the

#igger and smaller cities and catering to the needs of #udget travelers$ +esser

in amenities and facilities, these hotels are value for money and gives good

accommodation and related services on the reduced price$ Services !ould #e

stripped do!n version of higher categories of hotels #ut sufficient to fulfill

customer #asic needs$ In such type of hotel concept of ( may or may not #e

present$ If present all functions of (5 is curtailed$

Two Star Hotels: -These hotels are most availa#le in the small cities and

in particular areas of larger cities$ *atering to the #ac" pac"er tourist traffic,


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these hotels provide all the #asic facilities needed for general accommodation

and offers lo!est prices$ In this type of hotel concept of ( is a#sent$

One Star Hotels: -The hotels !ith most #asic facilities, small num#er of

room/s locations in the far-flung areas are grouped under 1ne Star (otel

category$ These hotels are #est !hen customer is loo"ing for cheapest

availa#le accommodation option$ In this type of hotel concept of ( is alien

!ords$

9( On t"e ba*i* o! Nature

Heritage Hotels: -(eritage hotels in India are #est if one is loo"ing for

sheer elegance, lu'ury and loyal treatment$ They are not ust another

accommodation options #ut tourist attractions in themselves$ E'.uisitely

designed and decorated, meticulously preserved, high standards of service

and ethnic cultural motifs helps the tourists get the complete e'perience of an

India$

Beach Resorts Hotels:-eninsular India #ounded #y Ara#ian Sea, Bay

of Bengal, Indian 1cean and the t!o emerald archipelagos of +a"sh!adeepand Andaman and 2ico#ar have a long coast line of around ; yearly, or yearly #asis$ They are generally located in #ig cities and to!ns

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!here no meals are served to the customers$ Initially, the residential hotels

!ere developed in the ?SA$ The services offered here are compara#le to an

average !ell managed home$

"ommercial Hotels: -The commercial hotels are meant for the people

!ho visit a place of trade and commerce or #usiness purposes and therefore

these hotels are found located at the commercial or industrial centers$ They

focus their attention on individual travelers and are generally run #y o!ners$

Floating Hotels: -The floating hotels are located on the !ater surface$

The places are sea, river, and la"e$ These hotels provide !ith all the facilities

and services made availa#le in a good hotel$ In the leading tourist generatingcountries of the !orld !e find the practice of using old lu'ury ships as

floating hotels$

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DI$$ERENT DEPARTMENTS IN 3OTELS

The departments are classified on accounts of it function$ They are as follo!s4-

81 /ore $un+tioning Department

Food and Beverage #F$D% De!artment 76 & B deals mainly !ith

food and #everage service allied activities$ 5ifferent divisions are there in 6 &

B li"e estaurants, Specialty estaurants, *offee Shop @ hrs$C, Bar,

Ban.uets, oom service etc$ Apart from that they have ?tility services

@*leaningC$

Front O&&ice De!artment: -The front office is the command post for

processing reservations, registering guests, settling guest accounts

@cashieringC, and chec"ing out guests$ 6ront des" agents also handle the

distri#ution of guestroom "eys and mail, messages or other information for

guests$

House'ee!ing: - The house"eeping department is another important

department in hospitality !orld$ (ouse"eeping is responsi#le for cleaning the

hotel/s guestrooms and pu#lic areas$ This department has the largest staff,

consisting of an assistant house"eeper, room inspectors, room attendants, a

house person cre!, linen room attendants and personnel in charge of

employee uniforms$

Food (roduction De!artment:- 6ood production deals !ith the

preparations of food items$ It #asically engaged in preparing those dish, !hich

are ordered #y the guest and after!ards is catered #y the 6&B department$

*uisine li"e Indian, *ontinental, Thai, Italian, %on"ani @*oastal Sea 6oodC,

South Indian, *hinese, Me'ican, etc$ 5ifferent *hefs are appointed for the

specialty cuisine$

91 Support Department 0/o*t /enter*1

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)ar'eting $ Selling De!artment: -Sales and mar"eting has #ecome

one of the most vital functions of the hotel #usiness and an integral part of

modern hotel management$ It includes pac"aging for selling, sales promotion,

advertising and pu#lic relations$ The mar"eting division is charged !ith theresponsi#ility of "eeping the rooms in the hotel occupied at the right price and

!ith the right mi' of guests$

*ngineering and )aintenance De!artment:- The energy crisis

throughout the !orld has given a great importance to the engineering

department of a hotel$ This department provides on the day-to-day #asis the

utility services, electricity, hot !ater, steams, air-conditioning and other

services and is responsi#le for repair and maintenance of the e.uipment,

furniture and fi'tures in the hotel$

Finance+ ccounting De!artment: -A hotel/s accounting department

is responsi#le for "eeping trac" of the many #usiness transactions that occur

in the hotel$ The accounting department does more than simply "eep the

#oo"s-financial management is perhaps a more appropriate description of

!hat the accounting department does$

,1 Admini*tration Department7

Top organi)ational mem#ers usually supervise the Administration 5epartment

in a hotel$ This department is responsi#le for all the !or" connected !ith

administration, personnel, manpo!er, employee/s !elfare, medical, health

and security$

Human Resource Develo!ment: -This department has ne!ly ta"en

step in hotel industry and !ithin a short span of time it has #ecome a very

important part of the organi)ation$ It plays the role of facilitator #et!een the

#argain a#le cadre and non-#argain a#le cadre$

INTRODU/TION TO 3UMAN RESOUR/E 2IT3

3OTEL INDUSTR67

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In hotel industry the o# of ( manager can #e compare !ith the o# of conductor,

!hose o# is to instruct and direct all of the various musicians so that they can

perform !ell together$ But #efore a conductor can direct a #eautiful performance, all

of the individual musicians must #e a#le to play their instruments !ell$ 9hat "ind of

performance could one can e'pect if the violinists did not "no! ho! to play their

instruments or the flutists could not read musicD

So it is in the hospitality industry, #efore a manager can direct and shape employee/s

individual contri#utions into an efficient !hole, he or she must first turn employees

into competent !or"ers !ho "no! ho! to do their o#s$ Employees are the

musicians of the orchestra that the mem#ers of the audience-the-guests-have come

to !atch performance$ If employees are not s"illed at their o#s, then the

performance they give !ill get #ad revie!s$ Just as an orchestra an have a fine

musical score from a great composer and still perform poorly #ecause of

incompetent musicians, so a hotel can have a finest standard recipes, service

procedures and .uality standards and still have dissatisfied guests #ecause of poor

employee performance$

Per*onne Poi+ie* or $un+tion* o! 3R

*onsideration of leadership style

elationship

esponsi#ilities

Social orientation

1rgani)ational structure

INTRODU/TION TO T3E ORGANI:ATION

Introdu+tion

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Man*ing"group4 the name assigned #y the first hotel of the group, (otel Mansingh

Jaipur, commenced its foray into hotels #ac" in the early F7=s, !hen Indo7

/ontinenta 3ote* & Re*ort* Ltd , o!ners of (otel Mansingh !as ta"en over #y

the family$ Since then, "eeping alive the age old Indian traditions including its aas

& Maharaas, !ild fantasies, diverse cultures and legendary hospitality, Man*ing"

Group 3ote* has #een #ringing to you lu'urious comfort at the royal, historic cities

of Agra, Amer and Jaipur, namely, Man*ing" Paa+e Agra4 3ote Man*ing" .aipur4

Man*ing" Paa+e A5mer4 and Man*ing" To#er* .aipur $

ccommodation: The Mansingh roup of (otels feature the #est of the modern

and the traditional, !ith the centrally air-conditioned guestrooms having elegant

interiors that have immaculately #lended the traditional Indian architecture of

temples, mausoleums and homes, and state-of-the-art modern amenities li"e

satellite television, percolators and !ireless Internet *onnections$

Dining: The Mansingh hotels offer you cuisines ranging from *ontinental to *hinese

and local Indian dishes that !ould ma"e your dining e'perience unforgetta#le$ 9or"

out your taste #uds !ith the *ontinental, *hinese, Mughlai & aasthani delicacies

offered at the S"ee*" Ma"a restaurant at Mansingh alace, Amer$

"on&erence $ Ban,ueting Facilities: The Mansingh hotels have provision for

#usiness conference and #an.ueting facilities, aided !ith the latest audio-visual

e.uipments$

Other &acilities: To suit your entire family, the Mansingh hotels have special

pac"ages to ma"e your stay at the hotels memora#le$ That apart, there areamenities li"e childcare, foreign currency e'change des", etc$

Mansingh To!er Jaipur

(otel Mansingh Jaipur

Mansingh alace Agra

Mansingh alace Amer

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Telephone !ith glo#al direct dialing and voice mail

+*5 television @ inchesC !ith ca#le service

Mini fridge

(igh .uality mattress

1ne specially designed room for the physically challenged$

GUEST ROOMS

; Standard ooms !ith t!in #eds

3F Standard ooms !ith a "ing #ed

7 Superior ooms !ith t!in #eds

Superior ooms !ith a "ing #ed

E'ecutive Suites !ith a "ing #ed

oom for the physically challenged

GUEST ROOM $EATURES Air conditioning

(igh-speed 9i-6i internet access

A !or"ing des" and e'ecutive chair

Telephone !ith glo#al direct dial and voice mail

o!er outlets at des" level

+*5 T !ith multi-channel ca#le

Tea and coffee ma"er

Mini fridge

*omplimentary #ottle of pac"aged drin"ing !ater @provided dailyC

(igh .uality mattress

6ull-length mirror @only in rooms !ith t!in #edsC

Automatic telephone !a"e-up call service

Automatic telephone privacy service

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1pa.ue #linds to provide total #lac"out

A modern #athroom !ith high pressure hot and cold !ater and essential

toiletries

acuum-sealed, dou#le-paned !indo!s for noise reduction

Environmental seals - prevents entry of noise and smo"e @in case of fireC into

the room

+1*ATI12

Lo+ated in t"e "eart o! t"e +ommer+ia area o! .a#a"ar La Ne"ru Marg in

.aipur4 t"e 3ote Man*ing" Paa+e i* 5u*t a *"ort #ak !rom +orporate

o!!i+e* ike GENPA/T4 In!o*'*4 $orti* 3o*pita and t"e 2ord Trade Park(

T"e "ote o!!er* 8;, air7+onditioned room*4 bu*ine**4 meeting and !itne**

!a+iitie* a* #e a* /e-er $o< /a!= a +a*ua7dining re*taurant(

/e-er $o< /a!= /a*ua dining at ea*'7to7a!!ord pri+e*

ir!ort and Railwa Station

5istance from international airport 3$< "ms @appro'imately = minutesC

5istance from domestic airport


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/ON$EREN/E ROOM

Seats4 < theatre style L 7 classroom style L 3 ?-shape

9i-6i net access

Surround sound system

+arge screen +*5 television

9hite #oard

Ot"er Ser-i+e*

'; reception and self help facilities including dispensing machine for snac"s

and daily need items

?tility %ios"s for ironing

Ice cu#es & dispensed drin"ing !ater

In-room 5ining @availa#le from ;4== am to 4== pmC

6itness *enter

*y#er %ios"

Travel assistance, tour guides, currency e'change and safe deposit loc"ers

1utsourced laundry service

Safe 5eposit Bo'

ending Machine- stoc"ed !ith high .uality, daily use items including

toiletries, pac"aged snac"s, #everages at M$

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E/O7$RIENDL6 PRA/TI/ES

6rom design to e.uipment, all (otel Mansingh alacesattempt to ma'imi)e use of

environmentally friendly principles and practices$ These include4

Po#er & $ue

Natura Lig"ting

educes po!er consumption dramatically

/$L Lig"ting

rovides as much light as a conventional #ul# yet consumes far less energy

)e' Tag Energ' Sa-er S'*tem

*onserves energy in unoccupied rooms

Doube Ga>ed Va+uum Seaed 2indo#*

*onserves energy and reduces noise

Auto Time Management !or Lig"ting4 Air7+onditioning and Ventiation

$an*

*onserves energy

LT Votage Stabii>er !or Energ' Sa-ing

revents damage to e.uipment due to sudden po!er fluctuations

T"erma In*uation

Increases room comfort and conserves energy

2ater /on*er-ation

Aerator*?$o# Re*tri+tor*

Maintains !ater force and yet reduces outflo!, hence saving !ater

Rain 2ater 3ar-e*ting

rotects and replenishes !ater ta#le

Auto $u*" $or Pubi+ Urina*

Minimi)es !ater !astage

2a*te Management

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Se#age Treatment

revents pollution

Noi*e Poution Management

Doube Ga>ed Va+uum Seaed 2indo#*

educes e'ternal noise level #elo!


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A++ommodation !or t#o per*on*

%u!!et break!a*t !or t#o per*on*

9 #a' tran*!er !rom Ra5i- Sa#ai Man*ing" Stadium4 .aipur

9 botte* o! minera #ater repeni*"ed dai'

A go-ernment ta


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%ids #et!een =< to years FFH- AI in sharing parents room only

E'tra adult ;


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INTRODU/TION TO T3E TOPI/

INTRODU/TION TO T3E TRAINING PROGRAMMETRAINING AND DEVELOPMENT

TRAINING AND DEVELOPMENTis a su#system of an organi)ation$ It ensures that

randomness is reduced and learning or #ehavioral change ta"es place in structured

format$

Trainingis a process of learning a se.uence of programmed #ehavior$ It improvesthe employeeGs performance on the current o# and prepares them for an intended

o#$

De-eopmentnot only improves o# performance #ut also #rings a#out the gro!th of

the personality$ Individuals not only mature regarding their potential capacities #ut

also #ecome #etter individuals$

TRAINING AND DEVELOPMENT O%.E/TIVES

The principal o#ective of training and development division is to ma"e sure the

availa#ility of a s"illed and !illing !or"force to an organi>ation$ In addition to that,

there are four other o#ectives4 Individual, 1rgani)ational, 6unctional, and Societal$

Indi-idua Ob5e+ti-e*> help employees in achieving their personal goals, !hich in

turn, enhances the individual contri#ution to an organi)ation$

Organi>ationa Ob5e+ti-e* @assist the organi)ation !ith its primary o#ective #y

#ringing individual effectiveness$

$un+tiona Ob5e+ti-e* @maintain the department/s contri#ution at a level suita#le to

the organi)ation/s needs$

So+ieta Ob5e+ti-e*> ensure that an organi)ation is ethically and socially

responsi#le to the needs and challenges of the society$

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IMPORTAN/E O$ TRAINING AND DEVELOPMENT

Optimum Utii>ation o! 3uman Re*our+e* @Training and 5evelopment

helps in optimi)ing the utili)ation of human resource that further helps theemployee to achieve the organi)ational goals as !ell as their individual goals$

De-eopment o! 3uman Re*our+e* @Training and 5evelopment helps to

provide an opportunity and #road structure for the development of human

resources/ technical and #ehavioral s"ills in an organi)ation$ It also helps the

employees in attaining personal gro!th$

De-eopment o! *ki* o! empo'ee* @Training and 5evelopment helps inincreasing the o# "no!ledge and s"ills of employees at each level$ It helps to

e'pand the hori)ons of human intellect and an overall personality of the

employees$

Team *pirit @Training and 5evelopment helps in inculcating the sense of

team !or", team spirit, and inter-team colla#orations$ It helps in inculcating

the )eal to learn !ithin the employees$

Organi>ation /uture @Training and 5evelopment helps to develop and

improve the organi)ational health culture and effectiveness$ It helps in

creating the learning culture !ithin the organi)ation$

uait' @Training and 5evelopment helps in improving upon the .uality of

!or" and !or"-life$

3eat"' #ork en-ironment @Training and De-eopmenthelps in creating

the healthy !or"ing environment$ It helps to #uild good employee, relationship

so that individual goals aligns !ith organi)ational goal$

Morae @Training and 5evelopment helps in improving the morale of the !or"

force$

Image @Training and 5evelopment helps in creating a #etter corporate

image$

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Pro!itabiit' @Training and 5evelopment leads to improved profita#ility and

more positive attitudes to!ards profit orientation$

Training and De-eopment aid* in organi>ationa de-eopment i$e$

1rgani)ation gets more effective decision ma"ing and pro#lem solving$ It

helps in understanding and carrying out organi>ationa poi+ie*

Training and De-eopment "ep* in de-eoping eader*"ip *ki*,

motivation, loyalty, #etter attitudes, and other aspects that successful !or"ers

and managers usually display

TRAINING

2"at i* Training in term* o! organi>ation

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.Trans&erring in&ormation and 'nowledge to em!loers and e,ui!!ing

em!loers to translate that in&ormation and 'nowledge into !ractice with a

view to enhancing organi/ation e&&ectiveness and !roductivit+ and the ,ualit

o& the management o& !eo!le01

It also means that in organi)ational development, the related field of training and

development @T & 5C deals !ith the design and delivery of !or"place learning to

improve performance$

TRADITIONAL AND MODERN APPROA/3 O$ TRAINING

Traditional !!roach> Most of the organi)ations #efore never used to #elieve

in training$ They !ere holding the traditional vie! that managers are #orn and not

made$ There !ere also some vie!s that training is a very costly affair and not !orth$

1rgani)ations used to #elieve more in e'ecutive pinching$ But no! the scenario

seems to #e changing$

)odern a!!roachis that Indian 1rgani)ations have reali)ed the importance of

corporate training$ Training is no! considered as more of retention tool than a cost$

The training system in Indian Industry has #een changed to create a smarter!or"force and yield the #est results$

TRAINING

Training is the act o& increasing the 'nowledge and s'ill o& an em!loee &or

doing a !articular 2o30

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Training is a process of learning a se.uence of programmed #ehavior$ It is the

application of "no!ledge & gives people an a!areness of rules & procedures to

guide their #ehavior$ It helps in #ringing a#out positive change in the "no!ledge,

s"ills & attitudes of employees$

Thus, training is a process that tries to improve s"ills or add to the e'isting level of

"no!ledge so that the employee is #etter e.uipped to do his present o# or to mould

him to #e fit for a higher o# involving higher responsi#ilities$ It #ridges the gap

#et!een !hat the employee has & !hat the o# demands$

Training is a#out the ac.uisition of "no!ledge, s"ills, and a#ilities @%SAC through

professional development$

Training is activity leading to s"illed #ehavior$

It/s not !hat you !ant in life, #ut it/s "no!ing ho! to reach it

It/s not !here you !ant to go, #ut it/s "no!ing ho! to get there

It/s not ho! high you !ant to rise, #ut it/s "no!ing ho! to ta"e off

It may not #e .uite the outcome you !ere aiming for, #ut it !ill #e an outcome

It/s not !hat you dream of doing, #ut it/s having the "no!ledge to do it

ItGs not a set of goals, #ut it/s more li"e a vision

It/s not the goal you set, #ut it/s !hat you need to achieve it

ROLE O$ TRAINING

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O%.E/TIVES O$ TRAINING

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To esta#lish a sound relationship #et!een the !or"er and his o#- the

optimum man-tas" relationship$

To prepare employees to meet the present as !ell as the changing

re.uirements of the o# & the organi)ation$ To impart to the ne! entrants the #asic "no!ledge & s"ills$

To prepare employees for more responsi#le positions$

To assist employees to perform more effectively in their present positions$

To ensure smooth & efficient !or"ing of a department$

To train employee to increase his .uantity & .uality of output$

To #ring a#out la#our turnover$

To train employees in the company culture pattern$

To #ring a#out change in attitudes of employees in all directions$

To reduce supervision time, reduce !astage & produce .uality products$

To reduce defects & minimi)e accident rate$

To a#sor# ne! s"ills & technology$

(elpful for the gro!th & improvement of employeeGs s"ills & "no!ledge$

PURPOSE O$ TRAINING

To impro-e Produ+ti-it'4 Training leads to increased operational productivity

and increased company profit$

To impro-e uait'4 Better trained !or"ers are less li"ely to ma"e

operational mista"es$

To impro-e Organi>ationa /imateTraining leads to improved production

and product .uality !hich enhances financial incentives$ This in turn

increases the overall morale of the organi)ation$

To in+rea*e 3eat" and Sa!et'roper training prevents industrial accidents$

Per*ona Gro#t"Training gives employees a !ider a!areness, an enlarged

s"ill #ase and that leads to enhanced personal gro!th$

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IMPORTAN/E ? VALUE O$ TRAINING

1ften supervisors as", N9hy should I provide training to my staffDN There are many

reasons agencies provide training to their employees4

To foster gro!th and development

To provide opportunities for employees to accept greater challenges

To aid employees in contri#uting to the achievement of department goals and

the agency/s mission and vision

To #uild employee self-confidence and commitment

To produce a measura#le change in performance

To #ring a#out the desired changes that can solve a variety of pro#lems

ADVANTAGES ? %ENE$ITS O$ TRAINING

roviding training to an employee #enefits #oth the employer and employee #y4

Improving an employee/s performance

5eveloping the group and team s"ills needed to achieve organi)ational goals

iving employees the needed s"ills and "no!ledge to complete assigned

o#s, duties and tas"s

Motivating employees to achieve higher standards

Increasing overall efficiency

Improving customer service, !hich leads to customer satisfaction

reparing employees for promotional opportunities

5ecreasing employee turnover, !hich reduces do!n time

Enhancing employee morale, motivation, and creativity

Ena#ling managers to reach unit goals and o#ectives

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RESULTS OR OUT/OMES

Increased .uality and .uantity of !or" performance

5ecrease accidents

Increase "no!ledge, s"ills attitudes

5ecrease costs of management

5ecrease a#senteeism and turnover rates

Increase o# satisfaction > production

T6PES OR APPROA/3ES O$ TRAINING

8( Orientation Training

9( .ob training

,( Sa!et' training

F( Promotiona training

( Re!re*"er training

H( Remedia training

C( /ra!t training

;( Apprenti+e training

( Intern*"ip training

8( ORIENTATION TRAINING

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Induction or orientation training see"s to adust ne!ly appointed employees to the

!or" environment$ Every ne! employee needs to #e made fully familiar !ith the o#,

his superiors and su#ordinates and !ith the rules and regulations of the

organi)ation$ Induction training creates self-confidence in the employees$ It is also

"no!n as pre-o# training$ It is #rief and informative$

9( .O% TRAINING

It refers to the training provided !ith a vie! to increase the "no!ledge and s"ills of

an employee for improving performance on-the-o#$ Employees may #e taught the

correct methods of handling e.uipment and machines used in a o#$ Such training

helps to reduce accidents, !aste and inefficiency in the performance of the o#$

,( SA$ET6 TRAINING

Traning provided to minimi)e accidents and damage to machinery is "no!n as safety

training$ It involves instruction in the use of safety devices and in safety

consciousness$

F( PROMOMTIONAL TRAINING

It involves training of e'isting employees to ena#le them to perform higher level o#s$

Employees !ith potential are selected and they are given training #efore their

promotion, so that they do not find it difficult to shoulder the higher responsi#ilities of

the ne! positions to !hich they are promoted$

( RE$RES3ER TRAINING

9hen e'isting techni.ues #ecome o#solete due to the development of #etter

techni.ues, employees have to #e trained in the use of ne! methods$ 9ith the

passage of time, employees may forget some of the methods of doing !or"$

efresher training is designed to revive and refresh the "no!ledge and to update the

s"ills of e'isting employees$

H( REMEDIAL TRAINING

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Such training is arranged to overcome the shortcomings in the #ehavior and

performance of old employees$ Such employees are identified and correct !or"

methods and procedures are taught to them$ It is conducted #y psychological

e'perts$

C( /RA$T TRAINING

This is a training given to !or"ers in the different crafts$ It is conducted #y an

e'perienced craftsmen$ The learning period is some!hat longer and the method

follo!ed for such training is apprenticeship training$

;( APPRENTI/E TRAINING

It is used to prepare employees for a variety of s"illed occupations and crafts$ It

offers a com#ination of on the o# & off the o# learning$ It is a long & re.uires

continual supervision, hence it is e'pensive$ After the apprenticeship is completed,

there is no assurance that the man !ill remain !ith the firm that trained him$

( INTERNS3IP TRAINING

It refers to a oint programme of training in !hich educational institutions and#usinesses cooperate$ Selected students carry on regular and then !or" In some

office for a designated period of time$ This provides a practical #ac"ground against

classroom principles$ Students are #etter motivated #ecause they can see the

practical side of their "no!ledge$

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ROLE O$ ORGANI:ATION IN TRAINING AND

DEVELOPMENT

An organi)ation has a very close relationship !ith the trainee and

the trainer#ecause it is the first contact for #oth$

The demand for the training in the organi)ation increases !hen the organi)ation

!ants4

To hire ne! people > training as a means of training ne! recruits

To E'pand > 9hen the company !ants to increase its headcount

To increase certain num#er of staff @in positionC #y a certain date

To enhance the performance of employees

1rgani)ationGs name to #e a part of training unit

5emand for Trainingalso increases !hen there is change in the nature of o#,

change in taste of consumer, change in methods of produ+t de-eopment, etc$ The

organi)ation goes through the follo!ing steps for the transfer of training to the field$

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STEPS IN TRAINING PRO/ESS4-

8( Di*+o-ering or Identi!'ing Training need*A training program is designed

to assist in providing solutions for specific operational pro#lems or to improve

performance of a trainee$

Organi>ationa determination and Ana'*i*Allocation of resources that

relate to organi)ational goal$

Operationa Ana'*i* 5etermination of a specific employee #ehaviourre.uired for a particular tas"$

Man Ana'*i*%no!ledge, attitude and s"ill one must possess for attainment

of organi)ational o#ectives

9( Getting read' !or t"e 5obThe trainer has to #e prepared for the o#$ And also

!ho needs to #e trained - the ne!comer or the e'isting employee or the supervisory

staff$

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,( Preparation o! t"e earner

utting the learner at ease

Stating the importance and ingredients of the o#

*reating interest

lacing the learner as close to his normal !or"ing position

6amiliari)ing him !ith the e.uipment, materials and trade terms

F( Pre*entation o! Operation and )no#edgeThe trainer should clearly tell,

sho!, illustrate and .uestion in order to convey the ne! "no!ledge and operations$

The trainee should #e encouraged to as" .uestions in order to indicate that he really

"no!s and understands the o#$

( Per!orman+e Tr' outThe trainee is as"ed to go through the o# several times$

This gradually #uilds up his s"ill, speed and confidence$

H( $oo#7up & E-auationThis evaluates the effectiveness of the entire training

effort$

An effective training fulfills the follo!ing criteria4

$ Adaptation of the techni.ueHmethod to the learner and the o#

$ rovides motivation to the trainee to improve o# performance

3$ *reates traineeGs active participation in the learning process

$ rovide "no!ledge of results a#out attempts to improve

Training and development encompasses three main activities4 training, education,

and development$

Training4 This activity is #oth focused upon, and evaluated against, the

o# that an individual currently holds$

Edu+ation4 This activity focuses upon the o#s that an individual may

potentially hold in the future, and is evaluated against those o#s$ O3P

De-eopment4 This activity focuses upon the activities that the

organi)ation employing the individual, or that the individual is part of,may parta"e in the future, and is almost impossi#le to evaluate$

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TRAINING NEED ANAL6SIS 0TNA1

An analysis of training need is an essential re.uirement to the design of effective

training$ The purpose of training need analsisis to determine !hether there is a

gap #et!een !hat is re.uired for effective performance and present level of

performance$

2"' training need ana'*i*

Training need analysis is conducted to determine !hether resources re.uired are

availa#le or not$ It helps to plan the #udget of the company, areas !here training is

re.uired, and also highlights the occasions !here training might not #e appropriate

#ut re.uires alternate action$

Training Need ari*e* at t"ree e-e*

*orporate need and training need are interdependent #ecause the organi)ation

performance ultimately depends on the performance of its individual employee and

its su# group$

Organi/ational 4evel @ Training need analysisat organi)ational level focuses on

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strategic planning, #usiness need, and goals$ It starts !ith the assessment of internal

environment of the organi)ation such as, procedures, structures, policies, strengths,

and !ea"nesses and e'ternal environment such as opportunities and threats$

After doing the S2OT ana'*i*, !ea"nesses can #e dealt !ith the training

interventions, !hile strengths can further #e strengthened !ith continued training$

Threats can #e reduced #y identifying the areas !here training is re.uired$ And,

opportunities can #e e'ploited #y #alancing it against costs$

For this a!!roach to 3e success&ul+ the HR de!artment o& the com!an

re,uires to 3e involved in strategic !lanning0 5n this !lanning+ HR develo!s

strategies to 3e sure that the em!loees in the organi/ation have the re,uired

6nowledge+ S'ills+ and ttri3utes #6Ss% 3ased on the &uture 6Ss

re,uirements at each level0

5ndividual 4evel @Training need analysis at individual level focuses on each and

every individual in the organi)ation$ At this level, the organi)ation chec"s !hether an

employee is performing at desired level or the performance is #elo! e'pectation$ If

the difference #et!een the e'pected performance and actual performance comes

out to #e positive, then certainly there is a need of training$

(o!ever, individual competence can also #e lin"ed to individual need$ The methods

that are used to analy)e the individual need are4

Appraisal and performance revie!

eer appraisal

*ompetency assessments

Su#ordinate appraisal

*lient feed#ac"

*ustomer feed#ac"

Self-assessment or self-appraisal

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O!erational 4evel@Training 2eed analysis at operational level focuses on the !or"

that is #eing assigned to the employees$ The o# analyst gathers the information on

!hether the o# is clearly understood #y an employee or not$ (e gathers this

information through technical intervie!, o#servation, psychological test0

.uestionnaires as"ing the closed ended as !ell as open ended .uestions, etc$

Today, o#s are dynamic and "eep changing over the time$ Employees need to

prepare for these changes$ The5ob ana'*talso gathers information on the tas"s

needs to #e done plus the tas"s that !ill #e re.uired in the future$

Based on the information collected, training 2eed analysis @T2AC is done$

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EMPLO6EE TRAINING NEED ANAL6SIS

A training need* a**e**ment, or Ntraining needs analysisN, is the systematic

method of determining if a training need e'ists and if it does, !hat training is re.uiredto fill the gap #et!een the standard and the actual performance of the employee$

Therefore, training needs analysis is

Systematic method of determining performance discrepancies

*auses of performance discrepancies

Rea*on* to +ondu+t training need* ana'*i*

Identify the deficiencies

5etermine !hether employees lac" %SAs

Benchmar" for evaluation of training

Ma"es sure training is provided to the right people

Increases the motivation of training

$

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MET3ODS O$ TRAINING

The development of a managerGs a#ilities can ta"e place on the o#$ On7t"e75ob

training is provided !hen the !or"ers are taught relevant "no!ledge, s"ills and

a#ilities at the actual !or"place0 o!!7t"e75ob training, on the other hand, re.uires

that trainee learn at a location other than the real !or" spot$

ON T3E .O% TRAINING O$$ T3E .O% TRAINING

Apprenti+e*"ip

/oa+"ing

Mentoring

/ommittee A**ignment

.ob Rotation

.IT

Le+ture*

/on!eren+e*

Di*+u**ion*

Demon*tration*

$im*

A+tion Ma>e

Ve*tibJJJJJJJJJue Training

Roe Pa'

/omputer %a*ed Training 0/%T1

Game* & Simuation*

/a*e Stud'

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ON T3E .O% TRAINING

A good 1JT programme can cut time and cost$ The Qlearn !hile you earn/ approach

is especially effective for small to medium si)e ( departments !here #udgetscannot accommodate formal training programmes$ To ma"e 1JT really effective, one

must have a carefully structured plan that guides the trainer in his tas" and ta"es into

account ho! adults learn that tas"$

The < techni.ues for on the o# development are4

8( APPRENTI/ES3IP TRAINING

In this method, trainees are as"ed to solve an actual organi)ational pro#lem$ The

trainees have to !or" together and offer solution to the pro#lem$ This method of

training helps them develop team spirit and !or" unitedly to!ards common goals$

Many craft !or"ers li"e *arpenters0 lum#ers etc$ may #e trained through formal

apprenticeship programme$ Apprentices are trainees !ho !or" for stipulated

duration under the guidance of an e'perienced guide$

9( /OA/3ING

"oachingis learning #y doing$ *oaching is a one-to-one relationship #et!een

trainee and managers H supervisors, under !hich the superior i$e$ more e'perienced

manager guides the !or"ers on ho! to handle their o# more effectively$ The

superior guides his su#-ordinates & gives himHher o# instructions$ The superior

points out the mista"es & gives suggestions for improvement$

6or the people at midde e-e management, coaching is more li"ely done #y the

supervisor0 ho!ever e'perts from outside the organi)ation are at times used for up

and coming managers$

,( MENTORING

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In o# rotation, the trainees move from one o# to another, so that heHshe should #e

a#le to perform all types of o#s$ E$g$ In #an"ing industry, employees are trained for

#oth #ac"-end & front-end o#s$ In case of emergency, @a#senteeism or resignationC,

any employee !ould #e a#le to perform any type of o#$

It is the process of preparing employees at a lo!er level to replace someone at the

ne't higher level$ %ene!it o! .ob Rotation is that it provides employees !ith

opportunities to #roaden the hori)on of "no!ledge, s"ills, and a#ilities @%SAsC #y

!or"ing in different departments, #usiness units, functions, and countries$

H( .O% INSTRU/TION TE/3NIUE 0.IT1

.ob In*tru+tion Te+"niKue 0.IT1uses a strategy !ith focus on "no!ledge @factual

and proceduralC, s"ills and attitudes development$

The JIT method is five-step instructional process involving preparation, presentation,

performance try out and follo!-up$ It is used primarily to teach !or"ers ho! to do their

current o#s$ A trainer, supervisor or co-!or"er acts as a coach$ The five steps follo!ed in

the JIT methods are4-

a$ In the first step, the trainees receive an overvie! of the o#, its purpose and its

desired outcomes, !ith a clear focus on the relevance of training, its input$ Its

process, the e'pected H desired outputs H outcomes and the need H relevance of

training to #e imparted$

#$ The second step comprises of the trainer demonstrating the steps, methods &

manner in !hich o# should #e handled$

c$ In the third step, the trainee tries out the o# #y copying the !ay trainer

demonstrated$ The trainee repeats the process num#er of times !ith intervention and

guidance of trainer !henever re.uired till the trainee masters the right !ay to handle

the o#$

d$ The trainee carries out the o# under close supervision of the trainer$

e$ 6inally the trainee H employee handles the o# independently !ithout any supervision$

O$$ T3E .O% TRAINING

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Is given outside the actual !or" place$

8( LE/TURES 7

It is one of the oldest methods of training$ This method is used to create

understanding of a topic or to influence #ehavior, attitudes through lecture$ A

lecture can #e in printed or oral form$ The instructor organi)es the material and

gives it to a group of trainee in the form of a tal"$ To #e effective, the lecture must

motivate and create interest among the trainees$ Le+tureis telling someone

a#out something$ +ecture is given to enhance the "no!ledge of listener or to give

him the theoretical aspect of a topic$ Training is #asically incomplete !ithout

lecture$

Ad-antage* o! Le+ture Met"od

Ina#ility to identify and correct misunderstandings

+ess e'pensive

*an #e reached large num#er of people at once

%no!ledge #uilding e'ercise

+ess effective #ecause lectures re.uire long periods of trainee inactivity

The maor imitationof the lecture method are that is does not provide for transfer of

training effectively$

9( /ON$EREN/ES

It is a method in training the clerical, professional and supervisory personnel$ This

method involves a group of people !ho pose ideas, e'amine and share facts, ideas

and data, test assumptions, and dra! conclusions, all of !hich contri#ute to the

improvement of o# performance$ 5iscussion has the distinct advantage over the

lecture method in that the discussion involves t!o-!ay communication and hence

feed#ac" is provided$ The participants feel free to spea" in small groups$ The

success of this method depends on the leadership of the person !ho leads the

group$

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,( DIS/USSIONS4-

This method uses a lecturer to provide the learners !ith conte't that is supported,

ela#orated, e'plains, or e'panded on through interactions #oth among the trainees

and #et!een the trainerand the trainees$ The interaction and the communication

#et!een these t!o ma"e it much more effective and po!erful than the lecture

method$ If the Di*+u**ion met"odis used !ith proper se.uence i$e$ lectures,

follo!ed #y discussion and .uestioning, can achieve higher level "no!ledge

o#ectives, such as pro#lem solving and principle learning$

F( DEMONSTRATION4-

This method is a visual display of ho! something !or"s or ho! to do something$ As

an e'ample, trainer sho!s the traineesho! to perform or ho! to do the tas"s of the

o#$ In order to #e more effective, demonstration method should #e should #e

accompanied #y the discussion or lecture method$

To carry out an effective demon*tration, a trainer4

5emonstrates the tas" #y descri#ing ho! to do, !hile doing

(elps the focusing their attention on critical aspects of the tas"

Tells the trainees !hat you !ill #e doing so they understand !hat you !ill #e

sho!ing them

( $ILMS 7

*an provide information & e'plicitly demonstrate s"ills that are not easily presented

#y other techni.ues$ Motion pictures are often used in conunction !ith *onference,

discussions to clarify & amplify those points that the film emphasi)ed$

H( A/TION MA:E 7

An action ma)e is ust a case study, !hich has #een programmed$ articipantsreceive a short description of the case !ith enough details to them to the first

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decision point$ The description gives them options from !hich to select$ After the

group discusses and decides on alternatives, they re.uest the leader to supply them

!ith the ne't frame$ That frame e'plains the conse.uences of their decision0 not #y a

theoretical #ac"ground, #ut in terms of the case itself$ The ma)e comprises of good

and #ad choices$ 9hen participants ma"e !ise choices, they should face a ne! set

of increasingly desira#le options and vice versa$ 9hen they choose #adly they may

#e allo!ed another chance at a previously reected option, giving them a chance to

retrace their action and !or" their !ay out of the ma)e$

C( VESTI%ULE TRAINING

In this method, actual !or" conditions are simulated in a classroom$ Material, files

and e.uipment those are used in actual o# performance are also used in training$

This type of training is commonly used for training personnel for clerical and semi-

s"illed o#s$ The duration of this training ranges from a fe! days to a fe! !ee"s$

Theory can #e related to practice in this method$

;( EPERIMENTAL EERISES

Are usually short, structured learning e'periences !here individuals learn #y doing$

6or instance, rather than tal"ing a#out inter-personal conflicts & ho! to deal !ith

them, an e'periential e'ercise could #e used to create a conflict situation !here

employees have to e'perience a conflict personally & !or" out its solutions$

( ROLE PLA6

Role !lais a simulation in !hich each participant is given a role to play$ It is defined

as a method of human interaction that involves realistic #ehavior in imaginary

situations$ This method of training action, doing and practice$ The articipants play

the role of certain characters, such as the production managers, mechanical

engineer, foreman, !or"ers and the li"e$ Roe Pa'* "ep* in

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Are structured and sometimes unstructured, that are usually played for enoyment

sometimes are used for training purposes as an educational tool$ Training games

and simulations are different from !or" as they are designed to reproduce or

simulate events, circumstances, processes that ta"e place in trainees/ o#$

A Training ame is defined as spirited activity or e'ercise in !hich trainee*compete

!ith each other according to the defined set of rules$

Any training activity that e'plicitly places the trainee in an artificial environment that

closely mirrors actual !or"ing conditions can #e considered a Simulation$ Simulation

activities include case e'periences, e'periential e'ercises, vesti#ule training,

management games & role-play$

89( /ASE STUD6

resent an in depth description of a particular pro#lem an employee might encounter

on the o#$ The employee attempts to find and analy)e the pro#lem, evaluate

alternative courses of action & decide !hat course of action !ould #e most

satisfactory. "ase Studies try to simulate decision ma"ing situation that trainees

may find at their !or" place$ It reflects the situations and comple' pro#lems faced #y

managers, staff, (, *E1, etc$ The o#ective of the case study method is to

get trainee*to apply "no!n concepts and ideologies and ascertain ne! ones$

$ MANAGEMENT GAMES

The game is devised on a model of a #usiness situation$ The trainees are divided

into groups !ho represent the management of competing companies$ They ma"e

decisions ust li"e these are made in real-life situations$ 5ecisions made #y the

groups are evaluated & the li"ely implications of the decisions are fed #ac" to the

groups$ The game goes on in several rounds to ta"e the time dimension into

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The trainee is presented !ith a pac" of papers & files in a tray containing

administrative pro#lems such as memos, messages, and reports, !hich !ould #e

handled #y manger, engineer, reporting officer, or administrator & is as"ed to ta"e

decisions on these pro#lems & are as"ed to ta"e decisions on these !ithin a

stipulated time$ The decisions ta"en #y the trainees are compared !ith one another$

The trainees are provided feed#ac" on their performance$

EE/UTIVE DEVELOPMENT

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5evelopment refers to techni.ues such as stress management, #reathing e'ercises

through oga and meditation that are not directly related !ith the production process

of a company #ut play an important part in the development of the employee$

5evelopment of an employee is an ongoing process !hich continues !ell #eyond

training$ The focus of development process is the person himself !here the focus of

training is the organi)ation$ 5evelopment concerns !ith ma"ing the employee

efficient enough to handle critical situations in future$ So !hile training concentrates

on short term needs of the organi)ation, development loo"s after long term goals of

the organi)ation$

5evelopment is a process concerned !ith persons !ho are suppose to ta"e up more

responsi#ility in Management cadre$ It ta"es care of a persons overall progress for

the demands of the present position or imparts "no!ledge on the position he is going

to #e elevated so that he can fulfill the re.uirements of the ne! role$

Management development attempts to improve managerial performance #y

imparting

$ %no!ledge

$ *hanging attitudes

3$ Increasing s"ills

T"e ma5or ob5e+ti-e o! de-eopment i* manageria e!!e+ti-ene** t"roug" a

panned and a deiberate pro+e** o! earning( T"i* pro-ide* !or a panned

gro#t" o! manager* to meet t"e !uture organi>ationa need*(

/3ARA/TERISTI/S O$ DEVELOPMENT

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E'ecutive development is a planned & organi)ed process of learning rather than

a trial and error approach$

It is an ongoing or never ending e'ercise rather than a Qone shot/ affair$ It

continues throughout an e'ecutive/s entire professional career #ecause there isno end to learning$

It is a long term process as managerial s"ills cannot #e developed overnight$

It is guided self-development$ An organi)ation can provide opportunities for

development of its present and potential managers$

It aims at preparing managers for #etter performance and helping them to reali)e

their full potential$

O%.E/TIVES O$ DEVELOPMENT

To improve the performance of managers at all levels in their present o#s$

To sustain good performance of managers throughout their careers #y

e'ploiting their full potential, i$e$, to prepare mangers for higher o#s in future$

To ensure availa#ility of re.uired num#er of managers !ith the needed s"ills

so as to meet the present and anticipated future needs of the organi)ation$

To replace elderly e'ecutives !ho have rise from the ran"s #y highly

competent & academically .ualified professionals$

To provide opportunities to e'ecutives to fulfill their career aspirations$

To ensure that the managerial resources of the organi)ation are utili)ed

optimally$

%ENE$ITS O$ EE/UTIVE DEVELOPMENT

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2et!or"ing ta"es place #et!een e'ecutives$

More cohesiveness #et!een team mem#ers$

ositive effect on the #ottom line$

More patience and #etter understanding of another department enhancement

is su#stantial$

S"ill & "no!ledge enhancement is su#stantial$

E'ecutives develop the right attitude$

IMPORTAN/E O$ EE/UTIVE DEVELOPMENT

Managers need to #e developed to handle the pro#lems of giant and comple'

organi)ations in the face of increasing competition$

The rapid rate of technological and social change in society re.uires training

of managers so that they are a#le to cope !ith these changes$

Business and industrial leaders are increasingly recogni)ing their social and

pu#lic responsi#ilities$ E'ecutive development is re.uired to #roarder the

outloo" of managers$

E'ecutives need education and training to understand and adust to changes

in socio-economic forces,

DEVELOPMENT PRO/ESS

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$ Setting De-eopment Ob5e+ti-e*It develops a frame!or" from !hich e'ecutive

need can #e determined$

$ A*+ertaining De-eopment Need* It aims at organi)ational planning & forecast the

present and future gro!th$

3$ Determining De-eopment Need* This consists of

o Appraisal of present management talent

o Management Manpo!er Inventory

$ /ondu+ting De-eopment Program*It is carried out on the #asis of needs

of different individuals, differences in their attitudes and #ehavior, also their

physical, intellectual and emotional .ualities$ Thus a comprehensive and !ell

conceived program is prepared depending on the organi)ational needs and

the time & cost involved$


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*ollation of ersonal and 1rgani)ational

&1$

RESEAR/3 MET3ODOLOG6

90 TITLE O$ T3E STUD6

Training And De-eopment At 3ote Man*ing" Paa+e

90; DURATION O$ T3E PRO.E/T

F Da'*

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The ob5e+ti-e* are4

To gain familiarity !ith a phenomenon or to achieve ne! insights into it >

E


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esearch involves gathering ne! data from primary sources or using e'isting

data for a ne! purpose$

esearch activities are characteri)ed #y carefully designed procedures$

esearch re.uires e'pertise i$e$, s"ill necessary to carryout investigation,

search the related literature and to understand and analy)e the data gathered$

esearch is o#ective and logical > applying every possi#le test to validate the

data collected and conclusions reached$

esearch involves the .uest for ans!ers to unsolved pro#lems$

esearch re.uires courage$

esearch is characteri)ed #y patient and unhurried activity$

esearch is carefully recorded and reported$R

/RITERIA O$ GOOD RESEAR/3

urpose clearly defined$

esearch process detailed$

esearch design thoroughly planned$

(igh ethical standards applied$

+imitations fran"ly revealed$

Ade.uate analysis for decision ma"er/s needs$

6indings presented unam#iguously$

*onclusions ustified$R

esearcher/s e'perience reflected$

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S/OPE?SIGNI$I/AN/E O$ RESEAR/3

Thro!s light on ris"s and uncertainty

Identify alternative courses of action

(elps in economic use of resources

(elps in proect identification

Solves investment pro#lems

Solves pricing pro#lems

Solves allocation pro#lems

Solves decision ma"ing issues in (

Solves various operational and planning pro#lems of #usiness

and industry

rovides the #asis for all government policies in our economic

system$

6or professionals in research, it may mean a source of

livelihood$$

6or literary men and !omen, research means development of

ne! styles and creative !or"$

6or analysts and intellectuals, research means generali)ations

of ne! theories$

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(F T6PES O$ RESEAR/3

Descri!tive vs naltical Research

Descri!tive Researchis a fact finding investigation !hich is aimed at descri#ing the

characteristics of individual, situation or a group @orC descri#ing the state of affairs as

it e'ists at present$

5 ado!t descri!tive research design &or m stud as the research design must

ma'e enough !rovision &or !rotection against 3ias and must maximi/e

relia3ilit must &ocus attention on the &ollowing4

The design in such studies must #e rigid and not fle'i#le and must focus attention on

the follo!ing$R

6ormulating the o#ective of the study @ !hat the study is a#out and !hy is it

#eing madeDC 5esigning the methods of data collection @!hat techni.ues of gathering data

!ill #e adopted DC Selecting the sample

*ollecting the data

Analy)ing the data

eporting the finding

naltical Research is primarily concerned !ith testing hypothesis and specifying

and interpreting relationships, #y analy)ing the facts or information already availa#le$

!!lied vs Fundamental Research

!!lied Researchor Action esearch is carried out to find solution to a real life

pro#lem re.uiring an action or policy decision$

/2


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Fundamental Research !hich is also "no!n as #asic or pure research is

underta"en for the sa"e of "no!ledge !ithout any intention to apply it in practice$ It is

underta"en out of intellectual curiosity and is not necessarily pro#lem-oriented$


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significance, and !hen such tests are availa#le !e may discover !hether a

second sample is or not significantly different from the first sample$

The +riti+a regionof a hypothesis test is the set of all outcomes !hich, if they

occur !ill lead us to decide that there is a difference$ That is, cause that null

hypothesis to #e reected in favor of an alternative hypothesis$ The critical

region is denoted #y c$

( SAMPLING TE/3NIUE

Sam!ling

The method of stratified random sampling are used$ A sample si)e of


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The mar"eting research process that !ill #e adopted in the present study !ill consist

of follo!s stages4-

5efining the pro#lems$

5eveloping the research plans$

*ollection & source of data > mar"eting research re.uires t!o "inds of data

i$e$/ primary data and secondary data$ rimary data are direct or first hand

data !here as secondary data are already pu#lished data$

Analy)e the collected information > this involves converting ra! data into

useful information it involves ta#ulation of data using statistical measures on

them for developing and calculating the averages$

eport Rresearch finding & presentation > the report !ith research findings isa formal !ritten document$

sam!le si/e o& 9= em!loees was ta'en so that the conclusion is not

3iased and great care was ta'en while getting the ,uestionnaire &illed so

that the customer does not misunderstand the ,uestion and chec' the

o!tion that is not a!!lica3le0

On the whole+ such methodolog was ado!ted that would give accurate

results and the stud 3e a success0

/5


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RESEAR/3 DESIGN AND INSTRUMENT

Exploratory

esearch 5esign

Descriptive

Research Design is a model for gathering formal information$ It calls for certain

specifications of methods and procedure for o#taining the re.uired information$

ResearchDesignis the arrangement of conditions for collection and analysis of

data in a manner that aims to com#ine relevance to the research purpose !ith

economy in the procedure$ It constitutes the #lueprint for the collection,

measurement and analysis of data$R

//


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5n this !ro2ect Agree goals, target data, definitions, methods

$ *ollection > data collection

3$ resent 6indings > usually involves some form of sorting O3P analysis andHor

presentation$

A formal data collection process is necessary as it ensures that data gathered is #oth

defined and accurate and that su#se.uent decisions #ased on arguments em#odied

in the findings are valid$

T!esof data collection

$ (R5)R> DT:Are those, !hich are collected for the first time, and thus

happen to #e original in character$ It can #e collected #y various methods i$e$

#y o#servation, telephone intervie!, through scheduled or self administered

.uestionnaire$ %eeping in mind the o#ective research methods are used$

1#servation and .uestioning !as made to collect primary data from #oth

/
http://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Process_improvementhttp://en.wikipedia.org/wiki/Data_collection_planhttp://en.wikipedia.org/wiki/Data_collection#cite_note-2%23cite_note-2http://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Process_improvementhttp://en.wikipedia.org/wiki/Data_collection_planhttp://en.wikipedia.org/wiki/Data_collection#cite_note-2%23cite_note-2


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ANAL6SIS AND INTERPRETATION

8( Are 'ou reguar' attending t"e training programme* in 'our organi>ation

es 3=

2o =

58T*R(R*TT5O8:-


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6rom the a#ove graph, it seems that =8 employees are regularl attending the

training program compared to those !ho are not attending$ As the respondents of

(1TE+ MA2SI2( A+A*E have positive response in this regard$

9( $rom #"i+" *our+e 'ou +ome to kno# about t"e training programme

T"roug"

Dai' Morning

Meeting*

E7mai* 3R Department

9B 8 8

1


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58T*R(R*TT5O8:-

6rom the a#ove graph, it seems that =8 employees come to "no! a#out the

training program Through dail meetingsas compared to those !ho "no! through

*-)ails@=8C & HR De!artment@=8C$

,( 3a-e 'ou e-er been *pon*ored !or an' training programme

58T*R(R*TT5O8:-2

es 3=

2o =


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6rom the a#ove graph, it seems that =8 employees are #een sponsored for the

training program and remaining =8 employees are not #een sponsored$

F( I! 'e*4 #"at t'pe o! training 'ou "a-e undergone

Le+ture Met"od .ob rotation /a*e *tud'

met"od

Group di*+u**ion

,B =

3


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58T*R(R*TT5O8:-

6rom the a#ove graph, it seems that =8 employees have undergone in 4ecture

)ethod, & remaining =8 employees in o# rotation, =8 in *ase study, =8

Thorough roup 5iscussion$

( 2"at #a* t"e *ub5e+t matter o! 'our training

Manageria

e!!e+ti-ene**

Indu+tion

training

/ommuni+ation

*ki

Per*ona

e!!e+ti-ene**

/u*tomer

*ati*!a+tion

F 8; 8;

4


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58T*R(R*TT5O8:-

6rom the a#ove graph, it seems that 38 employees had "ommunication S'ills $

"ustomer Satis&actionas their training topic & emaining =8 have Managerial

Effectiveness & personal effectiveness, =8 as Induction Training$

H( 2"ere did 'ou go !or ate*t training

5elhi 3F

Jaipur

58T*R(R*TT5O8:-

6rom the a#ove graph, it seems that =8 employees gone for training at 5elhi &

remeinig =8 done training in aipur itself$

5


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C( Duration o! training

-< days 3


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58T*R(R*TT5O8:-

6rom the a#ove graph, it seems that 8 employees have their training time

duration for -< days & remaining


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Al!ays ;

Sometimes ;

2ever

58T*R(R*TT5O8:-

6rom the a#ove graph, it seems that the training sponsored to employees on the

#asis of development needs sometimes #9?@% $ never #A;@% $ alwas #?@%

( T"o*e #"o are *pon*ored !or training programme take t"e training

*eriou*'


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58T*R(R*TT5O8:-

6rom the a#ove graph, it seems that( those !ho are sponsored for training

programme ta"e the training seriously,9;@ sas that it is true to greater extent+

=8 not all true, 8 a little true, 78 some!hat true, 8 very true

88( T"e training #"i+" i* gi-en to empo'ee* i* #e panned and gi-en

adeKuate importan+e in 3ote Man*ing" Paa+e

Al!ays 3

Sometimes

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