ON

TRAINING AND DEVELOPMENT

IN
THOMSON PRESS (INDIA) LTD
Submitted to M.D. University Rohtak in Partial Fulfillment of the

NHPC
Requirements
forLIMITED
the Awards of Degree of
Bachelor of Business Administration Computer Aided Management .
(Session:2013-2014 )
SUBMITTED TO:

SUBMITTED BY: -

CONTROLLER OF EXAMINATION

KARTIK GOEL

MDU ROHTAK

BBA(CAM) 6 th Semester

D.A.V INSTITUTE OF MANAGEMENT

NH-3 NIT FARIDABAD

DECLARTION

I kartik goel student of BBA(CAM) from D.A.V.I..M here by declare that I have
completed dissertation on Training And Development as a part of the course
requirement .

I further declare that the information presented in this project is true & original to the best
of my knowledge.

KARTIK GOEL

ACKNOWLEDGEMENT
The organization project of such nature for this successful completion needs cooperation
and support of people. I have been fortunate to get constant guidance & encouragement
from many which helped me a lot to be successful in any efforts. This formal
acknowledgement will hardly be sufficient to express one deep sense or gratitude to all of
them.

At the outset, I would like to thank Mr. Nitin.V.Mandge (Training & Placement
Officer) and other members of the placement cell for giving me an opportunity to
successfully complete my project report in their esteemed organization.

A project report has never been the sale product of the person whose name appears on the
cover. There are always some people whose guidance proves to be of immense help in
giving its final shape. So it is my first duty to express my gratitude towards all of them.

KARTIK GOEL

Preface

No professional curriculum is considered complete without work experience. Every

individual who is doing management studies has to undergo this phase of practical study
before he/she can consider himself/herself fully qualified as potential manager.
As a part of BBA (CAM) curriculum a summer training project has to be undertaken after
the fourth semester. In line of that I have completed my training project in Thomson Press
(I) Ltd. The Project is about export promotion & marketing. It was the great learning
experience.
This report has been divided in different parts. Starting with the general information and
formalities the report proceeds towards the information regarding Thomson Press, then
towards the main part of the work project.
It gives me a feeling of immense pleasure to share my experience and findings with other,
as it was lifetime experience for me.

KARTIK GOEL

CHAPTER 1

INTRODUCTION

Introduction
Human Resource Management is defined as the people who staff and manage
organization. It comprises of the functions and principles that are applied to retaining,
training, developing, and compensating the employees in organization. It is also
applicable to non-business organizations, such as education, healthcare, etc.
Human Resource Management is defined as the set of activities, programs, and
functions that are designed to maximize both organizational as well as employee
effectiveness
Scope of HRM without a doubt is vast. All the activities of employee, from the time of
his entry into an organization until he leaves, come under the horizon of HRM.
The divisions included in HRM are Recruitment, Payroll, Performance Management,
Training and Development, Retention, Industrial Relation, etc. Out of all these divisions,
one such important division is training and development.
In the field of human resourse management, training and development is the field
concerned with organizational activity aimed at bettering the performance of individuals
and groups in organizational settings. It has been known by several names, including
employee development, human resource development, and learning and development
Training and development encompasses three main activities: training, education, and
development.
Training
This activity is both focussed upon, and evaluated against, the job that an individual
currently holds.
Education
This activity focusses upon the jobs that an individual may potentially hold in the future,
and is evaluated against those jobs.

Development
This activity focusses upon the activities that the organization employing the individual,
or that the individual is part of, may partake in the future, and is almost impossible to
evaluate

Definition of Training and Development

In simple words, training and development refers to the imparting of specific
skills, abilities, knowledge to an employee. A formal definition of training and
development is determined as follows:
It is any attempt to improve current or future employee performance by
increasing an employees ability to perform through learning, usually by changing the
employees attitude or increasing his or her skills and knowledge.

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the
availability of a skilled and willing workforce to an organization. In addition to that, there
are four other objectives: Individual, Organizational, Functional, and Societal.
1) Individual Objectives:It helps employees in achieving their personal goals, which in turn, enhances the
individual contribution to an organization.
2) Organizational Objectives:It assists the organization with its primary objective by bringing individual effectiveness.
3) Functional Objectives:It maintains the departments contribution at a level suitable to the organizations needs.
4) Societal Objectives:It ensures that an organization is ethically and socially responsible to the needs and
challenges of the society.

OBJECTIVES OF THE STUDY

1. To facilitate the Plant Personnel Manager and/or all other Managerial Cadre for proper
interpretation / implementation of companys rules and regulations, policies relating to
employment, remuneration, structure, welfare schemes / facilities and other service
conditions of its E cadre of employees.
2. To remove any ambiguity in the interpretation and uniform implementation of Personnel
policies.
3. To provide an integrated approach to policies and procedures. To enhance faster decision
making by Managers concerned.
RESEARCH DESIGN USED IN PROJECT
Researchers have used descriptive research design as he has described about the
companys training and development programmers.
DESCRIPTIVE RESEARCH DESIGN
This type of research is a grouping that includes many particular research methodologies
and procedures, such as observations, surveys, self-reports, and tests. he data collection
procedures used in descriptive research may be very explicit. Some observation
instruments, for example, employ highly refined categories of behavior and yield
quantitative (numerical) data. These differences also lead to another significant
characteristic of descriptive research-the types of subjects it studies. Descriptive research
may focus on individual subjects and go into great depth and detail in describing them.
Individual variation is not only allowed for but studied. This approach is called a casestudy. On the other hand, because of the data collection and analysis procedures (such as
surveys) it may employ, descriptive research can also investigate large groups of subjects.
Often these are pre-existing classes. In these cases, the analytical procedures tend to
produce results that show "average" behavior for the group.

SCOPE OF STUDY
This manual covers all workmen of Thomsan press Engineers Limited in Faridabad and
includes:
All workmen as defined in the Certified Standing Orders of the Company framed
under section 5 of the Industrial Employment (Standing Orders) Act, 1946.
Benefits to eligible workmen under various statutes covered in this Manual shall be
subject to revision as and when amendment in the statute takes place.
Companys rules & regulations, Policies relating to employment, remuneration,
structure, Welfare schemes/facilities and other service conditions.
Provisions / procedures / terms / conditions agreed between workmen / union and
management in the settlements / Memorandum of Understanding which are in vogue,
whether incorporated here in this manual or not, will prevail.
Summary of various rules and regulations as prescribed by various statutes. In case
there is any conflict or disagreement on any rule or condition, the rules as prescribed in
the statutes shall prevail.
In this manual mention of employee/employees unless otherwise indicated would imply
workman/workmen of both the sexes.

LIMITATIONS OF THE STUDY

The researchers often teach that the organization have not been making available to them
the reassured facts and figures to make the study authentic. The organization after
complains that the researchers have not been following the guideline. Between the two
different personal serving the organization of their support in collecting in facts and
figures.
Some important problems faced are as under-:

We have a very short period to do this official work.

In some of the employees, he did not behave good behavior. There is chance of error as
people hesitate in gram ling correct data.

We have faced the conveyance problem while doing the office work with other staffs.

We have faced the problem to go to the office because of its distance.

The finding of the survey will be strictly based on the response of the employees because
it is difficult to ascertain the authenticity of their state

Chapter -2
REVIEW
OF
LITERATURE

TRAINING AND DEVELOPMENT

MEANING
Training and development (T & D) deals with the design and delivery of learning to
improve performance within organizations.
In some organizations the term Learning & Development is used instead of Training and
Development in order to emphasis the importance of learning for the individual and the
organization. In other organizations, the term Human Resource Development is used.
Training and development is defined as two or more people working together toward one
or more shared goals. Development in this context is the notion that an organization may
become more effective over time at achieving its goals.
Training is a long range effort to improve organizations problem solving and renewal
processes, particularly through more effective and collaborative management of
organization culture-with specific emphasis on the culture of formal work teams-with the
assistance of a change agent or catalyst and the use of the theory and technology of
applied behavioral science including action research.
TYPICAL REASONS FOR EMPLOYEE TRAINING AND DEVELOPMENT
Training and development can be initiated for a variety of reasons for an employee or
group of employees, e.g.
1) When a performance appraisal indicates performance improvement is needed
2) To "benchmark" the status of improvement so far in a performance improvement effort
3) As part of an overall professional development program
4) As part of succession planning to help an employee be eligible for a planned change in
role in the organization
5) To "pilot", or test, the operation of a new performance management system
6) To train about a specific topic (see below)

TYPICAL TOPICS OF EMPLOYEE TRAINING

1. Communications: The increasing diversity of today's workforce brings a wide
variety of languages & customs.
2. Computer skills: Computer skills are becoming a necessity for conducting
administrative and office tasks.
3. Customer service: Increased competition in today's global marketplace makes it
critical that employees understand and meet the needs of customers.
4. Diversity: Diversity training usually includes explanation about how people have
different perspectives and views, and includes techniques to value diversity.
5. Ethics: Todays society has increasing expectations about corporate social
responsibility.
Also, today's diverse workforce brings a wide variety of values and morals to the
workplace.
6. Human relations: The increased stresses of today's workplace can include
misunderstandings and conflict. Training can people to get along in the workplace.
7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles,
benchmarking, Documentation ISO/TS 16949:2002, FMEA(Failure And Mode Effect
Analysis), etc., require basic training about quality concepts, guidelines and standards for
quality, etc.
8. Safety: Safety training is critical where working with heavy equipment, hazardous
chemicals, repetitive activities, etc., but can also be useful with practical advice for
avoiding assaults, etc.
9. Sexual harassment: Sexual harassment training usually includes careful description of
the organization's policies about sexual harassment, especially about what are
inappropriate behaviors.

TRAINING AND DEVELOPMENT IN THOMSONPRESS

THOMSONPRESS strongly believes that the very essence of the success and excellence
for an organization lies in its Human Resources. To sustain and nourish the employees
potential in a continual manner Training has been viewed as a very crucial and most
important instrument so as to transform them as an asset for the corporation.
THOMSONPRESS is investing heavily in fostering and developing internal talent
through multi-pronged Leadership Development Programmes.
The THOMSONPRESS training and HRD policy, formulated in line with the National
Training Policy for printing Sector is implemented across THOMSONPRESS. Strategic
alliance has been established with leading educational institutions of the country of
offering latest and the best know-how education in the field of management and
engineering like IIM- Ahemdabad, IIM-Lucknow, IIM-Kolkata, ASCI-Hyedrabad, IMTGhaziabad, NIFM-Faridabad, AIMA, MDI-Gurgaon, ESCI-Hyedrabad, IIT-Roorkee, IITDelhi etc.
Interface with market leaders on the prevailing trends and upcoming concepts in power
sector has been established with ABB, AREVA (T&D), ALSTOM, VA, Tech, BHEL,
Siemens etc. with an aim of effective utilization of existing manpower in workmen cadre
skilling / multi skilling training in various trades has been planned and initiated in
coordination with Deptt. Of Technical Education & Industrial Training, Govt. of Punjab.
Organization wide climate survey has been carried out to assess, analyze and evaluate the
existing policies and procedures of the corporation in line with the expectations and
aspirations of the employees at all levels posted across THOMSONPRESS. The survey
report has been submitted and based upon the recommendations made in the report,
training and organizational development programmes have been identified and
incorporated in the Training Calendar for the year 2008-09.

The competency mapping exercise has been completed for EDs and GMs in view of the
identified organizational competencies as per the future plans of THOMSONPRESS,
present business scenario, and competition in power sector. Competency Development
Plan has been worked out. Based upon the competency development plan suggested by
the consultants, EDs and GMs are being nominated in the training programs
accordingly. In the second phase the complete plan has been lined up for initiating the
Competency Mapping Exercise for the executives in the training calendar for the year
2008-09.
Employees are being regularly nominated in different programs conducted in different
parts of India as well as in foreign countries with a view to develop their aptitude and
skills in global perspective. Besides this employees are also nominated to attend the
training programs conducted in India and abroad under Transfer of Technology (TOT)
agreement with the Equipment Manufacturing Companies (EMC).

GENERAL

BENIFITS

FROM

EMPLOYEE

TRAINING

AND

DEVELPOMENT
There are numerous sources of on-line information about training and development.
Several of these sites (they're listed later on in this library) suggest reasons for
supervisors to conduct training among employees. These reasons include:
1. Increased job satisfaction and morale among employees.
2. Increased employee motivation.
3. Increased efficiencies in processes, resulting in financial gain.
4. Increased capacity to adopt new technologies and methods.
5. Increased innovation in strategies and products.
6. Reduced employee turnover.
7. Enhanced company image, e.g., conducting ethics training (not a good reason for
ethics training)
8. Risk management, e.g., training about sexual harassment, diversity training.
Every time I see a recruitment ad or manual that makes a reference to "on the job

training," I cringe. Would this be one of those situations where there is effectively "no
training?" Designing a program for employee training and development is not a trivial
process that can be left to chance. It is not enough to "hope" that employees will get
trained "on the job."
But, before I make a case for effective employee training and development, let us
examine the reasons for developing employees

You will be perceived as a premium employer as employees' skill sets will be

enhanced while they are with you.

Superior employee training and development will ensure that serious succession
related issues do not creep up.

The organization will be able to constantly adapt to changes in technology,

regulation, and the business environment in general.

The list can go on and on. But, since I have made an effective case for
organizations to take interest in employee training and development, let us look at some
of the don't dos:

Employee training and employee development are not goals in themselves. There
is the risk of the HR function developing a divergent set of objectives from the objective
set of the organization.

Budgeting for employee training and development is a very tricky process. On the
one hand, I have noticed enthusiastic organizations which, in a fit, allocate as much as
40% of personnel budgets on training. On the other, I have seen employee training and
development budgets being the first victim of budget cuts. The ideal situation would be to
budget moderately, making sure that the development program can be sustained.

Gee-whiz and buzz word training can be fun (especially for the trainer), but does
not result in employee development. Care must be taken to ensure that the trainer and the
training program designer are the best that money / time / effort can buy.
Keeping some of these ideas in mind, the human resource manager can help senior
management chart out the organizational strategy for personnel planning.
Management training programs can be very beneficial for your business and your
employees. Ongoing education is a key ingredient to any firm's ability to grow, both as a

business and in terms of a competitive advantage.

If the employees are nurtured and provided with opportunities once on-board, it will not
only lead to a greater retention rate, but also growth potential in your industry.

TYPES OF MANAGEMENT TRAINING

With management training programs, there are many different types of training available
that may help your business grow. Sales training programs for your sales team, financial
training for your accounting department, communications and computer training for
everyone; the opportunities are endless. The truth is, in all management training programs
your employees are going to gain knowledge, improve their communication skills, and
become better leaders. These are the types of skills that will lead to increased profits and
a better work environment for all a firm's employees.

MANAGEMENT TRAINING IMPROVE LEADERSHIP QUALITIES

One of the biggest advantages to using management training programs to further advance
your employees is that it makes your employees better leaders. Enabling them to advance
their skill sets leads to increases in self-confidence and productivity. When these things
happen, people learn to take it upon themselves to succeed in their jobs. Knowing this,
making management training programs available to your employees may be something
your firm wants to consider.

Training and Development Policy and Procedures

The Agency is committed to excellence in people development in order to maintain and
enhance its position as a world class spectrum manager. We aim to create a culture of
learning throughout where individuals take responsibility in partnership with the Agency
for their development. The Agency recognizes the need to develop its people so that they
are fully equipped to deliver the Agency's business objectives; both now and however
they may change in the future.

Objective
To ensure that the Agency has people with the appropriate knowledge, skills and
behaviors to meet its business objectives in both the short and longer term. And to allow
our people to achieve their potential and career aspirations both within the Agency and
the wider Civil Service.

Aims

To equip people with the technical skills required

To provide leadership and management development to all managers within the

Agency.

To identify the development needs of the Agency and those of individuals and balance
the two.

To ensure that development needs are identified as part of the business planning
process and reviewed regularly.

To promote the use of the full range of development opportunities, ensuring that
where a formal course is chosen it is the most appropriate solution.

To ensure equality of access to all development opportunities.

To provide career development for all.

To provide personal and tailored consultancy services to help individuals and teams
meet their needs.

To provide effective induction for all new appointees and people moving jobs.

To ensure the effective delivery of mandatory training e.g. Health and Safety, Equal
Opportunities etc

To ensure the appropriate skills are in place to deliver the e business strategy

Procedures
Identifying Needs
Individual - these should be identified as part of the PAP process. When individuals work
objectives have been agreed they should, with their line manager, then consider the
development needs to enable them to meet those work objectives. At the same time
individuals should consider their longer-term career aspirations and identify the
development needs arising from these. These should always be discussed with line
managers who will need to take account of the needs of the whole team and operational
requirements before agreeing.
Team - these too should be identified by team leaders and HBUs as part of the BARP
process and notified to the Head of Training and Development.
Organizational - these may arise as the result of new IS projects, changes in legislation,
the introduction of new policies or procedures etc and should be considered by directors
and HBUs as part of the Business and Resource Planning (BARP) process which takes
place in September/October each year. They should be included in business plans and
notified to the Head of Training and Development at the same time to allow for money to
be bid for. Other needs may be identified through the year as a result of specific
interventions e.g. the communications audit, an IiP assessment, reviews etc. Again, the
Head of Training and Development should be advised at the earliest opportunity to allow
for resources to be made available and the appropriate planning to take place
Development needs should be reviewed formally at least twice a year during the appraisal
process.

Meeting needs
Individual - once the PAP is received in the T&DU the individuals Development Advisor
will contact them to discuss the detail of the need and how that need might best be met.
Depending on how the need is to be met the Development Advisor or the individual will
need to take appropriate action completing Form RA2101 as part of this process. Before
undertaking any development opportunity the individual needs to set specific learning
objectives. This should take place in a discussion with the line manager to determine
precisely what is to be gained in terms of knowledge, skills and behavior from the event.
Team - again the training and development unit will support line managers in carrying out
a training needs analysis and identifying the most appropriate solution. Wherever
possible they will provide a tailored solution to the particular need identified.
Organizational - once a broad need has been identified a more specific training needs
analysis will be carried out by the training and development unit. This will enable them to
specify the requirement and determine the most appropriate way of meeting the needs.
With large programmes this will be discussed and agreed in principle with the Training
Development Policy Committee, and in certain circumstances, the Management Board.
More specific details will then be discussed and agreed with HBUs to ensure their
requirements are taken into consideration.

Evaluation
Learning must contribute to both business success and personal development and
overarching this is the need to ensure that the Agency achieves value for money. For
these reasons there must a robust process of evaluation in place. All development activity
will be evaluated in accordance the Agency's Evaluation Guide.

Roles and responsibilities

Individual - the prime responsibility for identifying training and development needs and
co-coordinating the process of addressing those needs is that of the individual with their
line manager. Support to achieve this can be obtained from the Development Advisors.
Line manager - helping to identify needs, identifying options to meet those needs and
measuring the impact of development on the business of the team or unit; inducting new
members of the team
Head of the Engineering Profession - has the overall responsibility for the development
of engineering skills within the Agency. Also has a key role in the Career Development
Programme for Engineers supporting individuals to meet their career aspirations and
ensuring the Agency has the appropriate skills to meet its long term business challenges.
(Other specialists statisticians, economists and IT staff also have heads of profession but
these are located within the DTI)
Head of Training and Development - identifying Agency wide development programmes
in conjunction with the policy/business sponsor; owner of induction process
Training and Development Manager - managing the Leadership Development
Programme, Growing Leaders programme and the induction course. IiP Project Manager.
Managing Agency wide evaluation programmes
Technical Training Consultant - ensuring that technical development needs are met across
the Agency. Managing the Wray Castle contract and ensuring that additional providers are
identified where appropriate. Career development Co-ordinator for the engineering
Career Development Programme
Development Advisors - working with individuals and their line managers to correctly
identify needs and the most appropriate solutions. Where appropriate organising the
development activit

ROLE OF TRAINING

More

convinced

that

at

our

best

we

are

KNOWLEDGE

BROKERS. Our job is to get just the right amount of information from just
the right person who has it to just the right person who needs it. We do
that by supporting platforms

that enable the connectivity of people, and

collaboration

We can

between

people.

craft

simulations

that

simulate

the

REAL work learners need to accomplish. We compress time with these sims
and offer many more experiences (quests) in a shorter amount of time: more

hypothetical problems

to solve. We can encourage, and support users in

creating their own stories delivered via media such as audio (podcasts) or
video(Vodcasts).
He's saying something that I tend to agree with. What we spend most of our time doing
isunderstanding the knowledge that people need to be successful and how we can provide
it to them quickly and effectively. The information exists somewhere before we ever
show up. But it's our job to pull it out and transform it into something useful. And, we
shouldn't underestimate the value proposition.

IDENTIFICATION OF TRAINING NEEDS

The procedure of identifying and development needs is crucial for the success of the
training function and requires to be carried out systematically on a regular basis,
preferably every year.How are training identified to match the organizational
requirements in terms of technology / task / people? Has the training bought the desired
change in the individuals performance and if so, how is it assessed? These are the focal
points, which require attention of the HR professionals to assess the training needs of the
employees working in the organization.
Many organizations have their own system to identifying training needs every year.
However, need identification exercise can do real harm if the needs are not met by
conducting suitable programs. Managers must perceive that their ecommendations are
grown due consideration and suitable actions are initiated to satisfy the felt needs. Only
then, they will take this exercise seriously. Hence, formulation of suitable and need based
training programs and their timely implementation is very important for the success of
any training program.

:- Purpose of training need Identification

The need for the training of employees would be clear from observations made by the
different authorities:-

 To increase productivity :Instruction can help employees increase their level of performance on their present
assignment. Increased human performance often directly leads to increased operational
productivity and increased company profit Again, increased performance and
productivity, because of training, are most evident on the part of new employees who are
not yet fully aware of the most efficient and effective ways of performing their jobs.
To improve quality :Better informed workers are less likely to make operational mistakes. Quality increases
may be in relationship to a company products or service, or in reference to the intangible
organization employment atmosphere.

To help a company fulfill its future personnel needs :Organizations that have good internal educational programme will have to make less
drastic manpower changes and adjustments in the event of sudden personnel alterations.
When the need arises, initiates and maintains an adequate instructional programme for
both its non supervisory and managerial employees.
To improve Organizational climate :An endless chain of positive reactions results from a well planned training programme.
Production and product quality may improve; financial incentives may then be increased,
internal promotions become stressed, less supervisory ensure and base pay rate increases
result.

To improve Health & Safety :Proper training can help prevent industrial accidents. A safer work environment leads to
more stable mental attitudes on the part of employees. Managerial mental state also

improve if supervisors know that they can be better themselves though company
designed development programmes.

Obsolescence Prevention :Training and development programmes foster the initiative and creativity of employees
and help to prevent manpower obsolescence, which may be due to age, temperament or
motivation, or the inability of a person to adapt him to technological changes.

Personal Growth :Employment on a personal basis gain individually from their exposure to educational
experiences Again, Management development programmes seem to give
participants a wider awareness, an enlarged skill, and enlightened altruistic
philosophy and make personal growth possible.

DEVELOPMENT PROCEDURE OF SIETZ TECHNOLOGIES INDIA

PRIVATE LIMITED
TECHNICAL CAPABILITIES:They deal with the technology of the job or the tasks the employee is expected to
perform. They include information, skill and knowledge.
MANAGERIAL CAPABILITIES:They include the ability to organize, coordinate, plan, monitor, evaluate and design a
variety of activities. As managers have the task of getting things done by others with
optimal use of resources for achieving the best possible results, they need to possess
managerial capabilities. Knowledge of management techniques like PERT, systems
analysis, performance budgeting etc. are evidences of managerial capabilities.
Management skills involve the application of these techniques for better planning, better
coordination, better monitoring, and for better achievement of results.

BEHAVIOURAL CAPABILITIES:These include leadership skills, ability to motivate others, communication skills, ability to
work as a team member, dynamism, imitative etc. Mere knowledge of behavioral
sciences does not ensure that has behavioral capabilities. Attitudes and orientations play
an important role in determining the effectiveness of the employees to a great degree.

CONCEPTUAL CAPABILITIES:These involve conceptual understanding of ones own tasks in relation to those of others,
imagination, futuristic thinking, model building capabilities and perception of various
tasks and their interrelationships within the organization and outside it.

BENEFITS OF TRAINING:-

Training usually is a strategic human resource activity because it plays a major role in
determining the effectiveness and efficiency of an organization. A successful training and
development program will achieve the following benefits:1. Improve the quality and quantity of work done.
2. Reduce the learning time required for employees to reach acceptable standards of
performance.
3. Create more favorable attitudes, loyalty and cooperation.
4. Satisfy human resource planning requirements.
5. Reduce the number and cost of accidents.
6. Help employees in their personal development and advancement.
7. Help organizations to respond to dynamic market conditions and changing
consumer demands.

Different jobs require different capabilities can be considered under four categories: Technical
Managerial
Behavioral
Conceptual

IN-HOUSE TRAINING:In-house training programs are programs offered exclusively for the employees of an
organization by the organization. The Training Department assesses the training needs of
various categories of employees periodically, invite suggestions from the senior
executives of that company on the training needs as perceived by them, keep in touch
with the new organizational activities and periodically invite outside trainers to train their
employees.
In the in-house training programmes, the training department may use its own senior
employees as trainers or may depend exclusively on outsiders or may use both sets of
resources. The design of the training program can be undertaken only when a clear
training objective has been produced. The training objective clears what goal has to be
achieved by the end of training program i.e. what the trainees are expected to be able to
do at the end 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 quality content to trainers.

The trainees A good training design requires close scrutiny of the trainees and their
profiles. Age, experience, needs and expectations of the trainees are some of the
important factors that affect training design.

MANAGEMENT TRAINING FOR SALES FORCE

Selling your organization's product or services is what keeps your firm in business. When
increases come in this department, it leads to growth throughout the firm. Ultimately,
your sales force is the heart of your company's body. If the heart keeps beating, your firm
survives and grows. It the heart stops however, death is around the corner.
This analogy should illustrate the importance of management training and advanced
education for your firm's sales force.
For one, management training programs focusing on sales will enable your top executives
to become extremely exact about sales.
Knowing where they stand in the market, where they want to go, and how they are going
to achieve their goals are the kinds of things that can be taught through quality
management training programs. Another aspect of management training programs that is
beneficial to upper management is that it enables managers to learn what to look for in
successful employees. It teaches them what the strengths are of a potentially successful
employee are and what their corresponding weaknesses might be.

TECHNOLOGY MANAGEMENT TRAINING

To succeed in this advanced technological age, firms must embrace and utilize
technology wherever they have the opportunity. Sometimes to accomplish this task, firms
need to further educate their employees in how to use certain technologies. Management
training programs that focus on technology are a smart investment for a firm. Technology
purchases are expensive investments. If employees are not properly trained, then the
investment is not fully optimized. By investing your resources in technology and
advanced training, you will soon be utilizing these technological resources through your

firm's employees.
William James of Harvard University estimated that employees could retain their jobs by
working at a mere 2030 per cent of their potential. His research led him to believe that
if these same employees were properly motivated, they could work at 8090 per cent of
their capabilities. Behavioral science concepts like motivation and enhanced productivity
could well be used for such improvements in employee output.
Training could be one of the means used to achieve such improvements through the
effective and efficient use of learning resources.
Employee training tries to improve skills, or add to the existing level of knowledge so
that the employee is better equipped to do his present job, or to prepare him for a higher
position with increased responsibilities.
However, individual growth is not an end in itself Organizational growth needs to be
meshed with the individuals growth. The concern is for the organizations viability, that
it should adapt itself to a changing environment. Employee growth and development has
to be seen in the context of this change.
The effective functioning of any organization requires that employees learn to perform
their jobs at a satisfactory level of proficiency. An effective organization wishes to have
amongst its ranks individuals who are qualified to accept increasing responsibilities. So
much so that organizations need to provide opportunities for the continuous development
of employees not only in their present jobs, but also to develop their capabilities for other
jobs for which they might later be considered.
Training refers to the teaching/learning activities carried on for the primary purpose of
helping members of an organization to acquire and apply the knowledge, skills, abilities
and attitudes needed by that organization. Broadly speaking, training is the act of
increasing the knowledge and skill of an employee for doing a particular job.
Though it is true that unplanned learning through job experience helps development, the
experience of most organizations is that it is advantageous to plan systematic training
programmes of various types as a regular part of adequate personnel development

programmers. Such programmers are definite assets in helping managers to learn correct
job methods, to achieve a satisfactory level of job performance, and to acquire
capabilities that would be valuable in possible future jobs.
Training 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 a
transforming process that requires some input and in turn it produces output in the form
of knowledge, skills, and attitudes.

TRAINING IS DONE AFTER RECRUITMENT

Recruitment
Recruitment in the important part of an organizations human resource planning and their
competitive strength.
Meaning Of Recruitment
According to Edwin B. Flippo, Recruitment is the process of searching the candidates
for employment and stimulating them to apply for jobs in the organization.
Another definition of Recruitment is, A process of finding and attracting capable
applicants for employment. The process begins when new recruits are sought and ends
when their applications are submitted. The result is a pool of applications from which
new employees are selected.
Recruitment of candidates is the function preceding the selection, which helps create a
pool of prospective employees for the organization so that the management can select the
right candidate for the right job from the art of choosing men is not nearly so difficult as
the art of enabling those one has chosen to attain their full worth. Recruitment is the
process by which organizations locate and attract individuals to fill job vacancies. Most
organizations have a continuing need to recruit new employees to replace those who
leave or are promoted in order to acquire new skills and promote organizational growth.

Recruitment follows HR planning and goes hand in hand with selection process by which
organizations evaluate the suitability of candidates. With successful recruiting to create a
sizeable pool of candidates, even the most accurate selection system is of little use
Recruiting begins when a vacancy occurs and the recruiter receives authorization to fill it.
The next step is careful examination of the job and enumeration of skills, abilities and
experience needed to perform the job successfully.
Other steps follow:

Creating an applicant pool using internal or external methods

Evaluate candidates via selection

Convince the candidate

And finally make an offer

RECRUITMENT NEEDS ARE OF THREE TYPES:

PLANNED
The needs arising from changes in organization and retirement policy.
ANTICIPATED
Anticipated needs are those movements in personnel, which an organization can predict
by studying trends in internal and external environment.
UNEXPECTED
Resignation, deaths, accidents, illness give rise to unexpected needs.
Purpose & Importance of Recruitment
i.

Attract and encourage more and more candidates to apply in the organization.

ii.

Create a talent pool of candidates to enable the selection of best candidates for the
organization.

iii.

Determine present and future requirements of the organization in conjunction with its
personnel planning and job analysis activities.

iv.

Help increase the success rate of selection process by decreasing number of visibly under
qualified or over qualified job applicants.

v.

Help reduce the probability that job applicants once recruited and selected will leave the
organization only after a short period of time.

vi.

Increase organization and individual effectiveness of various recruiting techniques and

sources for all types of job applicants.
FORMS OF RECRUITMENT
The organizations differ in terms of their size, business, processes and practices.
Organizations adopt different forms of recruitment practices according to the specific
needs of the organization. The organizations can choose from the centralized or
decentralized forms of recruitment, explained below:
CENTRALIZED RECRUITMENT
The recruitment practices of an organization are centralized when the HR / recruitment
department at the head office performs all functions of recruitment. Recruitment
decisions for all the business verticals and departments of an organization are carried out
by the one central HR (or recruitment) department. Centralized from of recruitment is
commonly seen in government organizations.
Benefits of the centralized form of recruitment are:
Reduces administration costs
Better utilization of specialists
Uniformity in recruitment
Interchangeability of staff
Reduces favoritism
Every department sends requisitions for recruitment to their central off

DECENTRALIZED RECRUITMENT
Decentralized recruitment practices are most commonly seen in the case of
conglomerates operating in different and diverse business areas. With diverse and
geographically spread business areas and offices, it becomes important to understand the
needs of each department and frame the recruitment policies and procedures accordingly.
Each department carries out its own recruitment. Choice between the two will depend
upon management philosophy and needs of particular organization. In some cases
combination of both is used. Lower level staffs as well as top level executives are
recruited in a decentralized manner.

Recruitment Process
Recruitment process involves a systematic procedure from sourcing the candidates to
arranging and conducting the interviews and requires many resources and time.
A general recruitment process is as follows: (i)

Identity vacancy

(ii)

Prepare job description and person specification.

(iii)

Advertising the vacancy.

(iv)

Management the response.

(v)

Short-listing

(vi)

Arrange interviews

(vii)

Conducting interview and decision making

Sources of Recruitment
Every organization has the option of choosing the candidates for its recruitment processes
from two kinds of sources:

Internal source of recruitment

1. Transfers: - The employees are transferred from one department to another

according to their efficiency and experience.

2. Promotions: - The employees are promoted from one department to another with
more benefits and greater responsibility based on efficiency and experience.
3. Upgrading and demotion of present employees according to their performance.
4. Retired and Retrenched employees may also be recruited once again in case of
shortage of qualified of qualified personnel or increase in load of work.

External sources of Recruitment

a) Press Advertisements: - Advertisements of the vacancy in newspapers and
journals are a widely used source of recruitment.

b) Educational Institutes: - Various management institutes, engineering colleges,

medical colleges, etc are a good source of recruiting well qualified executives,
engineers, medical staff, etc.
c) Placement Agencies: - Several private consultancy firms perform recruitment
function on behalf of client companies by charging a fee. These agencies are
particularly suitable for recruitment of executives and specialists.
d) Employment Exchanges: - Government establishes public employment
exchanges throughout the country.
e) Labor contractors: - Manual workers can be recruitment through contractors
THE TRAINING SYSTEM
A System is a combination of things or parts that must work together to perform a
particular function. An organization is a system and training is a sub system of the
organization.
The System Approach views training as a sub system of an organization. System
Approach can be used to examine broad issues like objectives, functions, and aim. It
establishes a logical relationship between the sequential stages in the process of training
need analysis (TNA), formulating, delivering, and evaluating.
There are 4 necessary inputs i.e. technology, man, material, time required in every system
to produce products or services. And every system must have some output from these
inputs in order to survive. The output can be tangible or intangible depending upon the
organizations requirement. A system approach to training is planned creation of training
program. This approach uses step-by-step procedures to solve the problems. Under
systematic approach, training is undertaken on planned basis. Out of this planned effort,
one such basic model of five steps is system model that is explained below.
Organization are working in open environment i.e. there are some internal and external
forces, that poses threats and opportunities, therefore, trainers need to be aware of these

forces which may impact on the content, form, and conduct of the training efforts. The
internal forces are the various demands of the organization for a better learning
environment; need to be up to date with the latest technologies.
The three model of training are:
1. System Model
2. Instructional System Development Model
3. Transitional model
SYSTEMATIC MODEL
The system model consists of five phases and should be repeated on a regular basis to
make further improvements. The training should achieve the purpose of helping
employee to perform their work to required standards. The steps involved in System
Model 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, estimating training cost, etc
The next step is to develop a performance measure on the basis of which actual
performance would be evaluated.
2. Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents
3. Develop- This phase requires listing the activities in the training program that will
assist the participants 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
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
Transitional model focuses on the organization as a whole. The outer loop describes the
vision, mission and values of the organization on the basis of which training model i.e.
inner loop is executed training program tents.

Vision focuses on the milestones that the organization would like to achieve after the
defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role mode, or bringing some internal
transformation, or may be promising to meet some other deadlines.
Mission explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and
inform the employees regarding the organization. The mission statement tells about the
identity that how the organization would like to be viewed by the customers, employees,

and all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It reflects the
deeply held values of the organization and is independent of current industry
environment. For example, values may include social responsibility, excellent customer
service, etc.
The mission, vision, and values precede the objective in the inner loop. This model
considers the organization as a whole. The objective is formulated keeping these three
things in mind and then the training model is further implemented.

TRAINING DESIGN
The design of the training program can be undertaken only when a clear training
objective has been produced. The training objective clears what goal has to be achieved

by the end of training program i.e. what the trainees are expected to be able to do at the
end 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 quality content to trainers.

The trainees A good training design requires close scrutiny of the trainees and their
profiles. Age, experience, needs and expectations of the trainees are some of the
important factors that affect training design
Training climate A good training climate comprises of ambience, tone, feelings,
positive perception for training program, etc. Therefore, when the climate is favorable
nothing goes wrong but when the climate is unfavorable, almost everything goes wrong.
Trainees learning style the learning style, age, experience, educational background of
trainees must be kept in mind in order to get the right pitch to the design of the program.
Training strategies Once the training objective has been identified, the trainer
translates it into specific training areas and modules. The trainer prepares the priority list
of

about

what

must

be

included,

what

could

be

included.

Training topics After formulating a strategy, trainer decides upon the content to be
delivered. Trainers break the content into headings, topics, ad modules. These topics and
Modules 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 relationship

Training tactics Once the objectives and the strategy of the training program becomes
clear, trainer comes in the position to select most appropriate tactics or methods or
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

Support facilities It can be segregated into printed and audio visual. The various
requirements 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, etc

TRAINING CULTURE
Communicating the information to different people from different Training cultures and
different nationalities can give rise to many problems. Many simple things that seem
simple and straightforward to communicate become difficult when it comes to
communicating in different environment. Giving training in ones own culture is quite
different from giving training in different culture. Being a good trainer is not the only

requirement but understanding socio-economic and cultural backgrounds has now

become an important part.
Values, norms, attitude are the building blocks of Training culture. Values means what a
group of people believes to be good, bad, right, or wrong. Norms means the social rules
and guidelines that prescribe appropriate behavior
Attitude disposes a person to act in a certain way toward something in a certain situation.
A trainer giving training in different culture has to keep these things in mind before
delivering content.
Instances: A good case that concerns attitude towards time in different cities: People are
very punctual in United States. People from US tend to come little early for any meeting,
or when invited for dinner, party to someones home because in their culture it is
considered to be polite to arrive on time.
In Great Britain, people tend to come late for any appointment. If called at 5 P.M., that
means come at 5.30 or 6 P.M.
Even for Argentineans, coming on exact time is far too early.
For instance, In US, if the trainer gets late for a scheduled training session it is treated as
a breach of etiquette. And it may result in loss of trainers respect and failure in transfer
of training.
Age, Gender, and Professional Status Different cultures give different regard to age,
gender, and professional qualification. For example, in Japan, people give high regard to
older people. Older people are regarded as having greater knowledge, skills, wisdom, and
abilities. Respect in the sense that people are more willing to listen to and seriously
consider the information. In such a culture, a young trainer might have to work harder to
gain attention and face problems in executing the program and transfer of training.

Similarly, some countries are also biased about the gender. Like in Gulf countries,
womens role is limited to households only. In such a culture, it is not possible for women
trainers to undergo training programs because people will not be as receptive as in other
culture.
Same is with high professional status - the higher the qualification of the trainer, the more
will be the importance attached to the information.
To put training program into effect according to definite plan or procedure is called
training implementation. Training implementation is the hardest part of the system
because one wrong step can lead to the failure of whole training program. Even the best
training program will fail due to one wrong action.
Training implementation can be segregated into:

Practical administrative arrangements

Carrying out of the training

Implementing Training
Once 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
Phase requires continual adjusting, redesigning, and refining. Preparation is the most
important factor to taste the success. Therefore, following are the factors that are kept in
mind while implementing training program:
The trainer The trainer need to be prepared mentally before the delivery of content.
Trainer prepares materials and activities well in advance. The trainer also set grounds
before meeting with participants by making sure that he is comfortable with course
content and is flexible in his approach.

Physical set-up Good physical set up is pre requisite for effective and successful
training program because it makes the first impression on participants. Classrooms should
not be very small or big but as nearly square as possible. This will bring people together
both physically and
Psychologically. Also, right amount of space should be allocated to every participant.
Establishing rapport with participants There are various ways by which a trainer can
establish good rapport with trainees:

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

Using familiar examples

Varying his instructional techniques

Using the alternate approach if one seems to bog down

Reviewing the agenda At the beginning of the training program it is very important to
review the program objective. The trainer must tell the participants the goal of the
program, what is expected out of trainers to do at the end of the program, and how the
program will run. The following information needs to be included:

Kinds of training activities

Schedule

Setting group norms

Housekeeping arrangements

Flow of the program

Handling problematic situations

ACTIVITIES OUTSOURCED IN TRAINING

According to a recent survey, respondents reveal that there is a considerable shift in
training activities outsourcing. Earlier, training outsourcing was not given much
importance and was considered for the less visible back-office activities. On the other
hand, when respondents were asked to rate the training activity that is outsourced in a
greater percentage, training delivery (i.e. 76%) and content management (i.e. 68%) came
out to be the two most commonly selected activities. These two activities emerged as
the "potatoes and onions" of the training function, which indicates the changing scenario
of training outsourcing i.e. organizations are now becoming confident in training
outsourcing activities.

Training Delivery 76%

Strategy Development 13%
Logistics 9%

Vendor Management - 4%
Enroll Management 10%
Program Oversight 14%
Content Development 68%
Result/Measurement 10%
Learning Technology Management 25%

PLANNING AND TRAINING ACTIVITIES

The following steps must form the basis of any training activity:
1. Determine the training needs and objectives.
2. Translate them into programmes that meet the needs of the selected trainees.
3. Evaluate the results.
There are a few generalizations about training that can help the practitioner. Training
should be seen as a long-term investment in human resources using the equation given
below:
Performance = ability x motivation
Training can have an impact on both these factors. It can heighten the skills and abilities
of the employees and their motivation by increasing their sense of commitment and
encouraging them to develop and use new skills. It is a powerful tool that can have a
major impact on both Employee productivity and morale, if properly used.

WHY IS THERE NEED FOR TRAINING IN INDUSTRY?

ORGANISATION VIABILITY AND THE TRANSFORMATION PROCESS

The primary concern of an organization is its viability, and hence its efficiency. There is
continuous environmental pressure for efficiency, and if the organization does not
respond to this pressure it may find itself rapidly losing whatever share of the market it
has. Employee training, therefore, imparts specific skills and knowledge to employees in
order that they contribute to the organizations efficiency, and be able to cope with the
pressures of changing environment.
The viability of an enterprise depends to a considerable extent on the skills of different
employees, especially that of managerial staff, to relate to the environment and to
organize the enterprise accordingly. This would be conditioned by internal constraints in
the enterprise such as company procedures, the views of other colleagues on the
management team, and the organization structure.
The cost of a wrong decision in complex. Non-repetitive type of situations is expensive,
so the organizations written procedure is not necessarily to be viewed as a constraint.
In fact, previous non-repetitive and new situations are the basis for establishing written
procedures. The extent to which this memory and storage of vital information is used
and processed can be both an aid and a handicap. Besides, it also provides continuity to
the organizations process. The actual output can be improved by enhancing skill and/or
knowledgein other words, by improving the efficiency of the transformation process. It
is not that the technology of the organization changes very frequently. It can be
anticipated that the technology would remain constant at least for short periods of time.
Changes in technology would mean a total change of skills and knowledge within the
organization itself. Hence, the significance of the technology variable. There is also a
continuous need to examine and improve the existing organization structure, systems and
Procedures. In addition, there should be a continuous re-assessment of managerial
Caliber and skills to cope with environmental changes.
Argyris contends that an organizations effectiveness is dependent on its ability
to accomplish the following three objectives:
1. To achieve its goals
2. To maintain itself internally
3. To adapt to its environment.

If an organization achieves these, it is healthy and flexible.

B.M. Bass identified three other factors which could necessitate training activity
TECHNOLOGICAL ADVANCES
There has been tremendous development in industrial technology. To keep pace with
advanced industrialization, the average organization is likely to be increasingly
mechanized or automated. Mechanization and automation of the plant is necessary for the
organizations survival; hence, it has to train its employees for more skilled positions.
New skills are required to operate new machinery, or familiarity with new processes and
production techniques has to be introduced.
ORGAZISATIONAL COMPLEXITY
With increasing mechanization, automation and development in technology, many
organizations have emerged as complex organizations that produce a wide range of
products. Even medium-sized organizations have expanded their business.
Expansion has led to a growth in the number of employees, and layers of hierarchical
levels, and a variety of complex organization structures and control mechanisms.
Expansion has led to complex problems of coordination and integration of activities.
Eventually, the need for training and retraining is felt at all levels in such organizations,
from shop floor to top executives.

HUMAN RELATIONS
Training in human relations was found necessary for tackling human problems. The
growing complexity of organizations has led to various human problems, like alienation,
inter-personal and inter-group problems.

ORGANIZATION PROBLEMS NOT RESOLVED BY TRAINING

Organization problems are not necessarily solved by training for the problem could be
germane to administrative action. Inefficiency may be the result of poor selection, poor
organizational controls or poor communication.
Training cannot be an isolated exercise; it has to be seen as a part of the total
management development plan. Besides ensuring that administrative practices are in line
with the needs of the organization, organization structures have also to be made effective
in terms of their relationship to organization objectives.
Training activity should be an integrated part of the organizations total management
development (MD) activities. Integration of Mf) activity would be dependent on the
following variables: performance appraisal, manpower planning, superior-subordinate
relationship and work environment.
The extent to which the individual adjust to the organization would be one of the critical
factors determining his contribution to it, and facilitating his self- actualization process.
The individuals adjustment is dependent both on emotional factors and on the set of
expectations he has of his job, his superiors, peers and subordinates, and of the
organization in general. This process is termed the socialization of an individual in an
organizational context.
The socialization process requires the individual to blend his personality, his views, and
self-expression in a manner that is acceptable to the organization. In this process, the
individual also tries to find out more about himselfhis likes, and his areas of
satisfaction
This process of self-discovery, of understanding ones desires and aspirations is a
complex one. The work environment, where the employee spends the bulk of his working
time, certainly is a catalyst in the process. Work environments that provide opportunities
for growth by allowing flexibility, mobility and discretion, are more conducive to

learning and growth than rigid systems. The absence of such an environment in an
organization, either real or perceived, would hardly be conducive to any training effort.

TRAINING INPUTS
There are three basic types of inputs: skills, attitudes, and knowledge.
The primary purpose of training is to establish a sound relationship between the worker
and his jobthe optimum man-task relationship. Such a relationship is at its best when
the workers attitude to the job is right, when the workers knowledge of the job is
adequate, and he has developed the necessary skills.
Training activities in an industrial organization are aimed at making desired
modifications in skills, attitudes and knowledge of employees so that they perform
their jobs most efficiently and effectively.

SKILLS
Training activities nowadays encompass activities ranging from the acquisition of a
simple motor skill to a complex administrative one. Training an employee for a particular
skill is undertaken to enable him to be more effective on the job. For instance, new
workers can be trained to achieve levels of output attained by experienced older workers,
Similarly existing workers whose levels of output are below par can be retrained.

ATTITUDE
Through orientation (induction) programmes, organization develop attitudes in
new employees which are favorable toward the achievement of organizational goals.
Training programmes in industry are aimed at moulding employee attitudes to achieve
support for company activities, and to obtain better cooperation and greater loyalty.

KNOWLEDGE

Training aimed at imparting knowledge to employees in the organization provides for

understanding of all the problems of modern industry. This knowledge for a worker is
specific to his job and related broadly to plant, machinery, material product, and quality
and standard of product. Knowledge for managerial personnel may be related to
complexity of problems in organizing, planning, staffing, directing and controlling.
In general, training initiated for imparting knowledge to employees should
consider three aspects:
I. Knowledge in. general about factory and work environmentjob context
2. Specific knowledge related to jobjob content
3. Knowledge related to quality and standards of product or quality of work

AREAS OF TRAINING
Areas of training can be classified into the following categories:
1. Training in company policies and procedures (induction training)
2. Training in particular skills
3. Training in human relations
4. Training in problem solving
5. Managerial and supervisory training
6. Apprentice train

TRAINING IN COMPANY POLICIES AND PROCEDURES

This is part of the induction of a new employee. The objective is to orient new employees
with the set of rules, procedures, management, organization structure, environment and
products which the firm has and/or deals with.
Orientation is a continuous process aimed at the adjustment of all employees to new and
changing situations. It aims to impart the facts of company rules and policy, to create
attitudes of confidence in the company, pride in its products, respect for company
personnel, and to provide information about needs of skill, development, quality of
production and work organization.
It also enables employees to get a first impression of the culture of the firm and the
kind of people he will have to deal with. At no time does it allow for questioning or
change of system. It, therefore, in no way contributes to individual growth, nor does it
enhance an employees ability to contribute to the organizations growth. Induction
programmes are also used for in-company promotes, who have to be oriented to the
demands of their requirements.
Induction programmes are based on the philosophy that the process of initial
adjustment and entry to the organization is a difficult process. Unless it is facilitated by a
conducive and supportive atmosphere, it would leave the new entrant with several
uncertainties in his mind and make his assimilation in organizational life more complex
and difficult. Many organizations are conscious of this and devote considerable effort to
make the initial entry phase a pleasant and cordial one. Induction training consists first of
going around the various service departments. Including the personnel department, to
understand the nature of the services provided, and also to understand the individuals
terms and conditions of employment. The other phase consists of spending some time in
various operating departments for a complete understanding of the nature of their
activities. Such and elaborate programmer may not be planned for the lower-level
categories of employees such as workers but is generally planned for managerial
personnel.

TRAINING IN PARTICULAR SKILLS

Training of employees for particular skills is undertaken to enable the employee to be

more effective on the job. It is a here-and-now proposition, somewhat like induction
training, which does not have a very significant development aspect to it. Its aim is
narrowto guarantee a certain contribution to the job. for instance, sales training and
machine skills.

HUMAN RELATION TRAINING

This is a broad category embracing many different aspects.
Self learning and inter-personal competence can be included in this category all
concerned with generally the same theme. It stresses a concern for individual
relationships, for feeling and treating people as human beings, rather than as machines.
Not only is this concern and awareness in ones attitudes and behaviour conducive to
better work-place relations, but also to enhanced productivity. This category of training is
oriented towards the development of the individual and consequently the organizations
efficiency in terms of better team work.

PROBLEM SOLVING TRAINING

Many in-company programmes also revolve around organizational units, like divisions or
branches which generally handle a product line. The practice is to call together all
managerial personnel in a particular division/branch from both the HQ and the field
offices and discuss common problems and solutions across the table. This not only helps
solve problems, but also serves as a forum for the exchange of ideas and information
which could be utilized in other situations.

MANAGERIAL AND SUPERVISORY TRAINING

The managerial job combines both techniques and conceptual knowledge. If it is that of a
specialist, it would emphasize some techniques and knowledge like operations, research,
finance, production and personnel management. If on the

other hand it is a general

management job, then the emphasis would be on the principles of scientific management:
organizing, planning, staffing, directing and controlling.

APPRENTIC TRAINING
The Apprentice Act 1961 was based on the philosophy of providing some technical
training for unskilled people in order that their employment opportunity is enhanced, or
alternatively to help them be self-employed. Industrial organizations in specified
industries are required to train apprentices in proportion to their workforce in designated
trades. The duration of training is one to four years

LEARNING AND TRAINING

Irrespective of the type or method of training, a trainer has to keep in mind some of the
principles of learning or motivation which would enhance internalization of what is
taught

MOTIVATION
A trainee needs to have a desire to learn and benefit from the programmer. If he is not
interested, or is demotivated, then the learning outcome is going to be insignificant and
the company will have spent its money badly. On the other hand, being too intense about
learning and outcome may result in setting over-ambitious goals for the individual.

REINFORCEMENT
Following on the concept of motivation is that of reinforcement. For learning to take
place and be internalized to the desired extent, a trainee is rewarded or given some
encouragement. This reinforcement, or the acknowledgement that what has been acquired
is desirable, can be either an extrinsic or intrinsic rewardexternal praise or some
tangible reward, or the individuals feeling of a sense of progress. Current stress is on
positive support and helpful behavior, even when mistakes are made.

FEEDBACK
During the training process, it is useful for the trainee to be told how he is progressing.
That knowledge of results is an effective motivator has been confirmed by several

researchers. Constant and periodic feedback has positive effects on the trainees learning.
Unless the trainee knows how close his performance comes to the desired standard, he
will not have an opportunity to improve. Feedback, therefore, provides a basis for
correcting oneself. Secondly, feedback helps to sustain the trainees interest in the task, or
in the learning that is taking place, by bringing greater involvement with the learning
process.
If feedback is to be meaningful, it should follow a learning segment as quickly as
possible.
1. Views of the line manager
2. Performance appraisal
3. Company and departmental plans
4. Views of training manager
5. Analysis of job difficulties.
The model we shall examine here is the Thayer and McGhee Model.5 It is based
on the following three factors:
1. Organization analysis
2. Task analysis
3. Man analysis

TOTAL ORGANISATION ANALYSIS

Total Organization Analysis is a systematic effort to understand exactly where training
effort needs to be emphasized in an organization. It involves a detailed analysis of the

organization structure, objectives, human resources and future plans, and an

understanding of its culture milieu. An in-depth analysis of these factors would facilitate
an understanding of deficiencies that need to be rectified. Since training cannot overcome
all deficiencies, other inputs could also be used in conjunction with training inputs.
The first step in organization analysis is achieving a clear understanding of both short-run
and long-run goals. Long-term objectives are the broad directions in which the
organizations would move over a long duration. These long-term objectives are then
broken down into specific strategies and short-term goals for each of the
units/departments.
In an organization, the cumulative effect of all these would ultimately lead to the longterm goal. Short-term goals are constantly in need of adaptation to the changing
environment, both external and internal. However, long-tell-run corporate goals, if
carefully thought out, will be much less subject to modification. Expression of the broad
objectives in operational terms is a difficult and time-consuming process.
From the point of view of training, a manager would need to examine if there are any
specific training inputs that could contribute towards the attainment of corporate
objectives. For instance, the organizational structure might have to be realigned keeping
in view changed objectives, growth and diversification plans, or the possibility of need
for greater decentralization or induction of new employees and redefined jobs, all of
which will have implications on each individual job-role in the organization,
necessitating the training of employees.
For an organization analysis, there are three essential requirements:
(1) an adequate number of personnel available to ensure fulfillment of the business
operation;
(2) that personnel performance is up to the required standard;
(3) that the working environment in their units/departments is conducive to fulfillment of
tasks.
In order to ensure the first two requirements a human resource inventory needs
to be made . Data regarding positions,

5W. McGhee and P.W. Thayer, Training in Business and Industry (London: John Wiley,
1961).
Qualifications, vacancies, replacements and training time required for replacements have
to be worked out. Job standards must also be worked out. Various efficiency and
productivity indexes, or ratios, can be worked out (e.g. productivity ratios, cost per unit,
wage costs as a proportion of total costs/unit costs, comparative labor costs) to determine
not only efficiency but also adequacy, in terms of under manning or over manning, of the
workforce.
Diagnosing the state of the organization climate is a less precise exercise than the two
indicators suggested above. While rules, procedures, systems and methods all contribute
to the making of the environment, much of it is also determined by the attitude that the
people have in the organizationfor instance, the attitude that top management has
towards its subordinate staff and the attitudes that members have towards work,
supervisors and company procedures.
These attitudes are learnt; they result from the persons experience both within and
outside the organization, and training inputs could be used to effect changes of attitude
and consequently of the organizational climate. Yet training inputs are only one aspect.
Other aspects like the corporate attitude towards career development, and a
corresponding willingness to change corporate systems and procedures, if need be, have
also to be kept in perspective.
In analyzing the organization climate, both direct and indirect methods could be used
Direct methods are observation, use of questionnaires, and interviews. Reliance on
indirect methods would not give a clear understanding of the attitudes and predispositions
of employees. In fact, factors such as low absenteeism and low turnover are not by
themselves indicators of positive or negative attitudes, and high or low morale.
It would be better to make a careful analysis and study each indicator in a particular
situation in conjunction with more direct methods like attitude surveys. Analysis and
interpretation of the data may give clear clues not only to attitudinal training needs but
possibly also to skill training needs.

TASK ANALYSIS
Essentially, this activity entails a detailed examination of a job, its components, its
various operations and the conditions under which it has to be performed. The focus here
is on the task itself, rather than on the individual and the training required to perform it.
Analysis of the job and its various components will indicate the skills and training
required to perform the job at the required standard.
Standard of performance. Every job has an expected standard of performance. Unless
such standards are attained, not only will interrelated jobs suffer, but organizational
viability will be affected, and so will the expectations that have been set for that
particular job itself. If the standards set for the performance of a job are known, then it is
possible to know whether the job is being performed at the desired level of output or not.
Knowledge of the task will help in understanding what skills, knowledge and attitudes
an employee should have.
Methods If an employee is asked to perform a job, the exact components of the
job and the standard of performance must be known. Task analysis entails not
merely a simple listing of the various job components, but also of the relatively critical
nature of the various sub-tasks.
Conventional methods of job analysis are usually suitable for task analysis.
They are:
1. Literature review regarding the job
2. Job performance
3. Job observation
4. Data collection regarding job interviews.
For blue-collar workers, more precise industrial-engineering techniques, like time and
motion studies, could be used, and for white-collar workers, work sampling observation,
interviews, and job performance data analysis could be employed (see Chapter 6 on
Manpower Planning).

The object of this exercise is to get as much information as possible about the nature of
the task and its various components, leading to the performance standard to be set. This
information would be useful in establishing the training programmed for an employee.
For instance, the task of a Managing Director (MD) is more difficult to analyze than that
of a skilled factory worker. Yet they both have a contribution to make to the
organizations goals and objectives. Each of these jobs requires specific skills, knowledge
and attitudes. But the lead time in terms of preparation for an MDs job is much longer
than that for a skilled operator. Such training plans have to be outlined, and the job holder
or the potential job holder trained.
Analysis of the job is but one part of task analysis. Other areas are the skill required,
either in terms of education or training, to perform the job, knowledge, and finally
attitudinal predispositionsfor instance, the attitude towards safety, or interpersonal
competence.

MAN ANALYSIS
Man analysis is the third component in identifying training needs. The focus of man
analysis is on the individual employee, his abilities, his skills, and the inputs required for
job performance, or individual growth and development in terms of career planning. Man
analysis is still less precise than the other two analyses, primarily because the available
measures are much less objective and there are many individual variations. Yet, though
observation and unobtrusive measures it is possible to get an indication of the training
requirements of an individual.
Training is one input that can be used to improve performance standards, and
Attitudinal training can also help to improve working relationships with people.
Man analysis helps to identify whether the individual employee requires training and if
so, what kind of training. Clues to training needs can come from an analysis of an
individuals or a groups typical behavior.
The primary sources of such information are6:

(1) observation at place of work, examination of job schedules, quantum of spoilage,

wastage, and clues about interpersonal relations of the employees;
(2) Interviews with superiors and employees;
(3) Comparative studies
6B.M. Bass and J.A. Vaughan, Training in Industries: The Management of Learning
Of good vs. poor employees, to identify differences, skills and training gaps;
(4) Personnel records;
(5) Production reports; and
(6) Review of literature regarding the job and machines used. Job-knowledge tests, work
sampling and diagnostic psychological tests also provide information about employees.
Thus it may be stated that a variety of sources need to be studied.
In spite of uncertain reliability, objective performance review data can give
Information for a decision on the kind of training needed, and its utility for a
Particular employee.
Job performance data are more reliable when an employee is responsible for a simple,
repetitive, single outcome type of a job. It is easier to fix objective performance
indicators in such circumstances. But job complexity increases with increasing
responsibility. The employee is then responsible for multiple outcomes, the effects of
which are considerably more significant for organizational viability than that of a simple,
single repetitive type of outcome. Yet considerable work has been done in this area.
Many methods are now available which utilized either in combination or singly, can give
useful data on the basis of which training deficiencies can be identified for higher-level
(managerial) job positions.
The second method is by devising situations which require an employee to use similar
skills and knowledge as on his job. This simulation exercise can focus on all aspects of
the job, under all conditions, and allow for better training than offered by a situation
where only a particular aspect is stressed due to the exigencies of work. Pilots, for
instance, are trained in simulators under conditions approximating real life. In some

instance, they are more tricky than is actually encountered in reality. An ideal situation
can be built, providing for a comprehensive variety of job variables.
The preparation, feedback and learning are comprehensive. The employees behavior in
the devised situation is analyzed to determine what skill and knowledge gaps the
employee has which can be improved by training inputs. These achievement tests, or job
knowledge tests, are similar to those used in the educational field.
Finally, there are observational measures. The main feature of this method is that this is
an indirect data-gathering process, by either a supervisor or a third person. Some of these
methods are check-lists, merit ratings, forced-choice ratings, employee performance
records, diaries, interviews, questionnaires, and critical incidents. Observations are made
over a period of time or at one point of time regarding employee behavior, and the data is
then analyzed for clues to training inputs.

TRAINING AREAS IDENTIFIED BY TRAINIEES

A survey conducted by Kalra7 indicated that participants would like to have training
Programmes in the following areas:.
training in taking responsibility/decision-making;
greater practical focus rather than conceptual focus in training programmes.
Sinhas study identified the following areas, in rank order, as preferred by
Responding managers.
1. Analysis of business environment (social, economic and political).
2. General management training, consisting of areas like planning, organization,
directing, motivating, coordinating and controlling.
3. Functional areas, such as marketing, personnel and finance.
4. Specialized technique-oriented programmes, such as production planning, maintenance
management, value analysis, works simplification and interview
technique.
5. Problem solving and decision-making.

Srinivasans study8 (based on a sample of trainers, trainees, programmer

organizers and sponsors) indicated that in future the following would be the
potential areas of training:
1. Man management.
2. Corporate planning.
3. Marketing management and sales promotion.
Thus far we have discussed preferred areas of training in the future. We now
need to consider two dimensions, viz., the objectives for organizing and attending
such training programmes..
Kaira listed the following as the objectives of the participants in attending
training programmers, given the areas identified above.
1. Development of technical skills.
2. Development of managerial skills.
3. Development of communication skills.
Focusing on the individuals motivation for attending training programmers,
Srinivasans study highlights two areas:
1. Career development.
2. Continuing education.

TRAINING METHODS
Training methods are a means of attaining the desired objective in a learning situation.
Given background work such as identification of training needs, a programmer design
and its duration (based on these needs), it then becomes pertinent to analyze and select
the best method or combination of methods, given the several constraints, to attain the

programmers objectives. The choice of a method would depend on a wide variety of

factors, such as competence of instructors, relevance to the participants, the programmer
design, i.e., is a particular method the best vehicle to put across the contents, and finally
its cost implications.
Numerous training methodologies and techniques have been developed over
8A.V. Srinivasan, Executive Development in IndiaA Futuristic Profile. ASCI Journal
of Management, vol. 6, No. 2. March 1977, pp. 135146.
The years to meet certain specific needs. Each method has structured procedures for
conduct which offer certain advantages in developing certain limited facets of a trainee,
and suffer from some limitations.
In using a particular method, one should know its strengths and weaknesses, given the
situation, and analyze its relevance, its purpose, and if it is useful, how to get the most out
of it. This would provide the rationale of the various training methods. The trainer should
know the rationale of each of the methods before attempting to use any of them

Importance Of Training Objectives

Training objectives are one of the most important parts of training program. While some
people think of training objective as a waste of valuable time. The counterargument here
is that resources are always limited and the training objectives actually lead the design of
training. It provides the clear guidelines and develops the training program in less time
because objectives focus specifically on needs. It helps in adhering to a plan.

Training objective tell the trainee that what is expected out of him at the end of the
training program. Training objectives are of great significance from a number of
stakeholder perspectives

1. Trainer
2. Trainee
3. Designer
4.

Evaluator

1) Trainer :The training objective is also beneficial to trainer because it helps the trainer to measure
the progress of trainees and make the required adjustments. Also, trainer comes in a
position to establish a relationship between objectives and particular segments of training

2) Trainee:The training objective is beneficial to the trainee because it helps in reducing the anxiety
of the trainee up to some extent. Not knowing anything or going to a place which is

unknown creates anxiety that can negatively affect learning. Therefore, it is important to
keep the participants aware of the happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the
training successful. The objectives create an image of the training program in trainees
mind that actually helps in gaining attention.
Thirdly, if the goal is set to be challenging and motivating, then the likelihood of
achieving those goals is much higher than the situation in which no goal is set
Therefore,training objectives helps in increasing the probability that the participants will
be successful in training.
3) Designer:The training objective is beneficial to the training designer because if the designer is
aware what is to be achieved in the end then hell buy the training package according to
that only. The training designer would then look for the training methods, training
equipments, and training content accordingly to achieve those objectives. Furthermore,
planning always helps in dealing effectively in an unexpected situation. Consider an
example; the objective of one training program is to deal effectively with customers to
increase the sales. Since the objective is known, the designer will design a training
program that will include ways to improve the interpersonal skills, such as verbal and
non verbal language, dealing in unexpected situation i.e. when there is a defect in a
product

or

when

customer

is

angry.

Therefore, without any guidance, the training may not be designed appropriately.

4) Evaluator:It becomes easy for the training evaluator to measure the progress of the trainees
because the objectives define the expected performance of trainees. Training objective is
an important to tool to judge the performance of participants

Facilitation of Training
Facilitation of Training Transfer through Focus on Trainee and Organization
Intervention:
1) Focus on Trainee
2) Focus on Organization Intervention

Focus on Trainee
Training is successful not only with good training design and training objectives but also
with the readiness and willingness of the trainees. For the training to be successful, three
things are required
1. Motivation
2. Knowledge, Skills, and Attitudes (KSAs)
3. Expectations towards Training
Expected Performance is directly proportional to the multiplication of motivation,
required KSAs, and expectations towards training i.e.

1) Motivation:If the trainee is not motivated to learn, no learning is likely to occur no matter how good
the training methods are, or how talented the trainees are. Therefore, it is important to
intervene before training and provide them the information about the learning outcome
that they can expect and how the learning outcome will help in achieving the objectives.
This increases the motivation to learn and to be successful in training

2) Expectations:Positive expectations matter a lot in a training program. If the trainee perceives the
training as waste of time, and waste of resources, no learning is likely to occur. No
learning is possible with negative perception. On the other hand, if the trainee believes
and expects that the training would help him to improve upon his professional skills and
would further help him in achieving his personal goals, the probability of training to meet
the objective increases

3) Knowledge, Skills, and Attitudes (KSAs):It is important that the selected trainees should have the right KSAs for the training
because even if the methods and contents of the training is good but the candidates do not
have the right KSAs, the training program will fail. Also the training methods would not
be effective if the candidates are lacking the desired skills. Therefore, proper selection
technique is must that would ensure that hired have the requisite KSAs to be successful in
training

Objectives of Training Methods

Training methods have a number of overlapping objectives. As stated earlier, they have to
be chosen in relation to the programmer design requirements. The main objectives of
individual training methods could be: demonstration value, developing interest and
finally, appeal to senses.9 However, more than one or even all three objectives may be
found in one method.
Demonstration value complete demonstration of job requirements is training of a kind
that enables the trainee to grasp the meaning of ideas, concepts, or procedures visually.
Such a method can be used effectively as an aid to overcome the breakdown of
communication. People remember things that they see and hear, much longer than they
do information they receive through talks or reading, alone.
Developing interest one of the factors to be kept in mind in choosing a method is its
ability to hold and arouse the interest of the trainee in the learning situation. Much
research has been done in the field to test the effectiveness of various methods. (See for
instance, column on participant acceptance in Table 8.].) A trainee has to consider
alternative methods of presenting training material to participants in order to stimulate
their interest and facilitate retention of the matter. For instance, if traditionally the matter
has been presented through lectures, perhaps audiovisual methods could be used, or
instead project work be assigned which would mean learning by doing or researching the
subject oneself.
Appeal to many senses The statement that to see a thing once is better than to hear it a
hundred times10 emphasizes the inadequacy of words as a means of communication.
Experience indicates that almost 75 per cent of what we imbibe is through the sense of
right and the rest is through the sense of hearing, touch, smell and taste. From the
trainers point of view it would be beneficial to utilize as many of the trainees senses as
possible, in order to improve retention of learning.
Application of these basic objectives or guidelines alone would not be enough.
For the appropriate use of a method, problem analysis and needs identification are

also necessary.
The trainer has to understand and identify the problem area; what is wrong,
and where is the correction needed? He has to examine whether there is a problem
9D.H. Fryer, M.R. Feinberg and S.S. Zalkind, Developing People in Industry (New York:
Harper and Brothers, 1956).

Training Process
The steps of Training Process are as under:-

Organizational Objectives and Strategies

Assessment of Training Needs

Establishment of Training Goals

Devising Training Programme

Implementation of
Training

programme
Evaluation of Results

a) Organizational objectives and strategies

The first step in the training process is an organization in the assessment of its objectives
and strategies. What business are we in? At what level of quality do we wish to provide
this product or service? Where do we what to be in the future? Its only after answering
these and other related questions that the organization must assess the strength and
weakness of its human resources.

b) Needs assessment
Needs assessment diagnoses present problems and future challenge to be met through
training and development. Needs assessment occurs at two levels i.e. group level and
individual level, an individual obviously needs training when his or her performance falls

short or standards that is when there is performance deficiency. Inadequate in

performance may be due to lack of skills or knowledge or any other problem.
The following diagram explains performance deficiency
Performance
Deficiency

Lack of skills

other causes
Or knowledge

Training

Non training measures

c) Training and development objectives

Once training needs are assessed, training and development goals must be established.
Without clearly-set goals, it is not possible to design a training and development
programme and after it has been implemented, there will be no way of measuring its
effectiveness. Goals must be tangible, verifying and measurable. This is easy where
skilled training is involved

d) Designing training and development program

In these we consider following questions

Who are the trainees?

Who are the trainers?

What are the methods and

techniques?

What are the

where to conduct

levels of training

the program

e) Conducting training activities

Where is the training going to be conducted and how?

At the job itself.

On site but not the job for example in a training room in the company.

f) Implementation of the training programme

Program implementation involves actions on the following lines:

Deciding the location and organizing training and other facilities.

Scheduling the training programme.

Conducting the programme.

g) Evaluation of the results

The last stage in the training and development process is the evaluation of the results.
Since huge sums of money are spent on training and development, how far the
programme has been useful must be judge/determined. Evaluation helps determine the
results of the training and development programme. In the practice, however
organizations either overlook or lack facilities for evaluation.

CHAPTER 3

COMPANY PROFILE

COMPANY PROFILE
Thomson Press is the largest commercial printer in Southern Asia and has an
illustrious history. The company began in 1967 as a joint venture between Lord
Thomson of Fleet and the current owners, who are now the majority shareholders.
Today, the company operates both domestically and internationally, offering services in
Printing, Design, Prepress and Distributing a large number of publications and books as
well as almost all commercial print requirements utilizing several technologies to print on
a range of surfaces. The companys abilities are reflected in the awards they have won

throughout their development, most recently including Gold medals from Sappy
Trading Printer of the Year for their catalogue and calendar ranges.
Previous and current clients include HarperCollins, Penguin, Reed Business, Oxford
and Cambridge University Presses.
During the course of their development, Thomson Press spawned the Living Media
Group that introduced the highly successful India Today magazine to the market.
Thomson Press now produces 1.6 million units per week as well as other magazines
in the group such as Cosmopolitan, Readers Digest, Scientific and Medical reviews,
with the Living Media Group having gone on to produce its own radio and network
television news shows.
In addition, the company offers Prepress services including high definition scanners,
digital proofing services, Color Management systems and Image Manipulation
facilities. As well as preparing the image to the customer exact specification before
printing, Thomson Press can also offer a battery of Post Printing finishes, including
various methods of Varnishing, Embossing, Gilding, Sewing, Saddle Stitching,
Lamination and a variety of bindings such as hard and soft binding, leather binding,
Wire-o and Spiral binding. These can all be carried out on a large scale with
capacities to bind 35,000 hard-case and 130,000 soft-case books a day.
POD is a technology utilized by publishers in order to print copies of a product only after
orders have been received. It is a method unsustainable by traditional printing methods
and was made possible by the development of digital printing. While POD has higher
costs per unit than offset printing it has advantages in reducing the levels of unsold stock
and reductions in areas needed for product storage. To operate in the growing area of
digital printing, Thomson Press operate through a division of the company called
Thomson Digital, who can provide content processing for multi-modal delivery using
Web, Print, CD-ROMs or other mediums.
The company has considerable capacities to fuel their operations. This includes two
Repro units and five printing centres. The most recent of these Printing Units was
established in the port city of Mumbai to cater for the companys exports.
15 years ago we have been supplying books for leading publishers in the UK and
North America, Africa and across Europe as well as several commercial lines.

Thomson Press now operate plants in the North, South and West of India, occupying
16,500 square meters of manufacturing floor space and around 1,400 workers.
Thomson Press has been among the pioneers in the field of equipment, if you
understand the way the Indian economy was structured in the past capital goods
attracted a very high level of import duty, as high as 220 percent, which made it
hard for printers in India.
Thomson Press started the trend of importing equipment, paying the duty and was able to
establish a benchmark of quality that customer took notice of and this is how we began.
Even now, 40 years later, we operate in the same mode we are still modernizing. This
modernizing outlook is manifest in the companys move into digital printing, acquisition
of HP Indigo 5500 machines suitable for POD applications and continued
investment in Web and Sheet Offset printing equipment.
The latest thing we are working on today is on thin paper printing we have taken the
Bible and their religious literature as our mission supplemented by work with dictionaries
and directories.
The company has also embraced digital Printing allowing them to offer POD and
Variable Data Printing (VDP), Short runs and Just in Time (JIT) prints. The company also
now offers Web-to-Print systems from which an order can be made on-line with the prints
delivered to a customers doorstep.
To maintain absolute control over their production procedure, Thomson Press carries
out all operations in-house, with no out-sourcing. The company was the first Indian
printing firm to be certified to ISO 9001:2000 standard and have since reached ISO
14001 levels. As well as a commitment to working with top quality machinery, the
company also takes strenuous efforts to develop the right personnel for the job.
The company currently have operational foreign offices; in London, New York and
Dallas, and are currently in discussion for setting up operations in the Netherlands,
France and across Africa. We also promote our profile by attending most of the book
fairs and shows around the world, including London book fair, the world Book fair in
Frankfurt, the book exhibition in New York, the Christian Book Association shows in
North America and Telford, UK, and also in Africa. In this way we showcase our
capabilities to more people and interact with potential new customers. The company

also encourages visitors from overseas to their faculties and has entertained 75
companies over the last 12 months.
In the next five years we see Thomson Press established firmly as one of the most trusted
print partner for any overseas publisher or commercial print supplier not only in India but
also in Asia.. We are already recognized as one of the best printers in the periodical
market and the first choice of any foreign company that wants to outsource to India for
production or sell in the Indian market, for example we were Vogues first choice in
India. We expect that similar projects from such firms because of or commitment to
quality and consistency.
The company is also currently engaged in a project designed to double their turnover
without increases in capacity. With expansion rooted in a strong tradition of technological
innovation and the companys commitment to developing skilled personnel, a healthy
future looks to be on the Books for Thomson Press.
With an annual sales turnover exceeding USD 59 million Thomson Press, India has been
in the print manufacturing business for 40 years and we continue to rapidly build our
customer base from the African, European, Australian and North American markets for
two reasons namely one our manufacturing costs are significantly lower than what you
pay

locally

and

two

our

quality

CSR

service

is

exceptional

The largest printing services provider in South Asia, Thomson Press offers a wide range
of services. With a battery of heatset web presses supported by multicolor sheet fed
presses and high speed soft and hard cover binding lines, we are geared to handle varied
requirements.

COMPANYS VISION & MISSION

VISION

MISSION
To recognize the customers right to Quality, Services, Timely Delivery and Cost
To ensure maximum satisfaction to the clients
To continue to maintain ethical practices, legal, social, personal conscience framework
To encourage individual growth to fullest potential
To maintain high degree of efficiency and attain international standards
Quality through people and technology

Objectives Of The Company

Aim of Profit Maximization with customer satisfaction.

To satisfy the demands of growing organization, employees and the clients.

To ensure maximum satisfaction to the clients.

To maintain integrity & fair play.

To function as a model unit, follow all the laws applicable, report profits and pay
all the levied taxes.

PRODUCTS
1.Trade & Reference Books

Monochrome and multicolor

Coffee Table and Art Books

Children Books

2.Thin Paper Products

Religious Literature

Dictionaries

Directories

3.Dated Products

Diaries / Journals / Agenda

Calendars

4.Magazines and Periodicals

5.Annual Reports
6.Commercial & Publicity
7. Materials

Brochures and Catalogs

Pamphlets and Posters

Advertisements

TEAM MEMBERS
Aroon Purie (Chairman)
An alumnus of the London School of Economics and a Fellow of The Institute of
Chartered Accountants (England and Wales), Aroon Purie is responsible for the strategic
direction of the company. He started his career in 1970 at Thomson Press as Production
Controller

and

still

continues

to

be

its

guiding

force.

As Editor-in-Chief & Chairman of The India Today Group as well as Chairman &
Managing Director, TV Today Network Limited, he sets the journalistic style for the
largest, most respected magazine publishing group and media conglomerate in India. He
also heads the new joint venture with the Daily Mail, U.K., to launch newspapers in India
shortly.
He has served as Chairman of the Council of Management, Audit Bureau of Circulations
(ABC) in 2000-1; Chairman & Member of the CII's Committee on Media &
Entertainment in 2003-04; and, is presently a Member of the Executive Committee of the

Editors Guild of India and Vice-Chairman, Board of Directors, of the International

Federation

of

the

Periodical

Press

(FIPP).

He is also the recipient of many prestigious Awards - The B.D. Goenka Award for
Excellence in Journalism (1988), The G.K. Reddy Memorial Award for Outstanding
Contribution to Journalism (1993-94), the ITA Scroll of Honor, 2003 (News & Current
Affairs) from the Indian Television Academy, amongst others. Recently, he was conferred
the prestigious Apsara Award from the Film and Television Producers' Guild of India for
his Outstanding Contribution to Indian Television. He was awarded the PADMA
BHUSHAN - amongst Indias highest civilian honors from the President of India in 2001.

Ankoor Purie, Managing Director

Mr. Ankoor Purie is the Managing Director of Thomson Press (India) Ltd. Thomson Press
is a member of the India Today Group which has varied interests in magazine publishing
(India Today, Readers Digest, etc.), broadcasting (Aaj Tak, Headlines Today, Tez, etc.),
music, etc. Thomson Press is acknowledged as the countrys largest commercial printing
company. Besides being a member of the board, he oversees manufacturing at all units of
Thomson Press. For the last few years he has been spearheading the manufacturing,
quality,

systems

and

technology

up

gradation

of

the

company.

Mr. Purie is also actively involved in driving group strategy and leads the groups recent
foray

into

the

Educational

and

Digital

Media

Sector.

He is also a Founder - Director of Hyper Space Music Pvt. Ltd., an event and music label
company

under

the

brand

name

Dada

Music.

Mr. Purie completed his schooling from Modern School, New Delhi and went to
complete his Bachelors Degree in Print Management from the London College of
Printing.

C J Jassawala, Executive Director - Printing

C J Jassawala joined Thomson Press, Print Business as Chief Operating Officer in
December

2006.

He did his post graduation in Human Resource Management from XLRI, Jamshedpur and
was selected to join the Tata Administrative Services. There after, he worked for 23 years
with Voltas (A Tata Group Company) culminating in his last assignment there as Vice
President - Operations and Business Head. He carries a wide experience in leadership,
team

building,

turnaround

management

and

business

excellence.

As Executive Director - Printing, C J Jassawala is responsible for print operations across

5 units in the country and offices abroad.

Anil Mehra, Group Executive & Finance Director

Anil Mehra is a Fellow Member of the Institute of Chartered Accountant of England &
Wales as also of Institute of Chartered Accountants of India. He is the Group Executive
and Finance Director of the India Today Group as well as Managing Director of Living
Media India Limited and has been associated with the Group for 35 years. He has
considerable

expertise

in

the

printing

and

multimedia

industry.

Mehra's expertise includes Financial Management, Tax Planning, Management Control,

Legal, and Corporate Affairs. He has been involved in all the projects and acquisitions for
the

India

Today

Group.

Mehra is also the Governor of leading Educational Institutions and Trustee of charitable
trusts.
He is also a keen Golf player.

MANAGING DIRECTOR

EXECUTI
VE
DIRECTO
R
CHIEF OF
PRODUCTION

C.F.O
Organization structure

CHIEF

OF

CHIEF

PERSONAL &

SALES

OF

OKHLA

G.M.
FINANCE

ADMNS
PROCESS
DEPARTMENT

MUMBAI

PLATE
MAKING

KOLKATA

CHENNAI
M.NAGAR

PURCHASE

C-35NOIDA
PRINTING&
BINDING

IMPORT

BANGLORE
ENGINEERING

EXPORT
NOIDA
LOTTERY&S
ECURITY

DEPARTMENT

PRINTING
SIF

PHOTOTYPE
SETTING,
EXPORT NEPZ

PRINTING WEB

STORES

ACCOUNTS

COSTING
PHOTOTYPE
SETTING
CHENNAI

SECURITY
PRINTING
FINISHING
OPERATIONS

E.D.P
DEPARTMENT

THOMSON SCHOOL OF LEARNING

The

'training school' was started in 1995 with an aim to

produce printing professionals to meet requirements of quality manpower. It provides a

one year course in printing technology where both theoretical inputs and practical
training is imparted by professionals from the industry as per the syllabi prepared by the
Thomson

Press

School

governing

body.

Students are given a monthly stipend and are absorbed in various units on successful
completion of the course.
Eligibility

Graphic Technician Course.Diploma in Printing Technology from recognized

Institutes.

Machine Operation Course.

ITI Certificate in Printing/Fitter/Electrician Trade.

CLIENTS
DOMESTIC CLIENTS
MAGAZINES & PUBLICATIONS
The India today group
Harper Collins
Media transasia India ltd
Readers Digest
CORPORATE HOUSES & ADVERTISING AGENCIES
ABB
Amway
Canon
HCL
Hyundai
ICICI
ITC Limited
J&k Bank
LG Electronics
Maruti Suzuki
Max New York Life
Mercedes Benz
Nestle
Ranbaxy
Reliance India Mobile
Sony
Tata
Unitech
Xerox

Yamaha
JWT
LOWT
Ogilvy
OVERSEAS CLIENTS
Harper Collins
Kingfisher
Oxford University press
Apple tree Press
Cambridge University Press
Druckhaus Gummers Bach
David Cook
Elsevier
Wolter Kluwer
WILEY Publishers
Collins Debden
OCTOPUS Publishing Group
World serve Publishing
Newton Printing
Zondervan
Oasis International Limited
Summit Ministrian

FUTURE

Additional web for targeting short run low volume magazines (up to 15000)

Digital printing (6 color) - Short run books / journals by Sep. 2007

Web machine - Goss M600D 5/5 Col, 578 cut off in Faridabad by 2008/09

Expansion of plant in Chennai, a port city

Mechanization of post binding, packing and mailing operations

Automation of warehouses

CHAPTER 4
DATA ANALYSIS
&
INTERPRETATION

Analysis of data
Training in Thomsan press is extremely systematic, and continuous Process .It is the
intensity and depth of training that allows people to ensure that the personnel work
affecting product quality are competent on the basis of appropriate education, training,
skill & experience and to motivate employees to achieve overall objectives, continual
improvement and create an environment to promote innovation. The in -house
programmes are the backbone of HRD activities in thomsan press. In-house programmes
on various topics such as FMEA, APQP , 7 best habits, control process ,ISO /Ts ,
OHSAS, EMS, motivation skills , team building ,communication skills, group
dynamics,finance,leadership,marketingstrategy,computer

skills

etc.

are

conducted

through the eminent faculties from inside and the outside the company. Apart from this
employees

are also nominated in external training programmes at Maruti,

FIA,HSPC,AIMA etc.

Training and development in Super auto india pvt. ltd.

Technical development.

Quality Improvement

Control on Rejection.

Finance and account.

ISO/Ts ,OHSAS and EMS

Information technology.

General management.

Training need assessment

The training need identification exercise is undertaken to fill the gap existing between the
required and actual standards of performance of a person in a task that can be bridged by
training. In thomsan press Training need identification form is filled by each Head of the
department for their sub-ordinates at the beginning of the year and then HR department
prepares the training plan.

Development of internal faculty

Thomsan press

emphasis on development of internal faculty so that they become

effective trainer .The potential trainers are exposes to various training methodologies
such as case studies,roleplays,business games and so on. The greatest advantage with
internal trainers is that they know the organization well and hence are able to discuss
specific issues beyond the general ones.

Management development programmes

Managers need new knowledge, concept and business skills on how the organization
functions and how to lead people in this era of rapid change due to drivers of techno and
globalization .Our MDP programmes in the discipline of general management, marketing
management etc. are well designed to increase the managerial competence of the

managers by providing excellent opportunities of learning modern management concepts

and business skills.

Below is the questionnaires which is shown in the pie chart from . in this the analysis of
various data is shownIn this the training of employe is shown which is of two types on
the job and of the job training.

(a) What is training employees graph in company?

ON THE JOB TRAINING

70

OFF THE JOB TRAINING

30

INTERPRETATION
Acc to training employee graph of the company 70 %persons are on the job training but
30%persons are off the job training

(b) Are you satisfy with the training which is provided in the company?
RESPONSES

RESPONDENTS

PERCENTAGE

YES

81

81%

NO

19

19%

TOTAL

100

100%

INTERPRETATION
Acc to the research 79% persons are satisfied with the training which are provided to
them in the company but 21% persons are not satisfied with the training

(c) Have you taken training at the time of joining?

RESPONSES

RESPONDENTS

PERCENTAGE

YES

75

75%

NO

25

25%

TOTAL

100

100%

INTERPRETATION Here on the basis of sample size 75% persons wants the training
on the time of joining so they understand what is the process for complete the job but
25% persons did not want the training on the time of joining.

(d)Is training necessary for employees?

RESPONSES

RESPONDENTS

PERCENTAGE

YES

90

90%

NO

10

10%

TOTAL

100

100%

INTERPRETATION
Acc to research 90% persons think they need training because they do not work in proper
way but 10% persons think different they dont need any type of training.

(e) Are you satisfied with the training provided by trainers or there is need of a
outsider trainer?
RESPONSES

RESPONDENTS

PERCENTAGE

YES

80

80%

NO

20

20%

TOTAL

100

100%

INTERPRETATION Acc to research 80% employee need not need outsider trainers
they are comfortable with them but 20% employees are not feeling comfortable with
them they want another or outsiders trainers.

(f) Are you satisfied with the place that is allocated for training or need to change?
RESPONSES

RESPONDENTS

PERCENTAGE

YES

65

65%

NO

35

35%

TOTAL

100

100%

INTERPRETATION
Here,65% persons want a new place for training they are not satisfy but 35% think that
the allocated place is good they dont need a new place for training.

(g) Do you think that there is a need of more trainers?

SSRESPONSES

RESPONDENTS

PERCENTAGE

YES

20

20%

NO

80

80%

TOTAL

100

100%

INTERPRETATION
Here ,acc to my size of sample 20% persons think that there is a need of more trainers but
80% persons dont need more trainers ,they are satisfy with them

CHAPTER -5

SUGGESTIONS &
RECOMMENDATION

CONCLUSION
The Financial performance of this corporation continued to shows an upward trend. From
the whole report we find that the company is financially sound. It has a diversified utility
with multiple businesses. It works as a leading corporate citizen with a key focus on

executing its social responsibility. In short it can be said that this organization develops
state of art technologies and adopt best practices.
During my training in thomsan press I observed that there were employees who not
satisfied with the procedure followed for training and development . Their views about
companys working were okay. People Working in Marketing Department Were Leaving
Very Frequently Because of so struggle in it. But views of employees about tests
conducted during selection procedure were different. It means that there were very
opposing views of employees about companys activities.

RECOMMENDATIONS
As the management has provided more and more facility to the worker but some
suggestion regarding these facilities can help management in motivating and to keep the
employees help the management. These recommendation are as follows :-

It should be ensured that the actual expenditure incurred under various heads of
expenditure is within approved budgetary amount.

Focused attention should be paid by initiating a special drive to expediate

recoveries from sundry debtors.

As the main objective is to maximize revenue and minimize cost and for this
purpose the Living Media India Limited must ensure timely collection as per
contracted arrangements.

Staff should be provided with the appropriate training so that the maximum output
can be achieved with minimum of time.

RESEARCH METHODOLOGY

It is the method which we will be using to work on the project. It consists of a

number of steps which are to be followed to head towards the goal of achieving

the objective of project completion. The project title will be tried to understand its
meaning with context to THOMSONPRESS Ltd. Then the project will be moved
forward by completing various steps to find out the results with the help of
observation method and come up with a project report. The steps which will be
followed are as follows:
1.

Analysis of the training and development programs and the subjects of

these programs of THOMSONPRESS with the help of the corporations
training calendar.

2. Observation method will be used to identify the business strategies which

the corporation uses in its business and the programs related to these
strategies.
3. The programmes will be analyzed in detail and, and information like what
are the topics and areas that they cover, where they are conducted and for
which level of employees will be collected with the help of primary data.

4. Secondary data will be collected by interacting with the employees who

are concerned with the business What do these strategies mean in view of
corporate business and how these are related to THOMSONPRESS?
strategies.

5. Then finally it will be analyzed how these strategic training programs help
the employees and the corporation to achieve their goals and objectives .

Area of Study
To study and analyze the export performance of Thomson press India Limited.

Time Schedule
Proposed time period for completing the project of summer training in Thomson Press (I)
Ltd for one month.

Data Collection
The secondary data was used in the study since collection of primary data was not
possible. This study was unstructured because it was not possible to have structured
questionnaire owing to the nature of study. The data was collected from files and annual
reports of the firm. Besides direct observation and discussion with concerned person was
also a method of data collection. Data was collected by personal interaction with finance
officers at the factory premises.

BIBLIOGRAPHY

BOOKS:
1) Dassler Garry, Prentice Hall India, Human Resource Management, 7th Edition.

2) Prasad. L M, Sultan Chand & Sons, Human Resource Management.

3) THOMSONPRESS Training Calender (2008-09)

WEBSITES:

www.google.com
www.thomsonpress.com

ANNEXURE

1. Annual Training Schedule (2012-13)

2. Training programmes identified as Business Strategies from Annual

Training Schedule
3. That are the strong points and weak points of your performance appraisal
system?
4. Do you keep the performance appraisal report confidential?
5. Do you ask self appraisal report from.
6. Do you do a trait oriented assessment of your subordinates?
7. To ensure objectivity, do you use point rating?
8. Are you trained to do appraisal work?
9. Do you comment on integrity of your subordinate while appraising his/her
performance?
10. Do you assess the potential of your subordinate?

QUESTIONNAIRE ON training

Survey: training OF EMPLOYEES OF THOMSON PRESS

(Please tick one of these)

1. What is training employees graph in company?

(A) ON THE JOB
(B) OF THE JOB
2. Are you satisfy with the training which is provided in the company ?

(A) YES
(B) NO

3.Have you taken training at the time of joining?

(A)

YES

(B)

NO

4.Is training necessary for employees?

(A)

YES

(B)

NO

5.Are you satisfied with the training provided by trainers or there is

need of a outsider trainer?
(A)

YES

(B)

NO

6. ) Are you satisfied with the place that is allocated for training or need
to change?
(A)

YES

(B)

NO

7. (g) Do you think that there is a need of more trainers?

(A)

YES

(B)

NO