SUMMER TRAINING PROJECT REPORT

ON

TRAINING PROCESS AND EVALUATION

AT

IND-SWIFT LABS LIMITED

(Dera-bassi, dist. Mohali, Punjab)

Submitted to: Submitted by:

Mr. Rajesh Sharma kulvinder kaur

Deputy manager M.B.A 3rd sem

H.R Department Punjabi University

Ind-Swift Labs Patiala

 TABLE OF CONTENTS
• Acknowledgement
• Executive Summary
• Company Profile
• Introduction to the topic
• Project 1
 Training policy of Ind-Swift
 Gap Analysis Record
 Causes Of Variation
 Recommendations And Suggestions
 Conclusions
• Research methodology
• Project 2
 Analysis And Interpretation
 Findings
 Conclusion
 Questionnaire
• Bibliography
 ACKNOWLEDGEMENT

Successful results of any work are proof of co- operation, hard work, strong determination
and proper guidance. If these are included in any work than it get hundred percent complete
and also give reasonable result.
So I am thankful to all those people who are anywhere co- operating me in completing this
project. I want to say heartiest thanks to Mr. Atul Kumar Chaubey (AGM HR), Mr.
Rajesh Sharma (Deputy manager-HR), Ms. Sarika Rawal (Office Asstt.) and Mr.
Surinder Sharma (Sr. Office Asst.), who always guide & instruct me to proceed in proper
way to complete this project.
Heartiest thanks to my HOD and my departmental teachers or university who all gave this
golden opportunity to expose my talent outside and to get aware with working culture of
companies for the future prospect.
Lastly I want to say thanks to all employees of IND-SWIFT who directly or indirectly co-
operated with me anywhere.

KULVINDER KAUR
 EXECUTIVE SUMMARY

The project entitled “Training Procedure at Ind-Swift Laboratories Limited” And

“Review on Techniques adopted by I.S.L.L to Improve the Effectiveness of Training
and Development” is an attempt to understand the opinion and attitudes of the various
categories of employees of the Ind-Swift Laboratories, Derabassi towards the maintenance of
effectiveness of Training services provided by the Company.

It also aims to know and study obstacles in the proper utilization and increase the
effectiveness of Training programs and try to suggest remedial measures where possible.

The data was collected through well structured questionnaires. About 30 employees were
considered for the sample size out of 180 employees, since the researchers are given very
limited time. The survey was carried out in various departments of the Company.

In the course of study, it was found that the training programmes analyzed were provided to
all the employees of I.S.L.L. and was not specific to particular category of employees. The in
depth study of the welfare measures adopted by the company revealed that majority of the
employees were fairly satisfied with the training and development programmes.
 COMPANY PROFILE

Ind-Swift is one of the leading pharmaceutical grounds in India engaged in manufacturing of

bulk drug, formulations and health care products.
The various establishments of the group are located in and around Chandigarh, in Haryana
(Panchkula), Himachal Pradesh (Parwanoo) and Punjab (Derabassi).
The group has total strength of trained and motivated manpower of over 1000 person
including 250 strong field strength (all over India) and 30 doctorates and post graduates in
various fields of science and technology.

The visionary promoters with their techno managerial skills have nurtured the growth and
diversification of the group in and around the nucleus of pharmaceutical business. Since its
establishment in 1984, Ind-Swift has developed considerable technical expertise and
significant experience.
The strength of group is in its strategic and timely diversification, massive infrastructure,
physical resources and a team of dedicated professional pursuing higher level of quality,
productivity and excellence.
 At Ind-Swift the people know that it is through their action that they gain respect and good
reputation day after day and for this reason they are practically committed to operate in a
manner that provides the highest level of products and reliable supply and cost effectiveness.

ISLL has following units in northern India:

• ISLL, Derabassi
• Swift Formulation
• Mukar Pharmaceuticals Limited
• Ind-Swift, Panchkula
• Ind-Swift, Parwanoo.
 ISLL PLANT AT DERABASSI

Ind-Swift Labs has been promoted by Ind-Swift Limited in Joint venture with the Punjab
State Industrial Development Corporation (PSIDC). The group has established a strong
reputation as innovators in the Indian Pharmaceutical industry.
Ind-Swift laboratories limited went public in 1973 and concentrated on the manufacturing of
Active Pharmaceutical Ingredients (API). Its strength in organic synthetic chemical resulted
in the company emerging as the pioneer for a number of products both in the National and
International markets. As the company built up vast skills in the area of research and
development, quality systems as well as matters relating to regulated markets the world

Over a short period of time, Ind-Swift Laboratories Limited has emerged as a respectable
and dependable supplier of Bulk – Actives in more than 35 countries. Not only are the
company’s plants built as per USFDA, the company employs current Good Manufacturing
Practices (cGMP) also, which are recognized and accepted in the stringent regulated
markets. This includes a responsible commitment to the environment.
To leverage its quality commitment, the company has drawn out a long term strategy of
emerging as a powerful force in the regulated markets as drugs worth over US$ 40 billion
goes off patent this decade. The company’s shares are listed on the Mumbai’s, National,
Ludhiana and Delhi Stock Exchanges.

DEPARTMENTS AT ISLL DERABASSI

1. HR
2. Purchase
3. Accounts
4. Costing
5. Commercial
6. Quality Assurance
7. Quality Control
8. Research &Development
9. Utility
10. Mechanical
11. Electrical
12. Warehouse
13. Safety
14. Production: It is sub-divided into ten production plants & three solvent recovery
plants.
 PRODUCTS PRODUCED AT ISLL

Macrolide Antibiotics:

Clarithromycin
Clarithromycin Granules

Roxithromycin
Roxithromycin Granules
Azithromycin

Cardiovasculars:
Atorvastatin

Anti-allergic
Phexophenadina HCL

Anti-Ulcerants
Pentazocin

Steroids
Betamethasone Sodium Phosphate
Betamethasone Dipropionate
Betamethasone valerate
 INTRODUCTION

An organization either Business or Industrial Enterprises, needs many factors for its growth,
further development and for its very survival. The most important factors are Capital,
Materials, Machineries and Human Resources as the success or failure of any organization
depends on the effective combination of these factors. Managing all their factors are
comparatively easier than managing Human Resources. The human Resources are most
important and need to be handled carefully. Since all the other factors are handled by the
human resources, they have to be trained in the effective manner to utilize the resources at
optimal level to get the desired output and thereby to reach the organization goals. The
effective combination of all these factors results to way for success.

Training is defined as learning that is provided in order to improve performance on the

present job. A person’s performance is improved by showing her how to master a new or
established technology. The technology may be a piece of heavy machinery, a computer, a
procedure for creating a product, or a method of providing a service.

Oliver Sheldon says ‘No industry can rendered efficient so long as the fact remains
unrecognized that the in principally human- not a mass of machines and technical process but
a body of men, if manpower is properly utilized it causes the industry to run at its maximum
optimization getting results and also work for as an climax for industrial and group
satisfaction in the relation to the work formed. Competitive advantage is therefore depend on
the knowledge and skill possessed by employee more than the finance or market structure by
organization.

The employee training not only serves the purpose to develop their employers but also safe
guard organizational objectives of survival and success through competitive advantages. The
training function now popularly called as Human Resource

Development coordinates the provision of training and development experiences in

organization.

In recent years, the scope of Training and Development has broadened from simply providing
training programs to facilitating learning throughout the organization in the wide variety of
ways. There is increasing recognition that employees can and should learn continuously, and
that they can learn from experience and from each other as well as from formally structured
training programs. Nevertheless, formal training is still essential for most organizations or
teaches them how to perform in their initial assignment, to improve the current performance
of employees who may not be working as effectively as desired, to prepare employees for
future promotions and increased responsibilities. The Computer Application Training and
New Employee Training is most popular training topics. Various Management and
supervisory skills such as leadership, performance appraisal, interviewing, and problem
solving were also commonly taught. Many organizations provide ‘Train-the-trainer’ courses
for superiors or peers who will in turn provide on-the-job training to others. Besides being
one of the most important HRM functions, Training and Development is also one of the most
expensive.

Meaning and Definition:

After an employee is selected, placed and introduced, he or she needs to be provided with
training facilities. The training is the act of increasing the knowledge and skill of an
employee for doing the particular job. Training is a short term educational process and
utilizing systematic and organized procedure by which an employee is learned the technical
knowledge.

Definition:
Staimez defines ‘Training is a short term process utilizing a systematic and organized
procedure by which non-managerial personnel to learn technical knowledge and skill”.
Mamoria defines “Development covers not only the activities which improve job
performance, but also those which bring about growth of personality, helps individual in the
process towards maturity and actualization of these potential capacities so that they become
not only good employees but also both good men and women”.
S.P.Robbins defines “Training is a learning process which seeks a relatively permanent
change in behavior that occurs as a result of experience”.
Dale Yoder defines “It is that deals with the effective control and use of manpower as a
distinguished from other source of man power”
Meaning:

Training is part of Human Resource Development. It is concerned with training,

development, and education. Training has been defined as an organized learning experience,
conducted in a definite time period, to increase the possibility of improving job performance
and growth. Organized means that it has to be performed in a systematic way. Although
learning can be incidental, training is concerned with the worker learning clear and concise
standards of performance or objectives.
Training is the acquisition of technology which permits employees to perform their present
job to standards. It improves human performance on the job the employee is presently doing
or is being hired to do. Also, it is given when new technology in introduced into the
workplace.

Development is training people to acquire new horizons, technologies, or view points, It

enables leaders to guide their organizations onto new expectations by being proactive rather
than reactive. It enables workers to create better products, faster services, and more
competitive organizations. It is learning for growth of the individual, but not related to a
specific present or future job. Unlike training, which can be completely evaluated,
development cannot always be fully evaluated. This does not mean that we should abandon
development programs, as helping people to grow and develop is what keeps an organization
in the cutting edge of competitive environments. Development can be considered the
forefront of what many now call the Learning Organization.

Development involves changes in an organism that are systematic, organized, and successive
and are thought to serve an adaptive function. Training could be compared this metaphor – if
I miss one meal in a day, then I will not be able to work as effectively due to a lack of
nutrition. While development would be compared to this metaphor – if I do not eat, then I
will starve to death. The survival of the organization requires development throughout the
ranks in order to survive, while training makes the organization more effective and efficient
in its day-to-day operations.
Principle of Training:

1. Training Plan: This must be well planned, prescribed and ably executed effective
implementation depends to great extend on planning.

2. Organizational objective: T & D program must meet objectives of the organization.

3. Equity and Fairness: T & D program must enjoy equal opportunity to drive benefit
out of such training and must have equal chance to undergo such training.

4. Application Specification: Training content is balanced between theory and

practical. It must be ‘Application specification.’

5. Upgrading information: T and D program is continuous reviewed at periodic

interval as order to make them updated in terms of knowledge and skill.

6. Top Management support: Top management support is essential to make training

and Development effective.

7. Centralization: For economy of effective uniformity and efficiency, centralization of

training department is found more common and useful.

8. Motivation – Training and Development have motivation aspects like better career
opportunity, individuals & skill development etc.

Importance of Training in recent years:

Recent changes in the environment of business have made the Training and Development
function even more important in helping organization maintain competitiveness and prepare
for the future. Technological innovations and the pressure of global competition have
changed the ways organizations operate and the skills that their employee need. The tight
labor market has increased the importance of training in several ways. First higher employee
turnover means that more new employees need training. Second, it has been suggested that
frequent and relevant development experiences are an effective way to gain employee loyalty
and enhance retention of top-quality staff.
Need For Training:

Training must be tailored to fit the organization’s strategy and structure. It is seen as pivotal
in implementing organization-wide culture-change efforts, such as developing a commitment
to customer service, adopting total quality management, or making a transition of self-
directed work teams. Pace-setting Human Resource Development departments have moved
from simply providing training on demand to solving organizational problems. Trainers see
themselves as internal consultants or performance improvement specialists rather than just
instructional designers or classroom presenters. Training is only one of the remedies that may
be applied by the new breed of Human Resource Development practitioners.

In an age of network organizations, alliances, and long-term relationships with just-in-time

suppliers, leading companies are finding that they need to train people other than their own
employees. Some organization offer quality training to their suppliers to ensure the quality of
critical inputs. Organizations with a strong focus on customer service may provide training
for purchasers to their product.

1. Shortage of skill: Skilled and knowledge people are always on short supply,
alternatively they are too expensive to hire from outside. The best way is to improve
the skill and knowledge of the existing employees through Training and
Development.

2. Technological Obsolesce: Growth of technology takes place very fast. This will
render current technological obsolesces in the near future.

3. Personal Obsolesce: At the time of recruitment employees posses a certain amount of

knowledge and skill. As the time passes their knowledge becomes obsolesce unless it
is uploaded by proper training. This happens because of changes take place in product
methods procurement of better machines.

4. Organization Obsolesce : Modern management has introduced a number of

innovative steps in functioning of management like play organizing, controlling to
such change are bound to fail and become obsolete, to prevent obsolesce organization.
Employees must be exposed to modern Technology through T&D
5. Increased Productivity: Instruction can help employees increase their level of
performance. Increase human performance often directly leads to operational
productivity and increase company profits.

6. Coercive Training by Government: In order to provide better employability

changes of unemployed youth, certain governments have taken initiatives to mobilize
resource available at public/government and private to provide training to outside
candidates. One such arrangement is called at “Apprenticeship Training” conducted
by Government of India. A part of expenditure incurred for this by the private sectors
is reimbursed by government.

7. Human Capital: The latest thinking is to treat employees as ‘Human Capital’. He

expenditure involved in training and development are now being considered as an
investment. This is cause in globalization it is the knowledge and skill of employees
which determine complete advantages of firm.
TRAINING PROCESS:

Model of the Training Process:

1. Organizational objectives
2. Assessment of Training need
3. Establishment of Training goals
4. Devising training programme
5. Implementation of training programme
6. Evaluation of results

Organizational Objectives and Strategies:

The first step in the training process in an organization is 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 want to be in the future? It is only after answering these
related questions that the organization must assess the strengths and weaknesses of its human
resources.
Assessment of Training need:
The identification of training needs is the second step in a uniform method of instructional
design.

1. Types of Needs Analyses

Many needs assessments are available for use in different employment contexts. Sources that
can help you determine which needs analysis is appropriate for your situation are described
below.

• Context Analysis. An analysis of the business needs or other reasons the training is
desired. The important questions being answered by this analysis are who decided that
training should be conducted, why a training program is seen as the recommended
solution to a business problem, what the history of the organization has been with
regard to employee training and other management interventions.
• User Analysis. Analysis dealing with potential participants and instructors involved in
the process. The important questions being answered by this analysis are who will
receive the training and their level of existing knowledge on the subject, what their
learning style is, and who will conduct the training.
• Work analysis. Analysis of the tasks being performed. This is an analysis of the job
and the requirements for performing the work. Also known as a task analysis or job
analysis, this analysis seeks to specify the main duties and skill level required. This
helps ensure that the training which is developed will include relevant links to the
content of the job.
• Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job.
This information comes from manuals, documents, or regulations. It is important that
the content of the training does not conflict or contradict job requirements. An
experienced worker can assist (as a subject matter expert) in determining the
appropriate content.
• Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not
always be the best solution. It is important to determine if training will be effective in
its usage.
• Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training.
Effective training results in a return of value to the organization that is greater than
the initial investment to produce or administer the training.
2. Techniques

Several basic Needs Assessment techniques include:

• direct observation
• questionnaires
• consultation with persons in key positions, and/or with specific knowledge
• review of relevant literature
• interviews
• focus groups
• tests
• records & report studies
• work samples

3. Checklist for Training Needs Analysis

It is helpful to have an organized method for choosing the right test for your needs. A
checklist can help you in this process. Your checklist should summarize the kinds of
information discussed above. For example, is the test valid for your intended purpose? Is it
reliable and fair? Is it cost-effective? Is the instrument likely to be viewed as fair and valid by
the test takers? Also consider the ease or difficulty of administration, scoring, and
interpretation given available resources. A sample checklist that you may find useful appears
on the following page. Completing a checklist for each test you are considering will assist
you in comparing them more easily.

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

The purpose of training need analysis is to determine whether there is a gap between what is
required for effective performance and present level of performance.

Why training need analysis?

Training need analysis is conducted to determine whether resources required are available or
not. It helps to plan the budget of the company, areas where training is required, and also
highlights the occasions where training might not be appropriate but requires alternate action.

Training Need arises at three levels:

Corporate need and training need are interdependent because the organization performance
ultimately depends on the performance of its individual employee and its sub group.

Organizational Level – Training need analysis at organizational level focuses on strategic

planning, business need, and goals. It starts with the assessment of internal environment of the
organization such as, procedures, structures, policies, strengths, and weaknesses and external
environment such as opportunities and threats.

After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while
strengths can further be strengthened with continued training. Threats can be reduced by
identifying the areas where training is required. And, opportunities can be exploited by
balancing it against costs.

For this approach to be successful, the HR department of the company requires to be involved in
strategic planning. In this planning, HR develops strategies to be sure that the employees in the
organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future
KSAs requirements at each level.

Individual Level – Training need analysis at individual level focuses on each and every
individual in the organization. At this level, the organization checks whether an employee is
performing at desired level or the performance is below expectation. If the difference between
the expected performance and actual performance comes out to be positive, then certainly there
is a need of training.
However, individual competence can also be linked to individual need. The methods that are
used to analyze the individual need are:

• Appraisal and performance review

• Peer appraisal
• Competency assessments
• Subordinate appraisal
• Client feedback
 • Customer feedback
• Self-assessment or self-appraisal

Operational Level – Training Need analysis at operational level focuses on the work that is
being assigned to the employees. The job analyst gathers the information on whether the job is
clearly understood by an employee or not. He gathers this information through technical
interview, observation, psychological test; questionnaires asking the closed ended as well as
open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees
need to prepare for these changes. The job analyst also gathers information on the tasks needs to
be done plus the tasks that will be required in the future.
Based on the information collected, training Need analysis (TNA) is done.

FOUR STEPS TO CONDUCTING A NEEDS ASSESSMENT:

Step 1. PERFORM A "GAP" ANALYSIS.

The first step is to check the actual performance of our organizations and our people against
existing standards, or to set new standards. There are two parts to this:

Current situation: We must determine the current state of skills, knowledge, and abilities of
our current and/or future employees. This analysis also should examine our
organizational goals, climate, and internal and external constraints.
Desired or necessary situation: We must identify the desired or necessary conditions for
organizational and personal success. This analysis focuses on the necessary job
tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish
these successfully. It is important that we identify the critical tasks necessary, and
not just observe our current practices. We also must distinguish our actual needs
from our perceived needs, our wants.

The difference the "gap" between the current and the necessary will identify our needs,
purposes, and objectives.

What are we looking for? Here are some questions to ask, to determine where HRD may be
useful in providing solutions:

Problems or deficits: Are there problems in the organization which might be solved by
training or other HRD activities?
Impending change: Are there problems which do not currently exist but are foreseen due to
changes, such as new processes and equipment, outside competition, and/or changes
in staffing?
Opportunities: Could we gain a competitive edge by taking advantage of new technologies,
training programs, consultants or suppliers?
Strengths: How can we take advantage of our organizational strengths, as opposed to
reacting to our weaknesses? Are there opportunities to apply HRD to these areas?
New directions: Could we take a proactive approach, applying HRD to move our
organizations to new levels of performance? For example, could team building and
related activities help improve our productivity?
Mandated training: Are there internal or external forces dictating that training and/or
organization development will take place? Are there policies or management
 decisions which might dictate the implementation of some program? Are there
governmental mandates to which we must comply?

Step 2. IDENTIFY PRIORITIES AND IMPORTANCE:

The first step should have produced a large list of needs for training and development,
career development, organization development, and/or other interventions. Now we
must examine these in view of their importance to our organizational goals, realities,
and constraints. We must determine if the identified needs are real, if they are worth
addressing, and specify their importance and urgency in view of our organizational
needs and requirements. For example:

Cost-effectiveness: How does the cost of the problem compare to the cost of implementing a
solution? In other words, we perform a cost-benefit analysis.
Legal mandates: Are there laws requiring a solution? (For example, safety or regulatory
compliance)
Executive pressure: Does top management expect a solution?
Population: Are many people or key people involved?
Customers: What influence is generated by customer specifications and expectations?

If some of our needs are of relatively low importance, we would do better to devote our
energies to addressing other human performance problems with greater impact and
greater value.

Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR

OPPORTUNITIES:

Now that we have prioritized and focused on critical organizational and

personal needs, we will next identify specific problem areas and
opportunities in our organization. We must know what our
performance requirements are, if appropriate solutions are to be
applied. We should ask two questions for every identified need:

Are our people doing their jobs effectively?

Do they know how to do their jobs?

This will require detailed investigation and analysis of our people, their
jobs, and our organizations -- both for the current situation and in
preparation for the future.

Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.

If people are doing their jobs effectively, perhaps we should leave well enough alone. ("If it
ain't broke, don't fix it.") However, some training and/or other interventions might
be called for if sufficient importance is attached to moving our people and their
performance into new directions.

Establishment of training goals

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, verifiable, and measurable. This is easy where skills’ training is involved.
For example, the successful trainee will be expected to type 55 words per minute with two or
three errors per page. Nevertheless, clear behavioral standards of expected results are
necessary so that the programme can be effectively designed and results can be evaluated.

Training enables employees to develop and train within the organization and increase the
market value, earning power and job security. It moulds the employee’s attitude and also
helps them to achieve better co-operation with the company and greater loyalty to it. The
management is benefited in the sense that higher standard of quality are achieved, a
satisfactory organization structure is built up, authority can be delegated and stimulus for
progress applied to employees.
• To increase productivity of employees of workers.
• To improve quality of work and product.
• To enhance and update knowledge and skill level of employee in the organization.
• To promote better opportunity for the growth and promotion chances of employees
and thereby the employability.
• To secure better health and safety standard.
• To improve quality of life of employees.
• To sustain competitive advantage.
• To impart new entrants of knowledge and skill.
• To build up a sound line of competent efficiency and prepare them as a part of their
career progress to occupy more responsible positions.
• To impart customer education, help grading skills and knowledge and employees
estimate career planning of the company.

Devising Training and Development Programme

Every training and development programme must address certain vital issues
1. Who participates in the programme?
2. Who are the trainers?
3. What methods and techniques are to be used for training?
4. What should be the level of training?
5. What learning principles are needed?
6. Where is the program conducted?
Who are the trainers: Trainers should be selected on the basis of self-nomination,
recommendations of supervisors or by the HR department itself. Whatever is the basis, it is
advisable to have two or more target audience. For example , rank-and- file employees and
their supervisors or by the HR department itself.
Several people, including the following may conduct training and Development programmes:
1. Immediate supervisors
2. Co-workers, as in buddy systems,
3. Members of the personnel staff,
4. Specialists in other parts of the company,
5. outside consultants,
6. Industry association, and faculty members at universities.

HOW IS T & D RELATED TO HUMAN RESOURCE MANAGEMENT?

An effective use of materials, money, machines and human resource is essential for achieving
a high level of productivity in the industry. Whereas other resource have limitation, the
human resource has unlimited potential. Moreover this is the only activity resource, other
being passive. Its quality of human resource through training input is of vital importance.

• Improves communication between group and individual

• Aids in orientation for new employees and taking new jobs through transfer or
promotion
• Provides information on equal opportunity and affirmation action
• Improves interpersonal skill
• Builders cohesiveness in groups
• Provides a good environment for learning, growth and co-ordination
• Improves lab our management relation
• Helps to create better corporate image
• Provides information for further needs in all areas of organization
• Moves a person towards personal goals while improve Human Resource and
Organization goals.

Training Methods and Techniques for Employees:

Because of the objective of Human Resource Development is to contribute to the
organization’s overall goals, training programs should be developed systematically and with
the organization’s true needs in mind. Successful training begins with a thorough needs
assessment to determine which employees need to be trained and what they need to be trained
to do,
This section considers the choice of methods for employees training. With training objectives
defined and learning principles in mind, the trainer must be choose appropriate training
methods and design the sequence of events in the training program. Perhaps the first decision
to be made is whether to conduct the training on the job or away from the job. In many cases,
the decision is to do some of both.
Training is a set of a systematic processes designed to meet learning objectives related to
trainees' current or future jobs. These processes can be grouped into the following phases;
needs analysis, design, development, implementation, and evaluation. The phases are
sequential, with the outputs of the previous phases providing the inputs to those that follow.
Figure 1 depicts the phases and their relationships. Training delivery methods consist of the
techniques and materials used by trainers to structure learning experiences. Different training
delivery methods are better or worse at achieving various learning objectives. During the
design phase the different methods are examined to determine their appropriateness for the
learning objectives. Once appropriate methods have been identified, they are applied to the
training plan in the development phase.
There are three categories of learning objectives: knowledge, skills, and attitudes (KSAs).
Knowledge objectives are of three types: declarative, procedural, and strategic. Declarative
knowledge is the person's store of factual information. Procedural knowledge is the person's
understanding about how and when to apply the facts. Strategic knowledge is used for
planning, monitoring, and revising goal-directed activity. Skill reflects one's proficiency at
specific tasks such as operating a piece of equipment, giving a presentation, or making a
business decision. Attitudes are beliefs and/or opinions about objects and events and the
positive or negative affect (feelings) associated with them. Attitudes affect motivation levels,
which in turn influence a person's behavior. Most training programs have learning objectives
for knowledge, skill, and attitudes; these programs need to combine several methods into an
integrated whole because no single method can do everything well.
The various training delivery methods can be divided into cognitive and behavioral
approaches. Cognitive methods provide information orally or in written form, demonstrate
relationships among concepts, or provide the rules for how to do something. They stimulate
learning through their impact on cognitive processes and are associated most closely with
changes in knowledge and attitudes. The lecture, discussion, e-learning and, to some extent,
case studies are cognitive methods. Though these types of methods can influence skill
development, it is not their strength.
Conversely, behavioral methods allow the trainee to practice behavior in a real or simulated
fashion. They stimulate learning through experience and are best at skill development and
attitude change. Equipment simulators, business games, role plays, the in-basket technique,
behavior modeling and, to some extent, case studies are behavioral methods. Both behavioral
and cognitive methods can be used to change attitudes, though they do so through different
means. On-the-job training is a combination of many methods and is effective at developing
knowledge, skills, and attitudes, but is best at the latter two. Following are techniques which
are progressively being employed in training process to make it more productive.

1. LECTURE METHOD

The lecture is best used for creating a general understanding of a topic. Several variations in
the lecture format allow it to be more or less formal and/or interactive. In the pure lecture,
communication is one way—from trainer to trainees. It is an extensive oral presentation of
material. A good lecture begins with an introduction that lays out the purpose, the order in
which topics will be covered, and ground rules about interruptions (e.g., questions and
clarification). This is followed by the main body of the lecture in which information is given.
The topic areas should be logically sequenced so that the content of preceding topics prepares
trainees for the following topics. The lecture should conclude with a summary of the main
learning points and/or conclusions.

Another major benefit of the lecture is that it is interactive and that trainees can ask questions
or has the presenter change the pace of the lecture if necessary.

2. DISCUSSION METHOD

The discussion method uses two-way communication between the lecturer and the trainees to
increase learning opportunities. This method uses a short lecture (20 minutes or less) to
provide trainees with basic information. This is followed by a discussion among the trainees
and between the trainees and the trainer that supports, reinforces, and expands upon the
information presented in the short lecture. Verbal and nonverbal feedback from trainees
allows the trainer to determine if the desired learning has occurred. If not, the trainer may
need to spend more time on this area and/or present the information again, but in a different
manner. .

Both the lecture and discussion method are useful for changing or developing attitudes,
though the discussion method is more effective. The lecture, and especially the discussion,
modifies employee attitudes by providing new insights, facts, and understanding.

E-LEARNING

Many companies have implemented e-learning, which encompasses several different types of
technology assisted training, such as distance learning, computer-based training (CBT), or
web-based training (WBT). Distance learning occurs when trainers and trainees are in remote
locations; typically, technology is used to broadcast a trainer's lecture to many trainees in
many separate locations. Distance learning provides many of the same advantages and
disadvantages as the lecture method. Distance learning can be much less expensive than
paying for trainees in multiple locations to travel for a lecture, but it may reduce motivation
to learn because of the remoteness of the trainer.

Computer-based training and web-based training are virtually similar. With this type of
training, content is delivered through the computer, using any combination of text, video,
audio, chat rooms, or interactive assessment. It can be as basic as reading text on a screen or
as advanced as answering quiz questions based on a computerized video that the trainee has
viewed..

E-learning is an alternative to classroom-based training, and it can provide a number of

advantages. E-learning can:

• reduce trainee learning time, by allowing trainees to progress at their own pace
• reduce the cost of training, particularly by reducing costs associated with travel to a
training location
• provide instructional consistency, by offering the same training content to employees
worldwide
• allow trainees to learn at their own pace thereby reducing any boredom or anxiety that
may occur
• provide a safe method for learning hazardous tasks with computer simulations
• increase access to training to learners in locations around the world

E-learning can be effective at developing or modifying attitudes. The factual relationships

among objects and events, and the consequences of particular courses of action, can be
portrayed in many ways with e-learning technology. How objects, events and their
relationships are perceived can be altered by the visual and textual presented in a CBT.
However, since the objects and events are simulated, rather than real, the emotional or
affective side of attitudes may not be activated. In addition, there is no opportunity during e-
learning to discuss attitudes with others in a setting where a trainer can monitor, direct, and
reinforce the discussion to support the desired attitude(s). This may be one reason many adult
learners indicate a preference for e-learning to be combined with some form of instructor-
based training. Trainees often prefer blended training, which is when both computer and face-
to-face training are combined, and it is used by many organizations.

SIMULATIONS:

Simulations are designed to mimic the processes, events, and circumstances of the trainee's
job. Equipment simulators, business games, in-basket exercises, case studies, role playing,
and behavior modeling, are types of simulations.

EQUIPMENT SIMULATORS

Equipment simulators are mechanical devices that incorporate the same procedures,
movements and/or decision processes that trainees must use with equipment back on the job.
Among those trained with this method are airline pilots, air traffic controllers, military
personnel, drivers, maintenance workers, telephone operators, navigators, and engineers. To
be effective the simulator and how it is used must replicate, as closely as possible, the
physical and psychological (time pressures, conflicting demands, etc.) aspects of the job site.
To facilitate this, the equipment operators and their supervisors should be involved in the
simulation design and pre-testing. This reduces potential resistance to the training and, more
importantly, increases the degree of fidelity between the simulation and the work setting.

a. BUSINESS GAMES

Business games attempt to reflect the way an industry, company, or functional area operates.
They also reflect a set of relationships, rules, and principles derived from appropriate theory
(e.g., economics, organizational behavior, etc.). Many business games represent the total
organization, but some focus on the functional responsibilities of particular positions within
an organization (e.g., marketing director, human resource manager). These are called
functional simulations. Games that simulate entire companies or industries provide a far
better understanding of the big picture. They allow trainees to see how their decisions and
actions influence not only their immediate target but also areas that are related to that target.

Prior to starting the game trainees are given information describing a situation and the rules
for playing the game. They are then asked to play the game, usually being asked to make
decisions about what to do given certain information. The trainees are then provided with
feedback about the results of their decisions, and asked to make another decision. This
process continues until some predefined state of the organization exists or a specified number
of trials have been completed. For example, if the focus is on the financial state of a
company, the game might end when the company has reached a specified profitability level
or when the company must declare bankruptcy. Business games involve an element of
competition, either against other players or against the game itself. In using them, the trainer
must be careful to ensure that the learning points are the focus, rather than the competition.

IN-BASKET TECHNIQUE

The in-basket technique simulates the type of decisions that would typically be handled in a
particular position such as a sales manager or operations manager. It affords an opportunity to
assess and/or develop decision-making skills and attitudes. To begin the exercise, trainees are
given a description of their role (a current or future job) and general information about the
situation. Trainees are then given a packet of materials (such as requests, complaints, memos,
messages, and reports) which make up the in-basket. They are asked to respond to the
materials within a particular time period (usually 2 to 4 hours). When the in-basket is
completed, the trainer asks the trainee to identify the processes used in responding to the
information and to discuss their appropriateness. The trainer provides feedback, reinforcing
appropriate decisions and processes or asking the trainee to develop alternatives. A variation
is to have trainees discuss their processes in a group format moderated by the trainer. Here
the trainer should attempt to get the trainees to discover what worked well, what didn't and
why.

CASE STUDY
Case studies are most often used to simulate strategic decision-making situations, rather than
the day-to-day decisions that occur in the in-basket. The trainee is first presented with a
history of the situation in which a real or imaginary organization finds itself. The key
elements and problems, as perceived by the organization's key decision makers, may also be
provided. Case studies range from a few pages in length to more than a hundred. Trainees are
asked to respond to a set of questions or objectives. Responses are typically, though not
always, in written form. Longer cases require extensive analysis and assessment of the
information for its relevance to the decisions being made. Some require the trainee to gather
information beyond what was in the case. Once individuals have arrived at their solutions,
they discuss the diagnoses and solutions that have been generated in small groups, large
groups, or both. In large groups a trainer should facilitate and direct the discussion. The
trainer must guide the trainees in examining the possible alternatives and consequences
without actually stating what they are.

Written and oral responses to the case are evaluated by the trainer. The trainer should convey
that there is no single right or wrong solution to the case, but many possible solutions
depending on the assumptions and interpretations made by the trainees. The value of the case
approach is the trainees' application of known concepts and principles and the discovery of
new ones. The solutions are not as important as the appropriateness with which principles are
applied and the logic with which solutions are developed.

b. ROLE PLAY

The role play is a simulation of a single event or situation. Trainees who are actors in the role
play are provided with a general description of the situation, a description of their roles (e.g.,
their objectives, emotions, and concerns) and the problem they face.

Role plays differ in the amount of structure they provide to the actors. A structured role play
provides trainees with a great deal of detail about the situation that has brought the characters
together. It also provides in greater detail each character's attitudes, needs, opinions, and so
on. Structured role plays may even provide a scripted dialog between the characters. This
type of role play is used primarily to develop and practice interpersonal skills such as
communication, conflict resolution, and group decision making. Spontaneous role plays are
loosely constructed scenarios in which one trainee plays herself while others play people that
the trainee has interacted with in the past (or will in the future). The objective of this type of
role play is to develop insight into one's own behavior and its impact on others. How much
structure is appropriate in the scenario will depend on the learning objectives.

Whether structured or spontaneous, role plays may also differ based on the number of
trainees involved. Single, multiple, and role-rotation formats provide for more or less
participation in the role play. In a single role play, one group of trainees role plays while the
rest of the trainees observe. While observing, other trainees analyze the interactions and
identify learning points. This provides a single focus for trainees and allows for feedback
from the trainer. This approach may cause the role players to be embarrassed at being the
center of attention, leading to failure to play the roles in an appropriate manner. It also has the
drawback of not permitting the role players to observe others perform the roles. Having non-
trainees act out the role play may eliminate these problems, but adds some cost to the
training.
In a multiple role play, all trainees are formed into groups. Each group acts out the scenario
simultaneously. At the conclusion, each group analyzes what happened and identifies
learning points. The groups may then report a summary of their learning to the other groups,
followed by a general discussion. This allows greater learning as each group will have played
the roles somewhat differently. Multiple role plays allow everyone to experience the role play
in a short amount of time, but may reduce the quality of feedback. The trainer will not be able
to observe all groups at once, and trainees are usually reluctant to provide constructive
feedback to their peers. In addition, trainees may not have the experience or expertise to
provide effective feedback. To overcome this problem, video tapes of the role plays can be
used by the trainee and/or trainer for evaluation.

BEHAVIOR MODELING

Behavior modeling is used primarily for skill building and almost always in combination with
some other technique. Interpersonal skills, sales techniques, interviewee and interviewer
behavior, and safety procedures are among the many types of skills that have been
successfully learned using this method. While live models can be used, it is more typical to
video tape the desired behavior for use in training. The steps in behavior modeling can be
summarized as follows:

1. Define the key skill deficiencies

2. Provide a brief overview of relevant theory
3. Specify key learning points and critical behaviors to watch for
4. Have an expert model the appropriate behaviors
5. Have trainees practice the appropriate behaviors in a structured role play
6. Have the trainer and other trainees provide reinforcement for appropriate imitation of
the model's behavior

Behavior modeling differs from role plays and games by providing the trainee with an
example of what the desired behavior looks like prior to attempting the behavior. While this
method is primarily behavioral, steps 2 and 3 reflect the cognitively oriented learning features
of the technique. Feedback to the trainee is especially powerful when video is used to record
both the model's and the trainee's performance. Through split screen devices, the performance
of the model and the trainee can be shown side by side. This allows the trainee to clearly see
where improvements are needed.

Simulations are not good at developing declarative knowledge. Some initial level of
declarative and procedural knowledge is necessary before a simulation can be used
effectively. Although some knowledge development can occur in simulations, usually other
methods are required for this type of learning. Simulations provide a context in which this
knowledge is applied. Improving the trainees' ability to apply knowledge (i.e., facts,
procedures, and strategies) is the focus of simulations. Simulations do a good job of
developing skills because they:

• simulate the important conditions and situations that occur on the job
• allow the trainee to practice the skill
• provide feedback about the appropriateness of their actions
Each of the different formats has particular types of skills for which they are more
appropriate:

• Mechanical, machine operation and tool-usage skills are best learned through use of
equipment simulators.
• Business decision-making skills (both day to day and strategic), planning, and
complex problem solving can be effectively learned through the use of business
games.

ON-THE-JOB TRAINING:

The most common method of training, on-the-job training (OJT) uses more experienced and
skilled employees to train less skilled and experienced employees. OJT takes many forms and
can be supplemented with classroom training. Included within OJT are the job-instruction
technique, apprenticeships, coaching, and mentoring. Formal OJT programs are typically
conducted by employees who can effectively use one-on-one instructional techniques and
who have superior technical knowledge and skills. Since conducting one-on-one training is
not a skill most people develop on their own, train-the-trainer training is required for OJT
trainers. In addition to training the trainers, formal OJT programs should carefully develop a
sequence of learning events for trainees. The formalized instructional process that is most
commonly used is called the job-instruction technique.

JOB-INSTRUCTION TECHNIQUE (JIT):

The JIT was developed during World War II and is still one of the best techniques for
implementation of OJT nearly forty years later. It focuses on skill development, although
there are usually some factual and procedural-knowledge objectives as well. There are four
steps in the JIT process: prepare, present, try out and follow up.

Prepare. Preparation and follow up are the two areas that are most often ignored in OJT
programs. Preparation should include a written breakdown of the job. Ignoring this step will
prevent the trainer from seeing the job through the eyes of the trainee. When the trainer is
very skilled there are many things he does on the job without thinking about them. This can
result in their being overlooked in training without a systematic analysis and documentation
of the job tasks prior to beginning training. .

Present. In this stage of JIT there are four activities: tell, show, demonstrate, and explain.
When telling and showing, the trainer provides an overview of the job while showing the
trainee the different aspects of it. The trainer is not actually doing the job, but pointing out
important items such as where levers are located, where materials are stored, and so on. The
trainer then demonstrates how to do the job, explaining why it is done that particular way and
emphasizing key learning points and important safety instructions. The components of the job
should be covered one at a time, and in the order they would normally occur while
performing the job.

Try Out. The trainee should be able to explain to the trainer how to do the job prior to
actually trying to do the job. This provides a safe transition from watching and listening to
doing. When the trainee first tries out the job the trainer should consider any errors to be a
function of the training, not the trainee's learning ability. When errors are made they should
be used to allow the trainee to learn what not to do and why. The trainer can facilitate this by
questioning the trainee about his actions and guiding him or her in identifying the correct
procedures.

Follow Up. During follow up the trainer should check the trainees' work often enough to
prevent incorrect or bad work habits from developing. The trainer should also reassure the
trainee that it is important to ask for help during these initial solo efforts. As trainees
demonstrate proficiency in the job, progress checks can taper off until eventually they are
eliminated.

APPRENTICESHIP TRAINING:

Apprenticeship training dates back to the Middle Ages, when skilled craftsmen passed on
their knowledge to others as a way of preserving the guilds. Today, apprenticeship programs
are partnerships between labor unions, employers, schools, and the government. They are
most often found in the skilled trades and professional unions such as boiler engineers,
electrical workers, pipe fitters, and carpenters. The typical apprenticeship program requires
two years of on-the-job experience and about 180 hours of classroom instruction, though
requirements vary. An apprentice must be able to demonstrate mastery of all required skills
and knowledge before being allowed to graduate to journeyman status. This is documented
through testing and certification processes.

a) COACHING:

Coaching is a process of providing one-on-one guidance and instruction to improve the work
performance of the person being coached in a specific area. It differs from other OJT methods
in that the trainee already has been working at the job for some time. Usually, coaching is
directed at employees with performance deficiencies, but it can also serve as a motivational
tool for those performing adequately. Typically the supervisor acts as the coach. Like the OJT
trainer, the coach must be skilled both in how to perform the task(s) and how to train others
to do them. The amount of time supervisors devote to coaching activities steadily increased
during the 1990s and will likely represent more than 50 percent of supervisors' time by the
new millennium.

The coaching process, viewed from the coach's perspective, generally follows the outline
below. Note the similarities between JIT and this process.

1. Understand the trainee's job, the KSAs and resources required to meet performance
expectations, and the trainee's current level of performance.
2. Meet with the trainee and mutually agree on the performance objectives to be
achieved.
3. Mutually arrive at a plan/schedule for achieving the performance objectives.
 4. At the work site, show the trainee how to achieve the objectives, observe the trainee's
performance, and then provide feedback.
5. Repeat step 4 until performance improves.

MENTORING:

Mentoring is a form of coaching in which an ongoing relationship is developed between a

senior and junior employee. This technique focuses on providing the junior employee with
political guidance and a clear understanding of how the organization goes about its business.
Mentoring is more concerned with improving the employee's fit within the organization than
improving technical aspects of performance, thus differentiating it from coaching. Generally,
though not always, mentors are only provided for management-level employees

Evaluation Phase:

Donald Kirkpatrick developed the best-known and most widely used framework

• Reaction: The first level involves reaction measures, or the participant’s feelings
about the program. Reaction information is usually gathered by questionnaire during
or immediately after the program. At least two aspects of reaction should be assessed:
Did the trainee enjoy the program, and do they think the program will be useful to
them.
• Learning: The second level of evaluation has to do with learning. Learning measures
assess the degree to which trainees have mastered the concepts, information, and
skills that the training tried to impart. Learning is assessed during and or at the end of
the training program with paper and pencil tests, performance tests and graded
simulation exercises.
• Behavior – On-the-job behavior is the third level of evaluation. Behavior measures
ask whether employees are doing things differently on the job after training, whether
they are visibly using what they have been taught. In essence, this is transfer of
training.
• Results: The final level of evaluation involves results measures. At this level, the
impact of the training program on the work group or organization as a whole is
assessed objectively. The appropriate objective measures to use depend on the content
and objectives of the training. Samples measures of results include cost savings,
profit, productivity, quality, accidents, turnover, and employee attitude.

RECOMMENDATIONS AND CONCLUSIONS

USING THE EVALUATION TO IMPROVE TRAINING

Information from the training evaluation can be used in making decisions about whether to
continue the training program or how to improve it. Modifying the training based on reaction
measures is fairly straightforward. A boring speaker can be replaced, a film rates as irrelevant
dropped, or a caterer changed, depending on the feedback received. If a sound evaluation
design was used additional modification of the training might be suggested by scores on the
learning, behavior or results measures.

If insufficient learning occurred, the training presentation itself may have been at fault.
Information may have been presented unclearly, or inadequate time and practice may have
been allowed for trainees to absorb the materials. Alternatively, trainee readiness or
motivation may be been deficient so that an otherwise well designed training experience had
no real impact on the trainees.

If behavior on the job did not improve despite gains in learning, the fault could lie in the
needs assessment, the training program itself, or the work environment. If the initial needs
assessment was not performed correctly, trainees might have mastered material that was not
relevant to the demands of their jobs. Thus while they might have learned something from the
training, what they learned is not something that they can use. Another possibility is that the
training content might have been appropriate, but there was insufficient emphasis either on
transfer of training to the job or on relapse prevention. Finally, the fault could lie in the work
environment if supervisors or the environment do no facilitate the use of new skills.

When learning and behavior change but results do not improve, the appropriateness of the
training or validity of the result measures should be scrutinized. If people are behaving
differently. But the behavior has no impact on the bottom line, from a poor needs assessment.
If on the other hand, the trained behaviors are better and more effective than the behaviors
used previously, then the problem is simply that the results measures are too coarse or
contaminated to register their beneficial effect. Results measures like profit and turnover are
affected by many factors outside the organization, such as general economic and labor market
conditions. Perhaps a training program does have beneficial impact, but he impact is simply
not visible against larger trends in global results measures.

Utility of Training Programs:

Utility of Training is the net gain realized by an organization as a result of adopting a given
Human Resource management practice, and it can be calculated for training programs as well
as which jack Philips has championed addition a fifth level to Krikpatrick’s training
evaluation hierarchy, return on investment. Phillips believes that the benefits of training
should be carefully quantified and compared to the cost of delivering the training in order to
justify training expenditures and evaluate the relative work of different training programs.

Calculating utility or return on investment requires both assessing the cost of the training and
putting a dollar on the benefits of the training. Some cost categories associated with the
training are show in as below. They include one-time costs incurred in developing the
program initially, costs that they are incurred each time the program is repeated, and costs
incurred for each person trained. It is harder to put in terms of value on the benefits of
training that it is to assess the costs. First one must estimate how much better a trained
employee will perform than an untrained employee. The money payback of a certain
percentage of improvement in performance depends on the importance of the job. It is
probably worth more to an organization to increase an executive’s performance by 10% than
to increase a secretary’s performance by 10%. He multiplies the amount gained per trainee
per year no. of persons trained.

Next the duration of the training impact must be estimated. Because the benefit of training an
employee is lot when that employee quits, turnover rates are often built into utility
calculations. However, even if an employee stays with the organization, the effects of some
kinds of training gradually wear off as trainees forget what they have learned or the
knowledge become obsolete. Thus as estimate of the half-life of the training intervention also
must be factored in.

COSTS WHICH INCURR DURING THE TRAINING PROGRAMME:

One-Time Cost:

• Needs assessment costs

• Salaries of training designers or consultants
• Purchase for reusable training equipment and materials
• Full-scale evaluation of the program when first offered
Pre-Session Costs

• Trainer salaries, travel and lodging

• Facilities rental

Pre-Trainee Costs

• Trainee wages or salary during training

• Transportation, food and lodging for trainees during training
• No reusable training materials, handouts etc.

The final step in calculating utility is to subtract the total costs from the total benefits of a
particular training program given to a specified number of people. Estimating the necessary
parameters and calculating utility can be extremely complex, but by doing so, an employer
can build a solid justification for a training program on purely economic grounds.

Properly conceived and implemented training programs can have definite effects on
organization performance and profits. A recent extensive study of the utility of several
training programmed in a large pharmaceutical company found that training programs varied
widely in their impact, Manager training programs had an average return on investment of
45% whereas sales and technical training had an average return on investment of 156%.
Information of this sort can be used to decide where to direct training resources to produce
the large impact.

PROJECT UNDERTAKEN

• To study the Training Policy being conducted at Ind-swift laboratories limited and
evaluation on the basis of feedback forms filled by the trainees.

SCOPE OF STUDY
.
 • To find out how much employees perceive these training programs to be effective and
beneficial.
• To find out to what degree is the Training given to these employees catering to their
general as well as specific needs.
• To find out the obstacles in the proper utilization and increase the effectiveness of
Training programs and tries to suggest remedial measures wherever possible.

TRAINING PROCEDURE AT IND-SWIFT LABS

OBJECTIVE: To describe a standard procedure for training of all the employees at Ind-
swift laboratories ltd.

SCOPE: This procedure is applicable to all the employees working at Ind- swift laboratories
limited, Derabassi.

RESPONSIBILITIES: HR head is responsible for explaining the company policies &

procedures to new joinee, preparation of quarterly training calendar, conducting trainings
related to HR and safety, co-ordination with H.O.D for external trainings, maintaining
training records and keeping a check on training gap analysis.
QA dept. is responsible for preparation of quarterly training calendar of QA and company
level training , conducting training related to cGMP/regulatory and global standards operating
procedures maintaining training records and training gap analysis.
Concerned H.O.D is responsible for preparation of quarterly training calendar, conducting
trainings on departmental standard procedures, maintaining training records, recommending
the names of departmental personnel for external trainings and making trainings gap analysis
record.

ACCOUNTABILITY: QA head, HR head

PROCEDURE:
Two types of training is there called internal training and external training.
INTERNAL TRAINING-
Internal training is referring to that type of training which are conducted under various
departments by concerned departments in house describing below.
1) HUMAN RESOURCE TRAINING-
• Manpower planning
• Stress management
• Team work
• Team building
• Time management
• Labor laws
• Computer skills
• Leading for excellence
2) SAFETY TRAINING-
• Related to safety
3) PRODUCTION-
• Allotment of batch/ lot no.
• No. of API and intermediaries
• In process sampling
• Filling of batch
• Processing record
• Operating procedure of reactor
• Housekeeping and sanitation
• Product change over
• Vessel entry permit
• Operation procedure of sterile tray drier
• Job order
• Cleaning of heat exchanger
• Power failure
• Equipment log book

4) QC & QA-
• Sample entry log book
• Operating procedure of instrument
• Housekeeping and sanitation
• Change control
 • Performing volumetric analysis test

5) STORE & WAREHOUSE

• Cleaning of sample of scoop and scraper
• Deduction of incoming raw/ packaging material
• Return of gas cylinder
• Handling of rejected material
• Temperature and humidity monitoring
• Procedure for unloading of tanker
• Procedure for operation of weigh bridge
• Operation and maintenance of scrubber system
• Handling of hazardous solvent and raw material
6) PURCHASE-
• Vendor validation
• Stress management
• Raw material and packaging material procurement
• Ethics in purchase
• Handling of rejection
• ABC classification
• Inventory control
7) UTILITY (water system, mechanical, electrical, quality engr.,)
• Verification of calibration status of closing pump
• Water quality monitoring
• Testing procedure
• Sampling of water sample
• Preventive maintenance of panel
• Calibration of ph meter
• Preventive maintenance of centrifuge

EXTERNAL TRAINING-
External training are refer to those trainings which are arranged from outside and trainers
come on the request .All most managerial and supervisory training at company level. Some
training is on global operating procedure and competency trainings.
SOME TYPES OF EXTERNAL TRAINING-
• Lab our laws
• IPR & WTO
• Industrial relations
• Leadership
• ISO
• GMP (Good Manufacturing Practices)
• Technological specialized training

COMPETENCY MAPPING

Competency mapping is a process of identifying key competencies for a particular position

in an organization, and then using it for job-evaluation, recruitment, training and
development, performance management, succession planning, etc. "The competency
framework serves as the bedrock for all HR applications. As a result of competency mapping,
all the HR processes like talent induction, management development, appraisals and
training yield much better results," states well-known HR consultant Ullhas Pagey. He
however points out that the competency movement has caught on much better in the non-IT
sector than the IT sector. Only a few IT organizations which are at the higher end of the HR
value chain are known to be doing some work in this area; most are more busy handling
recruitment and compensation-related matters. "Unless managements and HR heads have
holistic expectations from their HR departments, the competency movement is unlikely to
succeed as it requires lot of time, dedication and money," he adds, pointing out that before an
organization embarks on this journey it has to be very clear about the business goals,
capability-building imperatives and core competencies of the organization. The competency
mapping process needs to be strongly integrated with these aspects.

IMPORTANCE OF COMPETENCY MAPPING IN TRAINING

1) GAP ANANLYSIS-
 • Identified the current skills, knowledge and ability of employees, and identify the
desired skills, knowledge and ability.
• The gap b/w the current situation and the desired situation determine the needs,
purpose and objective of training.
• Performing gap analysis allows the identification of deficits and may also help when
planning for impending change.
• A variety of techniques may be used like observation, questionnaire, consultation of
key people, interviews, a review of relevant literature, and focus group

2) IDENTIFICATION OF PRIORTIES-
• Identify the priorities and importance of the skill gaps identify in the
previous steps.
• In this, we find out the cost effectiveness of training in various areas.

3) IDENTIFY CAUSES OF PROBLEMS-

• Now determine the cause of performance problem is a deficit in skills or
knowledge.
• Decide whether other factors such as equipment, organization, or motivation
may be important.

4) IDENTIFY SOLUTIONS-
• If a lack of skills and knowledge is causing the problem, then training
is needed in that particular area.

IDENTIFICATION OF TRAINING NEEDS:

Training needs are identified on quarterly basis, depending upon the performance, new
concepts/ updates, previous training records and internal and external audit reports.

The Training system at Ind-swift categorized as follows:

1. Induction training.
2. Global training.
3. Departmental training.
4. Effectiveness of training
1. INDUCTION TRAINING:
Every new joinee at Ind-Swift Labs Ltd. Shall be imparted induction training based upon
whether the new joinee is an experienced person or a fresher.

1.1 During 1st day of joining formalities shall be completed and HR personnel shall explain
company objectives, policies and procedures to new joinee.
1.2 HR personnel will send one intimation form for induction of new joinee (annexure-1) to
all departmental heads for acceptance of timings fixed by HR dept. After approval by
departmental head, HR personnel shall introduced new joinee to the concerned
departmental head and other senior officials of different depts.

ANNEXURE -1

NAME OF NEW JOINEES- QUALIFICATION-

DESIGNATION-
DEPARTMENT-
DATE-
INDUCTION PROGRAMME
S.NO. DEPARTMENT NAME OF DATE TIME SIGN. REMARKS
CONCERNED FROM
DEPARTMENT CONCERNED
HEAD

REGARDS-

HR HEAD SIGNATURE-
1.3 Induction Training For Experienced (as designated by HR department)

Experienced persons including managers & above:

After introduction in different departments, the department head shall explain the
responsibility of the concerned and departmental procedures to the new joinee. The detailed
responsibility matrix shall be made and shall get involved in the work.
Experienced person down to manager level:
After introduction to all has been completed, the new joinee shall go to different depts. as
mentioned in the induction intimation form on first three days. After induction in different
departments, the responsibility matrix for the new joinee shall be assigned, head of the
concerned department shall arrange the training to the new joinee as per the responsibility
matrix. After 5 days, H.O.D shall have discussion with new joinee about what he has
learnt/understood. Based on same, new joinee shall be assigned the concerned work.
Comments regarding preparation of responsibility matrix and its date shall be mentioned by
HOD in the induction training record. All training details shall be recorded in induction
training record (experienced person) (Annexure-ii) as well as in the personnel training record
(Annexure-iv). It shall be the responsibility of HOD to make ensure that new joinee of his
dept. has submitted the original induction training record to HR. for experienced persons
joining in quality control the procedure described in section 1.4.3 shall be followed.
 ANNEXURE -2
TRAINING RECORD (EXPERIENCED)
NAME OF EMPLOYEE-
DOJ-
PEPARTMENT-
EMPLOYEE CODE-
DESIGNATION-
TOTAL EXPERIENCE-

INDUCTION PROGRAMME BY HR DEPARTMENT

TRAINEE SIGN & DATE HR DEPT.HEAD SIGN &DATE

INDUCTION PROGRAMME BY CONCERNED DEPT

TRAINEE SIGN & DATE CONCERNED HEAD SIGN &DATE

INDUCTION PROGRAMME BY----------------------DEPARTMENT

TRAINEE SIGN & DATE TRAINER SIGN &DATE

DAY-
TRAINER OBSERVATION-

TRAINER SIGN & DATE TRAINEE SIGN & DATE

COMMENTS BY DEPARTMENT HEAD-

TRAINER SIGN & DATE DEPT.HEAD SIGN & DATE

1.4 Induction Training For Fresher:

1.4.1 From 2nd-3rd day, new joinee shall go to different depts. has mentioned in the induction
intimation form & could get some knowledge about the work done by them. The observations
made by the new joinee shall be recorded in the induction training record (fresher).
1.4.2 From 4th – 10th day, the new joinee shall be made to observe and learn work in his
own dept. and record the learning’s in the induction training record (fresher)
(Annexure-3). Departmental induction schedule shall be prepared by dept. head.
1.4.3 From 11th –15th day, the responsibility matrix for the new joinee shall be made and he
shall be assigned the work, head of the concerned department shall arrange the
training for new joinee as per his responsibility matrix. New joinee shall be asked to
work himself under the guidance of his supervisor and record the same in the
induction training record (Fresher) as well as in personnel training record.
1.4.4 On 16th day of training the new joinee shall complete the induction training record, get
it signed from trainer and submit the same to HOD.
1.4.5 HOD reviews the induction training record and interview the new joinee. Then final
evaluation by HOD. Same shall be recorded in training record. Depending on the
performance of the new joinee HOD may/may not extend the training period. If the
performance is satisfactory, HOD shall certify the new joinee to continue work
further.
1.4.6 It shall be the responsibility of HOD to make ensure that new joinee of his dept. has
submitted the original induction training record to HR dept.
 ANNEXURE -3
INDUCTION TRAINING RECORD (FRESHER)

NAME OF EMPLOYEE-
DATE-
EMPLOYEE CODE-
DEPARTMENT-
1ST DAY

INDUCTION PROGRAMME BY HR DEPARTMENT

TRAINEE SIGN & DATE HR DEPT.HEAD SIGN &DATE

INDUCTION PROGRAMME BY CONCERNED(……………..) DEPT.

TRAINEE SIGN & DATE CONCERNED HEAD SIGN &DATE

2ND & 3RD DAY

INDUCTION PROGRAMME BY----------------------DEPARTMENT

TRAINEE SIGN & DATE TRAINER SIGN &DATE

DAY-
TRAINEE OBSERVAYION-

TRAINEE SIGN & DATE TRAINER SIGN & DATE

16TH DAY

FINAL EVALUATION

TRAINER SIGN & DATE DEPT.HEAD SIGN & DATE

CERTIFICATE BY DEPT.HEAD

I have reviewed the induction training record (fresher) of ----------------and have asked
some question orally, he/she responded satisfactory/not satisfactorily. I have conducted one
evaluation test and it was reviewed. He /she answered all questions well/not well .So he/she
can be taken for regular works/training to be extended.

TRAINEE SIGN & DATE DEPT.HEAD SIGN & DATE

2. GLOBAL TRAINING:

cGMP training as a refresher training shall be imparted atleast once in a year.

2.1 Identification of training needs and conduction of Global training

2.1.1 Training needs shall be identified by departmental head half yearly (within seven
days), depending upon the performance, new concepts/updates, previous training
records and internal and external audit reports to improve working skills and
overcome their identified deficiencies.
2.1.2 Incharge of concerned department shall identify the training needs of his personnel in
consultation with them as per (Annexure-iv).

Annexure-iv
Training need identification form
Department:
S. No. Name of Designation Training Departments Remarks
the Subject identified
Employee for Global
Training
2.1.3 The identification of training needs shall be done for the areas mentioned below but
not limited to:
• Basic training on GMP/cGMP regulations.
• Training on regulatory guidelines.
• Training on validation and qualification.
• Training on do’s and don’ts.
• Training on personal development.
• Training on quality management system.
• Training on quality improvement programme.
• Training on system related SPOs.
• Training on any other specific subject.
2.1.4 Training need identification form for every department except safety department shall
be forwarded to HR. Training need identification form shall also cover global training
to be conducted by QA, HR and other concerned departments. In case of global
training, only related departments and topic of training may be identified initially.
2.1.5 On receipt of the training need identification form, HR shall prepare a consolidated
half yearly training calendar within 7 days as per annexure-v for the subjects as
recommended by all the departments. HR department shall collate the common
subjects among all the training needs so that maximum number of employees can be
covered in common training programme.
 Annexure-v
Half yearly Training Calendar
Period of calendar: From……….to………… Department:………...

S. Topic of Duration Tentative Trainer Department Participants Actual Reason

No. Training of Date identified identified date of of
training (Weekwise) for Global through conducting deviation
Training training training (if any)
need
Nameof
Dept.
participants

2.1.6 Trainers shall be selected by HR in consultation with QA and other concerned

departments.
2.1.7 Training shall be imparted by in house trainers or by external agencies.
2.1.8 Based on the consolidated half yearly training calendar, a monthly calendar (For
Global Training) shall be prepared by HR as per annexure-vi mentioning
names/departments of the personnel already identified for training. Same shall be
circulated to all concerned departments for mentioning the names of personnel for
training. In addition to names of the personnel/departments already identified for
training, if desired other concerned HODs can also mention the names of other
personnel in the monthly training calendar and submit the same to HR department.
HOD shall ensure that repetition of names for training shall be avoided.

Annexure-vi
 Monthly Training calendar for Global Training
From: To:

Date Topic Trainer Time Venue Department Participants Name Actual Reason
of already identified through s of date of of
Training identified training record other conductin deviation
for Global Nameof Dept. partici g training if any
training Participants -pants

2.1.9 After the training has been conducted, it shall be recorded as per Annexure XI and
actual training date shall be mentioned in half yearly training calendar and person
shall enter the same in his personnel training record.

Annexure-vii
TRAINING RECORD
TITLE- D.C.NO/REVISION
TRAINER- DATE-
DURATION OF TRAINING FROM------------TO-------------

S.NO. NAME DESIGNATION DEPT OF FEEDBACK SIGN OF

OF OF TRAINEE TRAINEEE FROM TRAINER
TRAINEE TRAINEE

EVALUATION DETAIL-
SIGN OF TRAINER WITH DATE
2.1.10 After every training, the names of the personnel recommended for training shall be
cross checked against the name of the personnel who actually attended the training. In
case somebody has missed the training, it shall be recorded in training identification
 gap analysis form Annexure-viii. This gap analysis form shall be circulated in
concerned departments. Absentees will contact the trainer themselves and arrange to
get the training. The retraining conducted shall be recorded as per Annexure-viii and
person shall enter the same in his personnel training record.

ANNEXURE-8
TRAINING GAP ANALYSIS
Topic Trainer Training Participants Department Retraining Remarks
date who missed given on
the training

2.2 SAFETY TRAINING:

Monthly training calendar (for Global Training) shall be prepared by safety department as per
Annexure-vi (within seven days). The same shall be circulated to all concerned departments.
HOD of each department shall mention the names of the personnel identified for training in
monthly training calendar and submit the same to safety department within 2 days. The
record of the training conducted shall be maintained as per Annexure-vii. After each training,
the names of the personnel recommended for training shall be cross checked against the name
of the personnel who actually attended the training. Same shall be recorded in training
identification gap analysis form Annexure-viii. This gap analysis form shall be circulated to
all concerned. Absentees will contact the trainer themselves and arrange to get the training.
The retraining conducted shall be recorded as per Annexure-vii and person shall be enter the
same in his personnel training record.

3. Departmental Training:
3.1 Departmental trainings includes training which one needs to be provided to its department
only such as on job training, training on standard procedures, trainings on guidelines, updates
and modern technologies.
3.2 Monthly training calendar (for departmental training) shall be prepared as per Annexure-
9(within seven days). The names of the personnel identified for training shall be mentioned in
monthly training calendar. The record of the training conducted shall be maintained as per
annexure-7.After each training, the names of the personnel recommended for training shall be
cross checked against the name of the personnel who actually attended the training. Same
shall be recorded in training identification gap analysis form annexure-8. This gap analysis
form shall be circulated to all concerned. Absentees will contact the trainer themselves and
arrange to get the training. The retraining conducted shall be recorded as per annexure-7 and
person shall enter the same in his personnel training record.
Annexure-9
Dept.
Date of Topic Trainer Time Venue Participants Actual Reason
training identified date of of
through conducting deviation
training training if any
need

3.3 In case the training has not been conducted, the reason for the same shall be mentioned
and training shall be included in the next calendar.
3.4 Training on standard procedures other than mentioned in calendar: for trainings
other than mentioned in training calendar, information for training shall be floated to
concerned and names of the personnel shall be identified by concerned department for
training. Initial training (before effective date of standard procedure) shall be conducted at the
supervisor level as per annexure-7.

4. Effectiveness of training:
The trainer shall evaluate the effectiveness of training on the basis of verbal
discussion/question answer session/written test, performance. Retraining/discussion shall be
done again if any individual scores less than the passing score of 70% in written test or
feedback from trainee is not satisfactory.
1. External training:
In case any external training is going to be conducted, concerned HOD shall coordinate with
HR head for recommending & approving the names of departmental personnel for attending
training session. Personnel who have attended external training shall deposit the photocopy of
the training material received during training with HR dept. in coordination with concerned
HOD can also arrange internal training for the same.
2. Personnel training record:
Personnel training record shall be maintained by individuals in respective departments as
per Annexure-10 and shall be the responsibility of the concerned department head. When
the employee leaves the organization the personnel training record of the employees shall
be kept in HR.
3. Selection of Trainer:
Selection of trainer shall be done on the basis of experience or the area of expertise. All
the department level training shall be given by the concerned department head or
designee who is capable of training people and having adequate knowledge. In addition
special trainings shall be arranged by HR for training of trainers. The company level
trainer list (for cGMP/other trainings) shall be prepared, approved and maintained by the
Quality Assurance department. In case there is any change in the trainer’s list, the list
shall be updated with reason the remarks column.

TRAINING GAP ANALYSIS RECORD OF VARIOUS DEPARTMENTS

FOR 2010
It is the gap analysis record of various departments from Jan’10 to June’10 by which we can
find out how much target of the training till June, 2010 gets completed and how much left. Its
benefits are given below:
• To find out how much target gets completed.
• To find out how much target remained in the particular year.
• To find out how many employees are interested and attempted the training
programme.
• To find out the effectiveness of training programme in the organization.
• To find out how much %age of objectives we had achieved in a particular year.

• To find out various ways to make the training session interesting that cause increase
in attendance of the employee.

GLOBAL TRAINING RECORD FROM JAN’10 TO JUNE’10

As we mentioned above Global Training is provided to every employee of the organization at
various intervals of time period. Whenever Global training is conducted every department of
organization give the names of the people who require training on that particular topic.
Thereafter this data is recompiled by the HR department as per the needs identified among
various departments and accordingly schedules are prepared. Listed employees get the
information regarding training venue, timings, date, trainer and topic of the training two days
before the training held.
Here we are giving the details of Global training which are conducted by the HR department
from Jan’10 to June’10.

Topic of Global Departments Total employees No. of

training Identified identified for employees
training missed the
training
1.Basic training on Engg., Production, 127 13
GMP/cGMP QC, Warehouse,
Menthol
2.Personal Engg., Production, 100 10
Development QA, QC, Purchase,
Warehouse, HR-
Admn, Menthol
3.Regualtory Engg., Production, 28 8
Guidelines/ Current QC, Warehouse,
regulatory affairs Menthol
4.Training on Do’s Engg.,ETP, 9 0
& Warehouse,
Don’ts Menthol
5.Training on Engg., Production, 16 5
Quality Pilot plant,
Management Menthol
system
Total 280 36

ANALYSIS DIAGRAMS FOR GLOBAL TRAINING:

CONCEPT

The training gap analysis record is the sign of how much objective of yearly training
gets completed and how much is remained. It helps in planning for the next year training
programme effectively.
ANALYSIS
From the above diagram we have analyzed that the target of Global training from
Jan’10 to June’10 is 87% get completed and 13 % is remaining.
INTERPRETATION
From the histogram we have analyzed that HR department had the target for half year (Jan to
June’10) was to provide Global training to the 280 employees, and out of the target 244
employees are provided with training and 36 are remaining.

CAUSES OF VARIATION IN OBJECTIVE FOR TRAINING, 2010

 • Busy schedule of production
• Less interest of employees
• Frequently audit schedule in company
• Leaving and joining of employees
• Absenteeism of employees
• Shift schedule of employees

RECOMMENDATIONS & SUGGESTIONS

• Set the training target for long term profitable aspect.

• Training policy should be revised time to time.
• Use interesting methods for training that minimize the absenteeism of
employees.
• Company management should try to minimize the communication gap among
the employees and management.
• Company should take steps for minimize the training gap.
• Company should adopt the innovative HR policy to retain the employees.
• Always try that the training target should be realistic.
• At the end of year causes of deviation in the target set and achieved should be
find out.
• In case of minor changes the representative should be responsible for make
aware about these changes to rest employees.
• Every employee of company should aware about the training policy and
objective.
• Each and every employee of company should be making aware about the
importance of training by management.
CONCLUSION

At last I concluded that-

• Many entrepreneurs seem to view employee training and development as more

optional than essential...a viewpoint that can be costly to both short-term profits and
long-term progress
• Now contrast that approach to one where training's viewed as a capital investment
with thoughtful consideration as to how company going to obtain an acceptable rate
of return on its investment. And a good place to start its "thoughtful consideration" is
with a needs analysis
• Company has so many reasons to adopt an innovative training programme.
• To create a learning culture in its business,
• Begin by clearly communicating its expectation that employees should take the steps
necessary to hone their skills to stay on top of their professions or fields of work.
• Make sure it supports their efforts in this area by supplying the resources they need to
accomplish this goal.
• Second, communicate to its employees the specific training needs and targeted results
it has established as a result of its needs analysis.
• Every successful training and development program also includes a component that
addresses its current and future leadership needs.
• At its core, this component must provide for the systematic identification and
development of its managers in terms of the leadership style that drives its business
and makes it unique and profitable.
RESEARCH METHODOLOGY

Research can be defined as “a scientific and systematic search for pertinent information in
any branch of knowledge.” It is the pursuit of truth with the help of study, observation,
comparison and experiment. Research is, thus, an original contribution to the existing stock
of knowledge making for its advancement.

OBJECTIVES OF RESEARCH:

Research inculcates scientific and inductive thinking and it promotes the development of
logical habits of thinking and organization. The purpose of research is to discover answer to
question through the application of scientific procedures. The main aim of research is to find
out the hidden truth, which has not been discovered yet. Though each research study has its
own specific purpose, we may think of research objectives as number of following broad
groupings:

• To gain familiarity with a phenomenon or to achieve new insights into it (Exploratory

or formularize research studies)
• To portray accurately the characteristics of a particular individual, situation or a group
(Descriptive research studies)
• To determine the frequency with which something occurs or with which it is
associated with something else. (Diagnostic Research Studies)
• To test a hypotheses of a casual relationship between variables (hypothesis testing
research studies)
• This research is an amalgamation of both formularize as well as descriptive research,
as it reflects on the present satisfaction level of the employees at strides Arcolab
regarding the various training and development programmes being conducted here. In
the process, it also aims to collect more detailed information on the subject of training
and development itself.
RESEARCH APPROACHES

There are two basic approached to research, quantitative approach and the qualitative
approach. The former involves the generation of data in quantitative form, which can be
subjected to rigorous quantitative analysis in a formal and rigid manner. This approach is
further sub-divided into inferential approach is to form a database from which to infer
characteristics or relationship of a population. This usually means survey research where a
sample of population is studied to determine its characteristics and it is then inferred that the
population has the same characteristics.

Qualitative approach to research is concerned with subjective assessment of attitudes,

opinions and behavior. Research in such a situation is a function of researcher’s insight and
impressions. Such an approach to research generates results either in non-quantitative form or
in the form, which are no subjected to rigorous quantitative analysis.

This research follows both the inferential quantitative and qualitative approach. The
questionnaires circulated to collect the relevant information have been analyzed ion the basis
of rating given to each question and then, aggregate of the rating of all the questions of a
group has been taken to find out the percentage of each response to that group.

RESEARCH PROCESS FOLLOWED:

Research process consists of a series of actions or steps necessary to effectively carryout

research and the desired sequencing of these steps. The various steps involved in a research
process are not mutually exclusive, nor are they separate or distinct. However, the following
order concerning various steps provides a useful procedural guideline regarding the research
process and has been used to carry out this research:
FORMULATING THE RESEARCH PROBLEM:

At the very beginning the researcher, singles out the problem, he/she wants to study in
specific terms. Here, for this purpose and extensive study of available literature was done.
The training and development policies were studies from the personal manual. The subject
matter related to the topic. “Training and Development” was also examined from the
available literature i.e. books, manuals etc. by this review the extent of available of the data
of other materials was known and this led to a specification of the problem in a more
meaningful context.

REPAIRING THE RESEARCH DESIGN:

The function of research design is to provide for the collecting of the relevant information
and data with minimal expenditure of effort, time and money. But the way of achieving all
this depends mainly on the purpose of the research. Here, the purpose of the study is both
exploration and description.

THE MEANS OF OBTAINING INFORMATION:

In this research case, a structure red questionnaire was used with close-ended questions with
the exception of three questions that required descriptive answers.
.
DETERMINING SAMPLE DESIGN:
A sample design is a definite plant for obtaining a sample from the given population. It is
determined before the data is collected.

Steps in sampling design:

Population: All items under consideration in the field of enquiry, in this case, the employees
of ISLL, Derabassi.

Sample: The respondents that have been selected for the purpose of the study

Sampling unit: the individual unit of the selected sample

Sample frame: this contains the list of all the items of the universe. For this project, the
employee lists of Ind-Swift Labs Limited are the sample frame.
Size of the sample: this refers to the number of items selected from the universe to constitute
the sample. For the purpose of this study, a sample size of 20 was taken which is
approximately 11% of the population.

Execution of the Project:

This is a very important step in the research process. If the execution for the project proceeds
along the correct lines, the data to be collected would be adequate and dependable. Hence it
was necessary to see to it that the project proceeds in the right direction and in the fight
manner within the time limits. The respondents were made aware of the purpose of the
project and the probably benefit of expressing their frank views. The introduction
accompanying each copy of the questionnaire made the things 99 future programmers so as to
make them more beneficial for the employees.

PROJECT UNDERTAKEN

• To study the Training Policy being conducted at Ind-swift laboratories limited and
evaluation on the basis of feedback given by the trainees.

SCOPE OF STUDY
.
• To find out how much employees perceive these training programs to be effective and
beneficial.
• To find out to what degree is the Training given to these employees catering to their
general as well as specific needs.
• To find out the obstacles in the proper utilization and increase the effectiveness of
Training programs and tries to suggest remedial measures wherever possible.
 TRAINING NEED IDENTIFICATION
FORM
Name of staff member:

department:

General
1. Are you a new employee or a long-standing
employee of the company?

2. How long have you been in your present

job?

Confirmation of Current Duties

3. Yes No (Go to Q
Do you have a duty statement for your job? 6)

4. Is your job accurately described in the duty

statement? Yes (Go to Q 14) No

5.A If no, what extra duties do you do that need to be added to your duty statement?

5.B What duties are no longer part of your job and can be deleted from your duty
statement?

Job Analysis
6. Describe the tasks you regularly perform that are critical to carrying out your job
effectively.

7. Describe the type of equipment you are required to use?

As per this training need identification form the training list is scheduled by the particular
department. Different responses by the employees are adjudged by the departmental head.
Thereafter a list is prepared of those employees to whom training is needed to be given. The
list is forwarded to the H.R department and from there a new list is prepared for all those
employees of all the plants by identifying common area of interest.

Training need identification form founds to get good response by the employees.
New employees found a way to present their views and provide suggestions to the
department. Here is the result of the survey conducted on the basis of responses adjudged by
the employees.
ANALYSIS:
From this diagram it is clear that 84% of the employees are comfortable with the training
need identification form which is to be filled by every employee before the training to be
augmented. 7% of the employees are not comfortable with this form. According to these
employees this form is just a mere formality and a time waste and 9% of the remaining
employees are without any opinion about this form.

Annexure: 11
Training Feedback Form
Date: Duration:
Trainer’s Name: Topic:
Venue:

1. Select the most appropriate response to the following questions:

1) To what extent this training was?
A great deal A good deal some Not at all
2) Accomplish its stated learning objective?
A great deal A good deal some Not at all
3) Meet your expectations?
A great deal A good deal some Not at all
4) Teach you something you can use on your job?
A great deal A good deal some Not at all
5) Contain information appropriate to your needs?
A great deal A good deal some Not at all

2. Please rate the following aspects of the training:

Excellent Good Adequate Fair Poor
• Training content
• Organization of
Material
• Delivery method
• Presentation of
 Information
• Duration of the
Session
• Level of material
Covered
• Overall rating

3. What other topics/subjects would you like to see offered in the future?

4. Additional suggestions or comments:

5. What are your take a ways from this training programme?

6. Training completion statement:

I completed the training listed above and can demonstrate the principles covered in the
training.

Name:
Designation:
Department:
Signature:
According to this feedback form which is made to fill by every trainee after the training
session is over. This feedback form is meant to find out the flaws in the training session. To
look out the benefits availed by the trainees. Every trainee is free to file his/her grievances.
Trainers take care of their presentations and the material which is being delivered in the
training session.
As per the feedback form a sample of 20 trainees were taken under the research process. How
they react towards the session and did they find it useful to implement the training provided
in their work.

ANALYSIS DIAGRAM OF THE FEEDBACK FORM

ANALYSIS:

From this diagram it is clear that 80%of the trainees are fully satisfied with the training
imparted to them in the training session which are scheduled by their department and
implemented by the H.R department.10% of the trainees are satisfactory with the training
sessions whereas 5% of the trainees are not satisfied and 5% need changes in the methods of
delivering the training sessions

BIBILIOGRAPHY