TRAINING AND DEVELOPMENT

OF

EMPLOYEE

Project submitted to Auxilium College (autonomous) in the partial fulfilment of

the requirements for the award of the Human Resource Management and
Development-UGC Certificate course
 Submitted by
SNEHA.G
(Reg.No-30519U09041)

Under the guidance of

MS.THENMOZHI M.Com, M.Phil.

AUXILIUM COLLEGE (Autonomous)

(Re-Accredited by NAAC with a CGPA of 3.55 out of 4 in the 3rd cycle)

MARCH-2020

CERTIFICATE

This is to certify that the project entitled “A STUDY ON TRAINING AND DEVEOPMENT OF
EMPLOYEE ”, submitted by SNEHA G to Auxilium College (Autonomous), in partial
fulfilment of the requirement for the award of the Human Resource Management and
Development is a record of bona fide project work done by the candidate during the period 2020-
2021.

HRM CO-ORDINATOR SIGNATURE OF THE GUIDE

VIVA Examination date:

EXTERNAL EXAMINER INTERNAL EXAMINER

DECLARATION

I hereby declare that the project entitled “A STUDY ON TRAINING AND DEVELOPMENT ”,
in partial fulfilment of the requirement for the award of the Human Resource Management and
Development.
PLACE-ARANI
SNEHA.G
DATE-

ACKNOWLEDGEMENT

I thank almighty God for giving me Physical, mental, strength and ability for the
effective completion of this project.
I take this opportunity to express my deep sense of gratitude and respectful regards
to our esteemed principal Dr. (Sr) Jaya Santhi M.Sc., M.Phil., Ph.D. ,Asst.prof.
and I dedicate my sincere thanks to our respected Vice Principal Sr.Sumathi M
MA., M.Phil., SET, (Ph.D.) on this occasion.

I thank our respected guide Ms.Thenmozhi M.com., M.Phil.

Department of Commerce, Auxilium College Vellore, for her consistent
encouragement during the project work. Her motivation helped me to achieve great
things, during the course of study.

Finally with great enthusiasm I express my thanks to all my department lecturers

for providing necessary information and their sustained interest in my part of
fruitful completion.

SNEHA.G
S.NO SUBJECT PAGE NO

1. CHAPTER-1 1-7
1.1 INTRODUCTION 1
1.2 OBJECTIVE OF THESTUDY 1
1.3 NEED FOR THE STUDY 2
1.4 RESEARCH METHODOLOGY 3
1.5 SCOPE OF THE STUDY 4
1.6 LIMITATION OF THE STUDY 4
2 CHAPTER-2 8-10
2.1 REVIEW OF LITERATURE 8
3 CHAPTER-3 11-22
3.1 CONCEPTUAL FRAMEWORK 11
4 CHAPTER-4 22-32
4.1 DATA ANALYSIS AND INTREPRETATION 23
5 CHAPTER-5 33-45
5.1 FINDINGS,SUGGESTIONS AND 45
CONCLUSIONS
 CHAPTER 1:
Introduction

Introduction :
Training need identification is a tool utilized to identify what educational
courses or activities should www.allprojectreports.com
www.allprojectreports.com be provided to employees to improve their work
productivity. Here the focus should be placed on needs as opposed to desires of
the employees for a constructive outcome. In order to emphasize the importance
of training need identification we can focus on the following areas: -

• To pinpoint if training will make a difference in productivity and the

bottom line. • To decide what specific training each employee needs and what
will improve his or her job performance. • To differentiate between the need for
training and organizational issues and bring about a match between individual
aspirations and organizational goals. Identification of training needs (ITN), if done
properly, provides the basis on which all other training activities can be
considered. Also requiring careful thought and analysis, it is a process that needs
to be carried out with sensitivity as people's learning is important to them, and
the reputation of the organization is also at stake.

Identification of training needs is important from both the organisational

point of view as well as from an individual's point of view. From an organisation's
point of view it is important because an organisation has objectives that it wants
to achieve for the benefit of all stakeholders or members, including owners,
employees, customers, suppliers, and neighbours. These objectives can be
achieved only through harnessing the abilities of its people, releasing potential
and maximising opportunities for development. Therefore people must know
what they need to learn in order to achieve organisational goals. Similarly if seen
from an individual's point of view, people have aspirations, they want to develop
and in order to learn and use new abilities, people need appropriate
opportunities, resources, and conditions. Therefore, to meet people's aspirations,
the organization must provide effective and attractive learning resources and
conditions. And it is also important to see that there is a suitable match between
achieving organizational goals and providing attractive learning opportunities.

Meaning of Training and Development:

TRAINGING:
 Training is concerned with imparting developing specific skills for a
particular purpose. Training is the act of increasing the skills of an employee for
doing a particular job. Training is the process of www.allprojectreports.com
www.allprojectreports.com learning a sequence of programmed behavior. In
earlier practice, training programme focused more on preparation for improved
performance in particular job. Most of the trainees used to be from operative
levels like mechanics, machines operators and other kinds of skilled workers.
When the problems of supervision increased, the step were taken to train
supervisors for better supervision.

DEVELOPMENT:

Management development is all those activities and programme when

recognized and controlled have substantial influence in changing the capacity of
the individual to perform his assignment better and in going so all likely to
increase his potential for future assignments. Thus, management development is
a combination of various training programe, though some kind of training is
necessary, it is the overall development of the competency of managerial
personal in the light of the present requirement as well as the future
requirement. Development an activity designed to improve the performance of
existing managers and to provide for a planned growth of managers to meet
future organizational requirements is management development.

OBJECTIVES OF THE STUDY

PRIMARY OBJECTIVE :

The primary objective of my study at _________________to lay down the

foundation of training and development.
SECONDARY OBJECTIVE:
The objective of my study about employees training and development to improve the current
process of employees training and development at _________________. • My another
objective is to apply my learning in the area of Human Resources so that I gain significant
practical and Understand the nature and importance of training and development and identify
the various inputs that should go into any programme. • Delineate the different stages in a
training and development programme and describe each step. • Understand the need for and
the ways of training for international assignments

RESEARCH METHODOLOGY
MEANING OF RESEARCH:-

Research as “ the manipulation of things, concepts of symbols for the

purpose of generalizing to extend, correct or verify knowledge, whether that
knowledge aids in construction of theory or in the practice of an art.” The
Research Methodology followed for further work can be primarily classified into
two stages namely Exploratory and Descriptive. The stepwise details of the
research are as follows:

Stage - I

Exploratory Study:

Since we always lack a clear idea of the problems one will meet during the
study, carrying out an exploratory study is particularly useful. It helped develop
my concepts more clearly, establish priorities and in improve the final research
design. Exploratory study will be carried out by conducting:

Secondary data analysis of the company and also going through the various
articles published in different sources (magazines, books, internet, newspapers)
on Small and Medium Scale Enterprises and Training and development process

Experience surveys also conduct with Assistant-Manager Human Resources and

the General Manager and Personnel Officer of ________________ to gain
knowledge about the nature of Training and development process followed in the
organization.

Stage – II

Descriptive Study:

After carrying out initial Exploratory studies to bring clarity on the subject under
study, Descriptive study will be carried out to know the actual Training and
Development method being followed. The knowledge of actual training and
development process is needed to document the process and suggest
improvements in the current system to make it more effective. The tools used to
carry out Descriptive study included both monitoring and Interrogation. Sample
Selection : To know the Training and development process of the ___________,
Exploratory and Observational studies that the Assistant Manager Human
Resources, the General Manager at Head office and The Esteemed Managing
Director of the company are the right persons who provides training to the
employees. Research has shown specific benefits that a small business receives
from training and developing its workers, including:

• Increased productivity.

• Reduced employee turnover

. • Increased efficiency resulting in financial gains.

• Decreased need for supervision.

STATISTICAL TOOL
 Companies that invest in employee training gain 21% more profit.
 Inadequate training and disengagement can lead to annual losses of more
than $500 billion.
  94% of employee agree to stay longer if the company invest in employee
training.
 74% of employee think they have a lot of untapped potential and want
more training.
 Employee training research shows that 76% of employee look for
opportunities to expand their careers.
 89% of HR leader agree that constant employee training is essential.
 82% of organization use learning management system (LMS).
 68% of employee want to learn or train in the workplace.
 According to employee development statistics , 73% of organization
provide industry-specific training and development.
 87% of employee training leader reported that their team would either stay
the same or grow more.
 82%of talent development team said their executives fully supported
employee engagement and training.
 The total global spending on employee training was approximately $370.3
billion .
 As seen in this compliation of employee training statistics ,the worldwide
demand for advancement is becoming prevalent.

RESEARCH DESING
Research is a systematic method of finding solutions to problems. It is
essentially an investigation, a recording and an analysis of evidence for the
purpose of gaining knowledge. According to Clifford woody, “research comprises
of defining and redefining problem, formulating hypothesis or suggested
solutions, collecting, organizing and evaluating data, reaching conclusions, testing
conclusions to determine whether they fit the formulated hypothesis”

Sampling Design

A sample design is a finite plan for obtaining a sample from a given population.
Convenience sampling is used for this study.
Universe

The universe chooses for the research study is the workers of automobile
industry with reference to Chennai city.

Sample Size

Number of the sampling units selected from the population is called the size of
the sample. Sample of 456 respondents were obtained from the population.

Sampling Procedure

The procedure adopted in the present study is probability sampling, which is also
known as chance sampling. Under this sampling design, every item of the frame
has an equal chance of inclusion in the sample.

Methods of Data Collection

The data’s were collected through Primary and secondary sources.

Primary Sources:

Primary data are in the form of “raw material” to which statistical methods are
applied for the purpose of analysis and interpretations. The primary sources are
discussion with employees, data’s collected through questionnaire.

Secondary Sources:

Secondary data’s are in the form of finished products as they have already been
treated statistically in some form or other. The secondary data mainly consists of
data and information collected from records, company websites and also
discussion with the management of the organization. Secondary data was also
collected from journals, magazines and books

Research of training and development:

In recent decades, learning theories became more effective in their insights and
breadth of coverage, and the tasks studied both in the laboratory and in the field,
have tended to be more complex. Reported research often reflects greater
complexity over the years as more involved situations are examined. Added to
this has been a growth in the interest of individual differences among learners
reflecting either differences in ability (general or specific) or other variables such
as age, sex, personality, and ethnic background. Training research often emerges
as a by-product of investigating a real problem that an investigator has
encountered. It can take different forms and provides different benefits that we
can use in future applications. One approach considers training methods and
principles. The researcher demonstrates how an idea can be applied to deal with
a particular type of problem. Often, ideas are tested in a controlled experiment,
gaining credence if a significant difference is observed. But a significant result
might only apply to that work context; a non-significant result does not logically
mean that the idea would not work in a different context. Often such studies
cannot be taken as categorical evidence for or against a particular training
method investigated, but are best regarded as a demonstration of how this type
of training method might be applied. Another form of training investigation
compares two or more alternative training programmes to see which is best
suited to the organisation. From an applied perspective, a training ‘programme’
should be regarded as the sum of procedures adopted in order to achieve a
desired training outcome - when we see people trained for real jobs, we generally
see a sequence of training activities that build to an appropriate outcome. The
training experiment is used to decide which of these should be adopted. For
example, managers might be required to assimilate information about health and
safety in the workplace, with a view to them making management decisions in the
best interests of the workforce and also to defend the company against litigation
in the event of an accident. One training method might be to provide managers
with an intranet site containing information and case studies for them to study,
followed by a test of their understanding. An alternative training method might
be to require all managers to attend a 2-day course, followed by the test of their
understanding. Such a study should provide data on which of these alternatives
will be most successful in influencing the retention-test scores of participants.
Making a choice between these two training options on the basis of this criterion
would be straightforward. But would the experiment prove anything? In the
absence of more detail, this looks like a rather poor study because:
• We have no evidence that the two options are teaching the same thing.

• We have no evidence that the content of the training is relevant to the actual
requirements of that organisation.

• We have no indication that the managers presented with the intranet took any
time to study it.

• We have no evidence that simply remembering what was learned will transfer
to any subsequent performance by managers that might be useful to the
organisation.

• We have no evidence of the respective costs of these two training methods. So,
as a definitive study to show the relative benefits of these two methods, the
experiment is unsatisfactory. This comparison could be used within an
organisation to make a judgement about whether the organisation should invest
its effort and other resources in an intranet. But it tells us little about training
principles in general. This section has argued that instances of published training
research are limited with regard to making definitive statements about how to
train or how not to train. Such studies, however, are useful in providing
demonstrators for how such training might be conducted and how investigations
into training within organisations might be conducted. Efforts are periodically
made to organise the very large body of research and to look for general
principles of application (Patrick, 1992; Morrison, 1999). The training designer can
make reference to such sources if confronted with a situation in which they are
not sure of the best training principles to employ.

HYPOTHESIS
Hypothesis development is very important because acceptance and the rejection
of hypothesis show the significance of the study. On the basis of literature
review and the above theoretical frame work the hypotheses of this study are
taken as follows:
Set One hypothesis :

Ho:"There is not a significance relationship between employees training and

employees performance ".

H1: "There is a significant relationship between employees training and employees

performance ".

Ho: "There is not a significance relationship between employees development and

employees performance ".

H2: "There is a significant relationship between employees development and

employees performance ".

Ho: "There is not a significance relationship between employees training &

development and employees performance

".

H3: "There is a significant relationship between employees training &

development and employees performance ".

Set Two hypothesis :

Ho:"There is not a significance relationship between employees training and

productivity ".

H4: "There is a significant relationship between employees training and

productivity ".

Ho: "There is not a significance relationship between employees development and

productivity ".

H5: "There is a significant relationship between employees development and

productivity ".

Ho: "There is not a significance relationship between employees training &

development and productivity ".
H6: "There is a significant relationship between employees training &
development and productivity "

Scope of the Study

It is commonly accepted that the human resource management function of any

organization plays a crucial role in the attainment of its goal. Quite a number
of practices are undertaken in the human resource management function to
ensure the organization attracts and retains competent employees who in turn
create an important source of competitive advantage for a firm. The study
was conducted to establish the relationship between Training and development
as human resource management function and their effect on performance and
productivity of Jordanian private sector transportation companies located in the
southern
region of Jordan . There are many transportation companies but 6 companies were
chosen for data collection and the study was conducted to represent the private
transportation sector. The target respondents involved in this study were 188
employees selected randomly from these firms. Time, financial resources,
geographical representation of transportation companies and limited number
of firms were important constraints that affected the conduction of the study.

Limitation:
 Wastage: When the trainees learn about the right use of the products
they know how to use the machine effectively and minimize the
wastage. So, training helps to reduce wastage.

 Make Trainee Skilled : Training made the employees more skilled

and more professional. Because when an employee gets the training
he learns many new tricks which helps them to become more skilled
and more professional.
 Trainees Become More Productive: After becoming more skilled
and organized. Employees become more productive because they
know the right method of using the machine, they minimize the
wastage and become more productive.

 Helps To Make Company Goodwill: When employees trained they

produce high-quality products that will be customer friendly.if their
products are good, so ultimately goodwill of the company will
increase automatically.

 Improve Team Bounding: When the employees trained they will

engage into producing high-quality products, and when will engage
they need the support of many departments, they will work
together.So it will improve team bonding.

 Remove Grievances: During the training of employees, they also

learn about soft skilled, which taught them how to control anger and
be happy. So this kind of training helps the employees to remove
grievances.

 Trainees Became Motivated: When the employees know what to do

and how to do, they become more motivated because that time they
know what is the distraction and how to control it. This can happen
because of training. So, Trainees became motivated.

 Improve Self-Confidence: When the employees trained they know

about each process of the making products. if they are aware of
everything, it will increase their self-confidence. Ultimately it will
increase productivity.

 Effect On Concentration: When the employees work consistently on

their tasks, they do not lose concentration of the work. But sometimes
they work and do training together. Which lose their productivity and
concentration as well.

 Increases Stress On Employees: In order to keep the staffs up to

date with the latest technology and trends, training employees attend
hours and hours training programs which makes them stressed.
 Long Run Process: In order to make employees updated companies
give months of training. When the employees became trained the
technology that they learned might be old.

 Too Much Of Theory: Training of some departments is full of

theories than practicals. These kinds of lecture make employees
learn tough. Because they are unrealistic and hard to use.

 Trainees Lose Their Interest: At times of training sessions which

lead for long hours, employees are bored and aren’t interested in
their session.

 Helps To Make Company Goodwill: When employees trained

they produce high-quality products that will be customer friendly.if
their products are good, so ultimately goodwill of the company will
increase automatically.

 Improve Team Bounding: When the employees trained they will

engage into producing high-quality products, and when will engage
they need the support of many departments, they will work
together.So it will improve team bonding.
 Chapter 2:
Review of literature

Review of literature:
1. According to Shelley Frost, Demand Media Training is a crucial component in
preparing new employees for their positions and keeping existing employees
current on critical information. To be effective, a training program needs a specific
purpose with appropriate training methods. Understanding the factors that
influence training programs enables you to develop or change your current
employee education to make it fit the needs of your business and your employees
2. According to Henry Ongori (2011), Jennifer Chishamiso Nzonzo, training and
development has become an issue of strategic importance. Although many
scholars have conducted research on training and development practices in
organizations in both developing and developed economies, it is worth
mentioning that most of the research has concentrated on the benefits of training
in general. There is however, limited focus on evaluation of training and
development practices in organizations.

3. According to Haslinda ABDULLAH (2009), the challenges faced by employers

and organizations in the effective management of HR T&D varied from concerns
about the lack of intellectual HR professionals to coping with the demand for
knowledge-workers and fostering learning and development in the workplace.
The core and focal challenge is the lack of intellectual HRD professionals in
manufacturing firms, and this suggests that employers viewed HR T&D as a
function secondary to HRM and perhaps considered it as being of lesser
importance. This implication could lead to the ineffective implementation of HR
T&D activities and increase ambiguity and failure in effectively managing HR T&D
as a whole. A study on Effectiveness of Training and Development in Cement
Industry.

4. According to Ananth (1998), He pointed out different problems faced by the

organization in handling the corporate finance such as the time of procurement
and investment of funds. He suggested that the organisation must relate itself
with the needs of changing environment by taking good decisions through
professionally trained people.

5. According To Fizzah(2011), The purpose of the research is to find out how

training and development effect organizational performance and to find out what
is the impact of training and development in organization. Data is collected from
the 100 members of different organizations. And the previous researches carried
out on training and development. Training and development is important for the
employees in organization, it helps the employees to improve their skills and to
give a good performance in workplace. There is a big relation between training
and development with the organization performance and the relationship is
discussed in the paper.

6. According to Iftikhar Ahmad and Sirajud Din (2009), Training and development
is adopted by organizations to fill the skill gap of employees. Training evaluation
must be appropriate for the person and situation. Evaluation will not ensure
effective learning unless training is properly designed. Successful evaluation
depends upon whether the means of evaluation were built into the design of the
training program before it was implemented.

7. According to Bates and Davis (2010), Usefulness of training programme is

possible only when the trainee is able to practice the theoretical aspects learned
in training programme in actual work environment. They highlighted the use of
role playing, cases, simulation, mediated exercises, and computer based learning
to provide exposure to a current and relevant body of knowledge and real world
situations

8. Cheng and Ho (2001) discuss the importance of training and its impact on job
performance: While employee performance is one of the crucial measures
emphasized by the top management, employees are more concerned about their
own productivity and are increasingly aware of the accelerated obsolescence of
knowledge and skills in their turbulent environment. As the literature suggests, by
effectively training and developing employees, they will become more aligned for
career growth— career potential enhances personal motivation.

Chapter 3:
Conceptual framework
Of
 Training and Development

Conceptual framework:
Before discussing the concept in detail it is pertinent to present the training wheel
developed by Frances and Roland Bee(1994) Which is self explanatory

Throughout our lives learning experiences are a potent source of

stimulation. As per Goldstein & Ford (1993) ‘training is defined as the systematic
acquisition of skills, rules, concepts, or attitudes that result in 32 improved
performance in another environment. Therefore, training programs are planned
to produce, for example, a more considerate supervisor, a more competent
technician in the workplace, or leaders of complex organizations. In some cases,
such as on-the-job training, the instructional environment is almost identical to
the actual job environment. In other instances, such as a classroom lecture on
electronics theory for technicians, the learning environment is further removed
from the job situation. However, in both circumstances effective training stems
from a learning atmosphere systematically designed to produce changes in the
working environment.

Training is an organized activity aimed at imparting information and/or

instructions to improve the recipient’s performance or to help him or her attain a
required level of knowledge or skill (web dictionary).

Training is the acquisition of knowledge, skills, and competencies as result

of the teaching of vocational or practical skills and knowledge that relate to
specific useful competencies. Training has specific goals of improving one's
capability, capacity, and performance. It forms the core of apprenticeship and
provides the backbone of content at institutes of technology. In addition to the
basic training required for a trade, occupation or profession, observers of the
labor-market recognize the need to continue training beyond initial qualifications
to maintain, upgrade and update skills throughout working life. People within
many professions and occupations may refer to this sort of training as
professional development .

Training is an investment in people who work with the organization

and for the organization. Training can do wonders by improving employee 33
knowledge, skills and behavior. It enhances performance, increases productivity
and multiplies profits. Today's competitive environment is more intense than ever
before. Significant and rapid changes are affecting the business environment.
There have been remarkable changes in technology, political boundaries and
treaties, population demographics and consumer preferences in the last decade.
These changes have lead to turbulent business environment and in this
environment to sustain; the organization needs to evolve continuously its
strategy, mechanism, structure, system, processes and people. For competitive
edge training is most preferred option.

Human resource development in the organizational context is a process

by which the employees of an organization are helped, in a continuous, planned
way, to:
  Acquire or sharpen capabilities required to perform various functions
associated with their present or expected future roles

 Develop their general capabilities as individuals and discover and exploit

their own inner potentials for their own and/or organizational development
purposes

 Develop an organizational culture in which supervisor-subordinate

relationships, team work, and collaboration among sub-units are strong and
contribute to the professional well-being, motivation, and pride of employees.

This definition of HRD is limited to the organizational context. In the

context of a state or nation it would differ.

Even an organization that has reached its limit in terms of growth needs to
adapt to the changing environment. No organization is immune to the need for
processes that help to acquire and increase its capabilities for stability and
renewal (Rao, 1991).

The human resource systems (HRS), according to Rao T V & Pareek (1981,
1992) can be assumed that human beings are a great asset to the organization.
They are not merely necessary evils to be reckoned with, in fact they can
contribute a great deal to the achievement of organization goals. The positive
view of people working in the organizations as an asset with unlimited potentials
is the care of the concept of the human resource system.

The goal of training and development system (TDS) (HRD system) is to

develop (Rao, 1991):

 The capabilities of each employee as an individual  the capabilities of

each individual in relation to his or her present role

 The capabilities of each employee in relation to his or her expected

future role(s)  the dyadic relationship between each employee and his or her
supervisor
  The team spirit and functioning in every organizational unit(department,
group, etc.)

 Collaboration among different units of the organization

 The organization’s overall health and self-renewing capabilities, which, in

turn, increase the enabling capabilities of individuals, dyads, teams, and the entire
organization

*Training has specific goals of improving one's capability, capacity, and

performance. It forms the core of apprenticeship and provides the backbone of
content at institutes of technology. In addition to the basic training required for a
trade, occupation or profession, observers of the labor-market recognize the need
to continue training beyond initial qualifications to maintain, upgrade and update
skills throughout working life. People within many professions and occupations
may refer to this sort of training as professional development .

* Training is an investment in people who work with the organization

and for the organization.
 Chapter 4:
DATA ANALYSIS
AND
INTERPRETATION

Data Analysis and interpretation:

Today's work environment requires employees to be skilled in performing
complex tasks in an efficient, cost-effective, and safe manner. Training (a
performance improvement tool) is needed when employees are not
performing up to a certain standard or at an expected level of performance.
The difference between actual the actual level of job performance and the
expected level of job performance indicates a need for training. The
identification of training needs is the first step in a uniform method of
instructional design.

A successful training needs analysis will identify those who need training and
what kind of training is needed. It is counter-productive to offer training to
individuals who do not need it or to offer the wrong kind of training. A
Training Needs Analysis helps to put the training resources to good use.

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.

 Organizational Analysis. An analysis of the business needs or other

reasons the training is desired. An analysis of the organization's
strategies, goals, and objectives. What is the organization overall
trying to accomplish? 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.

 Person 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 is their learning style,
and who will conduct the training. Do the employees have required
skills? Are there changes to policies, procedures, software, or
equipment that require or necessitate training?

 Work analysis / Task 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.

 Performance Analysis. Are the employees performing up to the

established standard? If performance is below expectations, can
training help to improve this performance? Is there a Performance
Gap?
  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.

Knowledge, Skills, and Abilities

Today's workplace often requires employees to be independent thinkers
responsible for making good decisions based on limited information. This
kind of work may require training if the employee does not have these skills.
Below is a list of various competencies that employees may be required to
posess in order to perform their jobs well.

 Adaptability
 Analytical Skills
 Action Orientation
 Business Knowledge/Acumen
 Coaching/Employee Development
 Communication
 Customer Focus
 Decision Making
 Fiscal Management
 Global Perspective
  Innovation
 Interpersonal Skills
 Leadership
 Establishing Objectives
 Risk Management
 Persuasion and Influence
 Planning
 Problem Solving
 Project Management
 Results Orientation
 Self-Management
 Teamwork
 Technology

Are any of these KSA's required before the employee is hired? Are the
required KSA's included in any job postings or advertisements? Do they need
to be?

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
 assessments/surveys
 records & report studies
 work samples

Conducting an Organizational Analyses

Determine what resources are available for training. What are the mission
and goals of the organization in regards to employee development? What
support will te senior management and managers give toward training? Is
the organization supportive and on-board with this process? Are there
adequate resources (financial and personnel)?

Conducting a Work / Task Analysis

Interview subject matter experts (SME's) and high performing employees.
Interview the supervisors and managers in charge. Review job descriptions
and occupational information. Develop an understanding of what employees
need to know in order to perform their jobs.

Important questions to ask when conducting a Task Analysis:

1. What tasks are performed?

2. How frequently are they performed?
3. How important is each task?
4. What knowledge is needed to perform the task?
5. How difficult is each task?
6. What kinds of training are available?

Observe the employee performing the job. Document the tasks being
performed. When documenting the tasks, make sure each task starts with
an action verb. How does this task analysis compare to existing job
descriptions? Did the task analysis miss any important parts of the job
description? Were there tasks performed that were omitted from the job
description?

Organize the identified tasks. Develop a sequence of tasks. Or list the tasks
by importance.

Are there differences between high and low performing employees on

specific work tasks? Are there differences between Experts and Novices?
Would providing training on those tasks improve employee job performance?

Most employees are required to make decisions based on information. How

is information gathered by the employee? What does the employee do with
the information? Can this process be trained? Or, can training improve this
process?

Cognitive Task Analysis

Develop a model of the task. Show where the decision points are located and
what information is needed to make decisions and actions are taken based
on that information. This model should be a schematic or graphic
representation of the task. This model is developed by observing and
interviewing the employees. The objective is to develop a model that can be
used to guide the development of training programs and curriculum.

Since the training is based on specific job tasks, employees may feel more
comfortable taking the effort to participate in training.

Gather information about how the task is performed so that this can be used
to form a model of the task. Review job titles and descriptions to get an idea
of the tasks performed. Observe the employee performing the job. Review
existing training related to the job. Make sure you observe both experts and
novices for comparison.

Conducting a Performance Analysis

This technique is used to identify which employees need the training. Review
performance appraisals. Interview managers and supervisors. Look for
performance measures such as benchmarks and goals.

Sources of performance data:

1. Performance Appraisals
2. Quotas met (un-met)
3. Performance Measures
4. Turnover
5. Shrinkage
6. Leakage
7. Spoilage
8. Losses
9. Accidents
10. Safety Incidents
11. Grievances
12. Absenteeism
13. Units per Day
14. Units per Week
15. Returns
16. Customer Complaints

Are there differences between high and low performing employees on

specific competencies? Would providing training on those competencies
improve employee job performance?

Checklist for Training Needs Analysis

It is helpful to have an organized method for choosing the right assessment
for your needs. Your checklist should summarize the kinds of information
discussed above. For example, is the assessment 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 participants? Also consider the ease or
difficulty of administration, scoring, and interpretation given available
resources. Click here for a sample checklist that you may find useful.
Completing a checklist for each test you are considering will assist you in
comparing them more easily.

This model is developed by observing and interviewing the employees. The

objective is to develop a model that can be used to guide the development
of training programs and curriculum.

Since the training is based on specific job tasks, employees may feel more
comfortable taking the effort to participate in training.

Gather information about how the task is performed so that this can be used
to form a model of the task. Review job titles and descriptions to get an idea
of the tasks performed. Observe the employee performing the job. Review
existing training related to the job. Make sure you observe both experts and
novices for comparison.
 Chapter 5:
Findings of training
and
development

Findings:
The most preferred method of training - On the job training 

2. A T&D program is successful when it meets all the stated objectives with
competent faculties & useful resources that make the learning easy

3. The T&D program helps in the faster growth rate of employees in the
organization by improving the productivity level and strengthening areas where an
employee lags.

4. The success of a T&D program depends on the amount of transfer of training -

i.e. how far the employee could brings the learning ( from the T&D program) back
into the job.

5. The motivation obtained from the T&D program impacts the productivity and
thus the success of a T&D program.
6. Job commitments and pressure from superiors are a major factor in attending
a T&D program.

7. The common human psychology of human beings preferring / inclining towards

newer and innovative things and events are applicable to the T&D program as well
- factors like new innovations and technology and the opportunity to interact with
other participants (which are different from the routinely schedule) facilities the
employees' mindset to attend the T&D program.

8. Payoff and ROI for the T&D program is not calculated, although there is always
a training budget

Summary:

Knowledge and skills are crucial to every company nowadays. Firms are evaluated
based on their physical structure and intellectual capital. The easiest way to
develop and improve a firm’s intellectual capital is to conduct regular training and
development programs.

Also, supporting untrained employees costs the organization more than it would if
it employed well-trained individuals. Other perks of employee training and
development include improvements in employee performance, boosting company
reputation, and addressing weak links in the organization.

Conclusions
Findings of this study and supporting findings from large number of reviewed
research papers reveal that training and development has positive relationship and
strong positive impact on employees performance and productivity. Respondents
across studied companies showed high agreement on the statement that the use of
different methods of training and developments is beneficial not only to them
but also for the organization as well. Benefits are obvious if training programs
and development plans are devised which fit the trainees, the job description, the
managers and supervisors and their different levels of education and background
appropriately and go in line with companies goals and objectives. Therefore
Investing in training and development is imperative for any organization,
which will certainly realize returns on its investment in training and developing
 its workers. Return forms include: long-term increase in productivity and to an
increase in quality as a result of potentially fewer mistakes. Moreover, effective
development programs allow for the organization to maintain a workforce that can
adequately replace employees who may leave the company or who are moved to
other areas. On the individual level employees are encouraged to carry out self-
assessment, where they are expected to identify their opportunities and needs
for improvement.

Furthermore, findings revealed that on the job training is very effective and it
also saves time and cost. Training and development, on the job training, training
design and delivery style have significant effect on both employees performance
and productivity and all these have positively affected companies performance by
increasing it. It was evident from respondents replies that participation and
cooperation between managers and employees is necessary to produce
maximum impact reflected in the form of increased performance. Achieving
that requires mutual efforts; managers should identify only those employee
development programs that are central and can add value to the organization
and employees who are developed must be given the requisite resources to work
with and the necessary management or leadership support to enable them to
translate their new skills acquired from the development programs into initiatives
and action that can benefit the organization. companies one can make the
conclusion that training cannot be discarded from the industry; and the
companies have to set up and implement an advanced roadmap for training and
development as it enhances employee performance. Main elements of such map
include proper systematic identification

Bibliography
1. Abernathy, D.J. (1999), “Thinking Outside the Evaluation Box”, Training and
Development, Vol. 53 (2), pp. 1–10.

2. Ackers, P. and Preston, D. (1997), “Born Again? The Ethics and Efficacy of the
Conversion Experience in Contemporary Management Development”, Journal of
Management Studies, Vol. 34 (5), pp. 677–701.

3. Ahmed, S. (1999), “The Emerging Measure in Effectiveness for Human Resource

Management: An Exploratory Study with Performance Appraisal”, Journal of
Management Development, Vol. 18 (6), pp. 543–556.
4. Alavi, M., Yoo, Y. and Vogel, D.R. (1997), “Using Information Technology to Add
Value to Management Education”, Academy of Management Journal, Vol. 40 (6), pp.
1310–1333.

5. Alexander, L. (1985), “Successfully Implementing Strategic Decisions”, Long

Range Planning, Vol. 18 (3), pp. 91–97.

6. Al-Khayyat, R. M. and Elgamal, Mahmoud A. (1997), “A Macro Model of

Training and Development: Validation”, Journal of European Industrial Training, Vol.
21 (3), pp. 87–101.

7. Allen, K.R. (1991), “How Middle Managers View the Function”, Personnel

Management, Vol. 23 (6), pp. 40–43. Alliger, G. and Shelton, S. (1993), “Who’s Afraid
of Level 4 Evaluation?”, Training and Development, Vol. 47 (6), pp. 43–46.

8. Alliger, G.M. and Horowitz (1989), “IBM Takes the Guessing Out of the
Testing”, Training and Development Journal, Vol. 43 (4), pp. 69–73. Alliger, G.M. an

9. d Janak, E.A (1989), “Kirkpatrick’s Levels of Training Criteria: Thirty Years

Later”, Personnel Psychology, Vol. 42 (2), pp. 331–342.

10. Brinkerhoff, R.O. (1988), “An Integrated Evaluation Model for HRD”, Training
and Development Journal, Vol. 42 (6), pp. 66–68.

11.Making performance work effectively: - Philip Tom: McGraw Hill Book

Company: England: 1983.

1 2. Principles and procedures in evaluating performance: John C. Flanagan:

volume 28.

13. Public Personal Administration: S L Goel: Sterling Publishers Pvt. Ltd.: New
Delhi.

14. Training & Development : A Better way: Robert Hayden: Volume 52.

15. Research Methodology Methods and Techniques: Kothari C. R.: Willey Easter:
New Delhi.

16. P. Jyothi, P., Venkatesh, D.N., Human Resource Management

17. Kothari, C. R., Methods and Techniques, New Delhi, New Age International
Publications

18. Aswathappa, K., Human Resource Personal Management

 QUESTIONNAIRES
Section I

Q1. Please mention your age

€ 20-25

€ 25-30

€ Above 30

Q2. Sex:

€ Male

€ Female

Q3. Marital Status:

€ Single

€ Married

€ Divorced

Q4. No. of years of experience:

€ Less than 3 years

€ 3 to 5 years

€ More than 5 years

Q5. Is this your first organization?

€ Yes

€ No.

Section II
NOTE: Please tick mark () the option you feel is most appropriate as per the
following:

Rate on a scale of 1-6 to indicate your option, 1 being strongly disagree and 6
being strongly agree

Q1. You know what is expected of 1 2 3 4 5

6

you at work.

Q2. You have the materials and 1 2 3 4 5

6

Equipment that you need to

do your everyday work

Q3. The work you do has appropriate 1 2 3 4 5

6

task variety.

Q4.You are performing a job that 1 2 3 4 5

6

matches your skills.

Q5.You are given ample flexibility to 1 2 3 4 5

6

perform your job.

Q6.The organization clarifies how its 1 2 3 4 5

6

culture is evident through employee behavior.

Q7.The organization rewards or 1 2 3 4 5

6
recognizes such employee behavior.

Q8.You feel comfortable working with 1 2 3 4 5

6

your team members.

Q9.Your organization has created a 1 2 3 4 5

6

professional, attractive work area

that is functional and promotes productivity

Q10.The company provides you a safe 1 2 3 4 5

6

work environment by accident

prevention & safety programs.

Q11.Your work interferes with your 1 2 3 4 5 6

personal relationships & family responsibilities.

Q12.Your salary is fair, equitable 1 2 3 4 5

6

and competitive.

Q13.You are offered economically feasible 1 2 3 4 5

6

employee benefit programs tailored to

individual needs.

Q14.Rewards in your organization are 1 2 3 4 5

6

immediate and appropriate.

Q15.Performance goals are behavioral, 1 2 3 4 5
6

result-oriented and achievable.

Q16.Performance is regularly tracked 1 2 3 4 5

6

and measured.

Q17.Performance measures are mutually 1 2 3 4 5

6

agreed on & discussed by both the

employee & supervisor.

Q18.Performance is appropriately rewarded 1 2 3 4 5

6

with raises, incentives, rewards

and recognition.

Q19.Performance measurement is used 1 2 3 4 5

6

as criteria for promotions.

Q20.You are a part of a supportive and 1 2 3 4 5

6

productive team.

Q21.A variety of training & development 1 2 3 4 5

6

programs are offered to improve skills

Q22.You feel attached with your company, 1 2 3 4 5
6

team & other employees.

Q23.You have the opportunity to grow and 1 2 3 4 5

6

prosper with the organization.

Q24.You work in a trusting and ethical 1 2 3 4 5

6

environment

Q25.You have a supervisor who is 1 2 3 4 5

6

respectful and one who inspires you

Section III

Q1. Has your company organizes a training and development programme?

Yes

No

Q2. If your organisation identifies the training needs for the employees?

Yes

No

Q3. On an average, how much time did it used to take for training and
development programme?
 One Month

Two Month

Three Month

Q4. How much training programs has been made in the past one year?

One

Two

Three

Q5. Do you have any training programs in the coming financial year?

Yes

No

Q6. Do your top management take feed back?

Yes

No

Q7. What do you think the training programs will be run in future?

Yes

No

Q8. Do employee development programs raise unrealistic expectations about

promotions?

Yes

No

Q 9. Do the Executive Director engage development activities for him/herself?

Yes
 No

Q10. Do you feel trust in your supervisors?

Yes

No

Q11. Do the practice's supervisors use positive attitude with employees?

Yes

No

Q12. Does the practice have a consistent, timely and fair method for evaluating
individual

performance? Yes

No

Q13. Do you feel, you are being paid fairly?

Yes

No

Q14. Does your practice's equipment (everything from computers to scales) work
properly?

Yes

No

Q15. Does your company use a specific training process?

Yes

No

Q16. Do you require a high degree of technical knowledge for your job?
 Yes

No

Q17. Are office conditions comfortable?

Yes

No

Q18. Do you satisfy with organizational training and development programmme?

Yes

No