Internship Report

Summer Internship Report
on
“Training and Development at Digital Intelligence and Growth Partner”
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

THE AWARD OF DEGREE OF
MASTERS OF BUSINESS ADMINISTRATION
Submitted by Submitted to
Anushka Ghildiyal Dr. Pankaj Kumar
Roll No: 216122032 Assistance Professor
Department of Management
Studies
DIT University Dehradun
DEPARTMNET OF MANAGEMENT STUDIES, SCHOOL OF LIBERAL ARTS &

MANAGEMENT
DIT UNIVERSITY, DEHRADUN
October 2022
“DIT University Dehradun 2021-23”
1
CERTIFICATE
This is to certify that Ms. Anushka Ghildiyal has completed the summer training entitled
“Training and development at Digital Intelligence and growth partners.” under my supervision.
To the best knowledge, the report consists of result of the empirical study conducted by the
student. In my opinion, the work is of requisite standard expected from an MBA student.
Therefore, I recommend the same to be sent for evaluation to the university.
Signature:
Name of the Guide: Dr. Pankaj Kumar
Designation: Assistant Professor, DIT University, Dehradun
Date:
ii
iii
DECLARATION
I hereby declare that the research work entitled “Training and development at digital intelligence
and growth partners” is original work done by me. The project is being submitted as a partial
fulfillment of the requirements of degree MBA, DIT University Dehradun Uttarakhand. The
contents of this project are based on surveys and research analysis
Signature of Student
Anushka Ghildiyal
Roll No:- 216122032
iv
ACKNOWLEDGEMENT
I wish to take this opportunity to express my deep sense of gratitude and profound thanks to my
research supervisor Dr. Pankaj Kumar Assistance Professor, Department of Management in DIT
University for her keen interest and overall support. I hope that this project report will reflect my
observation on Training and development at Digital Intelligence and growth Partners, Dehradun,
Uttarakhand, India.
v
TABLE OF CONTENTS
Chapter Chapter Name Page No.

No
1 Introduction of the topic 1-17
2 Company Profile 18-21
3 Literature Review 22-28
4 Research Methodology 29
Research Objective 30
Data Analysis 31-44
Finding 45
Recommendation 46
Bibliography 47
Plagiarism Certificate 48
vi
7
CHAPTER 1
INTRODUCTION OF THE TOPIC
Training is a learning process that includes knowledge acquisition, skill development, concept
clarification, rule modification, or attitude and behaviour change to improve the work of the staff
and the employees working in the organization. Knowing where you are now (regardless of how
wonderful or horrible the situation appears to be) and where you will be later on is the goal of
training. The goal of training is to acquire knowledge, skills, and abilities (KSA) through career
growth. People can acquire skills to support the achievement of organisational goals through
training. It involves prearranged learning exercises designed to enhance a worker's performance at
their most recent position. Development is any learning activity that puts future demands over
present ones and emphasises career advancement over instant results. A wide range of persistent,
multifaceted actions are used in development to lift a worker or a company to a new level of
presentation. Development sometimes implies securing many employment or a fresh position in
the near future.
TRAINING AND DEVELOPMENT
It belongs to an organisation as a subsystem. It guarantees that probability is minimised and

that training or behavioural modification happens methodically.
MODERN AND TRADITIONAL STRATEGIES FOR TRAINING

DEVLOPMENT
Traditional Methods
Prior to now, the majority of corporations never did the value training. They were adhering to the
conventional wisdom that managers are created, not born. Additionally, some people felt that
training was a waste of money because it was so expensive. Executive pinching used to be more
accepted by organisations. However, the situation currently appears to be altering.
1
Modern Methods
The value of corporate training has been recognised by Indian organisations, which has led to the
current approach to training and development. Nowadays, training is seen more as a retention
tool than as an expense. To produce a more intelligent workforce and achieve the greatest
results.In the Indian manufacturing industries, the training scenario has expanded.
Since an organization's growth and profitability also depend on the development of its
workforce, training and development are crucial for healthy organisational development. The
role of training in organisational development is crucial since without properly trained people, no
amount of equipment, resources, or cash can increase output or profits.
The framework for assisting staff members in developing their individual and organisational
skills, knowledge, and capabilities is known as training and development. The goal of every
aspect of human resource The aim of development is to create the strongest workforce possible,
enabling the organisation and each employee to realise their individual professional goals in
service of clients. Internal and external training sessions can be the two main types of training in
a company. When internal training is organised utilising the training or human resources
departments with senior personnel member any other competent staff member in the specific
department acting as an expert source, internal training is taking place on-site.
However, external training is typically set up outside of the company and is typically organised
by training centres or consultants. Regardless of the type of training, it is crucial for all
employees to receive it because it enhances career positioning and gets workers ready for
tougher difficulties in developing nations. However, the training is expensive but worthwhile.
Only a small amount of raw human resources can help the organisation reach its aims and
objectives. Because of this, there is a growing need for skilled workers. Training is therefore a form
of investment. Although training and development are closely related and frequently used
interchangeably, they have different purposes. Learning a series of preprogrammed behaviours is
the process of training. It involves the use of knowledge. It makes people conscious of the
processes and laws to direct their activity. It seeks to raise their level of performance on their
current employment and gets them ready for their desired job.
2
The process of development is connected. It covers more than just job-enhancing activities
performance, but also those that encourage personality development. it aids individual in the
development of maturity and the realisation of their potential thus so they can improve to
become better people as well as good employees.
PRINCIPLES OF TRAINING
MOTIVATION: When a learner is motivated, learning is improved. Learners must be

able to perceive how the learning experience will contribute to the organization's goals.
Training effectiveness is influenced by motivation.
FEEDBACK: Feedback is necessary for training. It is necessary so that the student can
learn from his errors. Only by knowing how he is doing in relation to his goals can he
make corrections.
REINFORCEMENT: According to the principle of reinforcement, behaviours that

receive positive reward are supported and sustained. It makes it more likely that a learnt
activity will be practised again.
PRACTICE: The performance of a trainee improves with practise. When students

practise in real life, they become more self-assured and are less likely to make mistakes
or forget what they have learned.
INDIVIDUAL DIFFERENCE: Individual difference include the cost of private

instruction. Group training is advantageous to the organisation. Each person has a unique
combination of aptitude and intelligence. Each trainee's abilities and intelligence must be
taken into consideration during training.
3
OBJECTIVES OF TRAINING
TO INCREASE PRODUCTIVITY: Employees can improve their level of performance on

their assignment with the assistance of an instructor. An increase in human performance results
in a rise in operational productivity and, ultimately, in the company's profit.
TO IMPROVE QUALITY: Employees who have received more training are less prone to
make operational errors. It may be related to the business or make reference to the intangible
organisational work environment.
OMPANY'S FUTURE PERSONNEL NEEDS CAN BE FULFILLED BY: Effective internal

training and development programmes will reduce the need for modifications and changes in an
organisation. When necessary, openings can be swiftly filled.
TO IMPROVE ORGANIZATIONAL CLIMATE: An effective training programme

produces an infinite chain of beneficial outcomes.
TO IMPROVE HEALTH AND SAFETY: Industrial accidents can be avoided with the right
training. Employee attitudes are more steady when the workplace is safer.
PERSONAL GROWTH: Employee exposure to educational expressions benefits them
personally on an individual basis. Programs for training them expand their knowledge and
abilities. NEED FOR TRAINING
To teach new recruits the fundamental know-how and abilities required for certain roles.
By introducing them to fresh ideas, help people perform better in their current roles.
To create a line of
To cut down on wasted time, supervision, and fresh material
spoiling. To decrease industrial accidents and defect rates.
To provide an affordable output of the necessary quality.
To avoid becoming obsolete.
To encourage motivation, accountability, and cooperation among individuals and the
group.
4
TYPES OF TRAINING
Training is necessary for a variety of reasons. As a result, training programmes may be one of
the following:
Orientation instruction: New adjustments are made during induction or orientation instruction.
appointed personnel to the workplace. Each new hire must be adequately trained on his or her
job, his or her supervisors and subordinates, as well as the norms and regulations of the
company organization-specific regulations. Induction training boosts a person's confidence.
employees. Also known as pre-employment training. It is succinct and educational
Job Training: Job training is defined as instruction given to employees in order to improve their
knowledge and abilities so they may perform better at work. The proper handling techniques for
the tools and machines used at work may be taught to employees. Through such training,
accidents, waste, and ineffective job performance can be decreased.
Safety Training: Safety training refers to instruction given to reduce mishaps and damage to
equipment. It entails teaching people how to use safety equipment and to be more aware of their
surroundings.
Promotional training: This entails educating current workers so they can carry out higher-level
tasks. Before being promoted, employees who have promise are chosen, and training is provided
to them so they won't struggle to handle the more demanding duties of their new roles.
Refresher Training: Refresher training is necessary when new methods and approaches render
older ones outdated as a result of the creation of more effective ones. Employees occasionally
lose part of their working methods as time goes on. Refresher training is intended to revive and
refresh existing employees' knowledge as well as to update their abilities. Because technology
and workplace practises are changing so quickly, short-term refresher courses are becoming
more and more popular. To prevent the deterioration of knowledge and abilities, refresher or
retraining programmes are run.
5
METHODS OF TRAINING
ON- THE- JOB METHODS OFF- THE- JOB METHODS
ON-THE-JOB Methods: Under the supervision of an experienced, qualified manager, on-the-

job techniques allow managers to put management abilities into practise, make mistakes, and
learn from them. Some of the techniques include:
Job Rotation: It's also known as "cross straining." It entails assigning a worker to several jobs
for intervals ranging from a few hours to several weeks. At entry-level positions, it often takes a
short time, like a few hours or one or two days. Due to the possibility that staff trainees are
learning complex activities and responsibilities at higher work levels, it may take substantially
longer periods of time.
Managers typically rotate among temporary positions that could last anywhere from a few
months to several years in a variety of plants, offices, and departments.
A trainee's job rotation includes a number of brief tasks that cover a range of abilities and help
the trainee gain a deeper grasp of how different work areas operate.
It performs a slightly different purpose for middle and upper level management. At this point,
lateral promotions that last one or more years are involved. It entails a change of workplace to
allow the manager to hone their overall management decision-making abilities.
Enlarged and enriched job responsibilities: The company enables an individual to learn a lot
about the work, department, and organisation by adding new job activities, boosting job
autonomy, and expanding job responsibility.
Job instruction trainingIt is frequently described as "training in steps." Before allowing the
learner to begin, the instructor demonstrates how to do the tasks and teaches the necessary
knowledge and skills. The instructor assesses the student's performance, provides criticism, and
corrects the mistake. To put it simply, it involves planning, presenting, performing, trying out,
and following up.
6
CoachingThe trainee is given a specific supervisor who also acts as their coach. The mentor
provides constructive criticism and praise for the trainee's performance.
When the trainee assumes some of the coach's responsibilities, the coach is frequently freed of
some of those responsibilities. A drawback is that the trainee might not be given the freedom or
chance to express his own ideas.
Committee assignments:
A group of trainees are given and requested to address a real organisational challenge in this
section. The issue is collaboratively resolved by the students. The trainees have sensations of
group togetherness and teamwork as a result of this.
OFF-THE-JOB METHODS: Everything done outside of the employee's primary work area is
included.
There are two major categories of it:
IN HOUSE PROGRAMMES: These are handled internally at the business's training facility by
either training specialists in the HR department, outside consultants, or a combination of the two.
OFF-SITE PROGRAMMES: It is held somewhere else and is sponsored by a university, a

trade group, a government agency, or a private training and development company. The
following are the many off-the-job training programmes
Vestibule instruction: Here, classroom simulations of real-world working environments are used.
Equipment, materials, and tools used in actual work performance are also employed during
training. This kind of instruction is frequently used to prepare employees for office and
semiskilled work. This training can last anything from a few days to a few weeks.
In this way, theory and practise can be related.
Role-playing: It is described as a way of interacting with people that uses real behaviour in
made- up circumstances. This approach entails practise and action. Participants take on the
7
parts of
8
several characters, including production managers, HR managers, foremen, and employees,
among others. The main purpose of this technique is to foster interpersonal relationships and
interactions.
Lecture method: A common and straightforward technique of instruction is the lecture. The
training compiles the information and presents it to the class of trainees as a discourse. The
lecture ought to pique the trainees' interest and inspire them to learn. This method has the benefit
of being straightforward and adaptable to a large number of learners.
Conference or discussion: It is a method for instructing professional, administrative, and

managerial workers. In order to improve job performance, it entails a team of people putting
ideas forward, examining and sharing facts and data, testing hypotheses, and making
conclusions. Because it involves two-way communication, feedback is given, which is a benefit.
In small groups, the members are at ease speaking. Success is dependent on the group leader's
leadership abilities.
Programmed instruction: This approach has gained popularity recently. The information to be
learnt is organised into a number of carefully thought-out sequential sections. The levels of
instructions for these units range from easy to barely difficult. By responding to questions or
filling in the blanks, the trainee moves through these units. This process is time- and money-
consuming.
9
EXECUTIVE DEVELOPMENT PROCESS
Executives design the policies, make the decisions, and supervise their implementation in any
firm organisation. Among them are the president, vice-president, managing director, works
manager, plant superintendent, controller, treasurer, office managers, engineers, and directors of
many other departments, such as purchasing, research, personnel, legal, and marketing.
The practise of deliberate activities to improve top level managers' attitudes and behaviours that
either directly or indirectly affect their employment and interpersonal interactions is referred to
as executive development.
.
The steps that are involved in the development of executives are as follows:
OBJECTIVES: Determining the long-term goals for executive growth and training is the first
and most important stage.
STRENGTH AND WEAKNESS: Managers are inventoried, paying close attention to their
strengths in terms of managing abilities and other characteristics.
Against each, a list of their accomplishments, specialised knowledge, and special skills is
provided. The knowledge and ability gaps of the current executive will become apparent when
compared to the needs of the organisation. The flaw is this.
LONG- RANGE PLANS: In this scenario, management develops long-term training

and development plans for their executives that include yearly training goals, yearly
spending, and the specific training subject.
SHORT- TERM PROGRAMME: The duration is stated in this programme.

beginning and ending times, the number of executives receiving training, and
the supplies, etc.
IMPLEMENTATION: The previously planned training programme is implemented.

The right timetable and other procedures set the stage for the training itself.
10
EVALUATION: The improvement in work performance of executives who participated
in the programme is used in this stage to assess how effective the executive training
programme was. There are many ways to measure efficacy, including validity, reliability,
and others.
EVALUATING THE EFFECTIVENESS OF TRAINING

To measure success and enhance future effectiveness, an Investor in People assesses the
investment in training and development. According to Kearns (1994), organisations utilise four
different types of "metrics" of training efficacy.
These are the groups:
None Measured
Measures That Are Subjective
Quality Assessments
Objective Evaluations
The first category, in which there is no meaningful measurement, consists of actions conducted
as a "Act of Faith," without any attempt at measurement, such as attempts to enhance
organisational communications that seem to make people feel good and seem to have worked in
some elusive way. The "Happy Sheet" serves as an example of the second category, which
consists of trainees' and course participants' subjective replies. The major inquiry is about how
people feel following the training. Positive feedback is frequently taken as a sign that a training
programme was successful, and hence, valuable to the firm. The trainer's presentational abilities,
the venue's quality, the "feel good" aspect of participating in a creative work group, and other
factors could all influence how highly course participants respond to it. Although quality metrics
seem to be more objective than the earlier group, they are frequently vulnerable to subjective
flaws as well.
Surveys that ask participants to "value" the possible benefits of a training programme can be
used to find them. The only measurements of any real relevance are those that are objective.
They want the training provider to demonstrate how the "bottom line" is impacted by their
11
training efforts in terms of return on investment and return on capital employed. In the past,
there has frequently
12
been the presumption that because training is all about growing people, it somehow "justifies"
itself. To avoid falling victim to the subject approach and being badly caught off guard when a
thorough review of all of the organization's business processes is required, businesses must
examine seriously the ways in which they evaluate their training efforts. All training
programmes should have an evaluation provision incorporated in, if not as a necessary feature.
The following are the four main evaluation criteria:
EVALUATION OF TRAINING INPUTSThis entails assessing both the sequencing and

content of the training curriculum.
EVALUATION OF THE TRAINING PROCESS: Some significant aspects of the

training process that also need to be reviewed include the culture of the training
organisation, the relationship between trainees and instructors, the trainers' overall
attitudes, their teaching methods, etc.
EVALUATION OF TRAINING OUTCOMES: The primary goal of evaluation is to

assess the carry-home value of a training programme in terms of what has been
accomplished and to what extent. However, this is a difficult technical and expert task.
The advantages of a training programme are not immediately apparent and are not easily
quantifiable.
Training has intangible benefits that take time to manifest. The inability to quantify the success
of certain programmes or shifts in employee behaviour using objective standards and precise
definitions of pertinent variables is a major issue. However, excellent personnel managers do try
to carefully evaluate the advantages and outcomes of their programmes.
The goal of job-related training is to prepare individuals for particular job skills so that their
productivity can grow. However, excellent personnel managers do try to carefully evaluate the
advantages and outcomes of their programmes.
The goal of training people for jobs that need a specific skill set is to boost productivity. Evaluation
can be done using either the direct criterion of output growth or the indirect criterion of cost,
13
breakage, or reject reduction. Measures that highlight changes in absenteeism or turnover are
much more ambiguous.
The hardest evaluation challenges are in the field of supervisory and middle-level managers'
human relations skill development. Therefore, objective review processes are less applicable to
supervisory and managerial training programmes. Since precise standards and criteria are
difficult to develop, evaluations of these programmes sometimes involve a lot of subjectivity.
Stages of the Training Process;

Before and after a trainer conducts a one-on-one training session, effective training continues.
The training process is made up of five interconnected steps or activities: appraisal, design,
delivery, motivation, assessment, and. This online resource offers recommendations for
enhancing training efforts in each of these five areas, steps for putting those recommendations
into practise, and references to related studies. The guide's chapters build on one another,
showing how trainers advance through the phases of designing, delivering, and evaluating
training.
Selecting Training Requirements
The initial step is to determine your training needs. The discrepancy between expected and actual
performance determines the necessity for training. As a result, it aims to reduce the performance
difference between desired and achieved performance. The discrepancy highlights the necessity
of employee training. As a result, the gap is identified during this stage in order to establish the
training needs.
Analysis of an organisation The objectives of the organisation are looked at. The end result that a
company wants to achieve is assessed in light of how it allocates resources to that end.
Organizations' internal and external environments are taken into consideration.
Operation Evaluation: To be completed successfully, a task necessitates a variety of diverse
actions. Operation evaluation emphasis the necessities, aptitudes, expertise, and attitude needed
to carry out the task successfully.
14
Individual analysis: The worker who must perform the job is the primary subject in a person
analysis.. The effectiveness of the employee's performance and his ability to meet organisational
objectives are evaluated.
Establish Specific Objective

The most important task after identifying training needs is choosing the training's goals.
Therefore, closing the performance gap between expected performance and actual performance
should be the main goal of training. Setting training objectives is a method for achieving this. As
a result, the fundamental goal of training is to ensure that a man and a job are well matched.
Choose the Suitable Method

The best approach to accomplish training goals is through training techniques. The identification
of training needs and the specification of objectives must be followed by the selection of an
efficient training technique to achieve the given goals. The efficiency of the available training
methods depends on the needs of the business training programme.
Creating A Training Plan

It is time to look at the factors that need to be considered when creating the training plan after
the aim and method of the training programme have been determined.
Who will instruct the team: Identify the person who will be in charge of the training programme
based on their expertise and abilities. It might be a manager, university lecturer, businessman,
member of the HR team, consultant, etc.
Who requires training: It is necessary to identify who needs to be trained in order to bridge the
knowledge gap. It may be determined by a candidate's personal drive or a supervisor's
recommendation from the HR division.
Training Methods: In order to choose the learning methods best suited to the needs of the
participants, the trainer should be completely aware of their profiles.
15
Implementation
refers to putting the training programme into action. It is crucial to provide a situation that is
suitable for learning. Role-playing and interactive exercises should be encouraged by the trainer
to keep the trainees interested. A collaborative strategy is preferred.
Analysis and Recommendations

The goal of training assessment is to ascertain whether the training's objectives and goals have
been accomplished. The training's results must be evaluated by the participants.
As a follow-up, you can inquire with the participants' managers about how often they apply the
skills they learned in the learning programme to their jobs.
In order to identify the training program's weak points and strengthen them going forward, a
feedback mechanism is lastly constructed. For this reason, participants are questioned about the
classroom, the meals, the lodging, etc. The acquired information was then evaluated and looked
over in order to pinpoint training programmes' shortcomings and offer suggestions for future
advancements.
Executive Developmet Process

In any company organisation, executives create the policies, make the choices, and oversee their
implementation. In addition to the president, vice president, managing director, works manager,
plant superintendent, controller, treasurer, office managers, engineers, and directors of other
departments, such as purchasing, research, personnel, legal, marketing, etc., they also include the
office managers..
A purposeful effort to raise the bar for top level managers' performance as well as to improve the
attitudes and behaviours that either directly or indirectly affect their work and interpersonal
interactions is what is meant by executive development.
Steps followed in executive development process are:-
OBJECTIVES: The most important phase is to specify the long-term goals for the development
and training of executives.
16
STRENGTH AND WEAKNESS: Managers are listed according to their strengths and
weaknesses, with an emphasis on their managerial skills and other qualities. A list of each
person's accomplishments, specialised knowledge, and unique skills is given, along with a brief
biography. When contrasted to the organization's needs, the present executive's knowledge and
skill deficiencies will become clear. This is the flaw.
LONG-RANGE PLANS: In this case, the management creates long-term training and
development plans for their executives. These plans comprise annual training targets, annual
budgets, and the particular subject of training.
SHORT-TERM PROGRAMME: This programme outlines the timeframe, resources, number

of executives being taught, and other details.
IMPLEMENTATION: The previously planned training programme is implemented. The right

timetable and other procedures set the stage for the training itself.
EVALUATION: In this step, the efficacy of the executive training programme is assessed by
gauging the rise in participants' professional performance. There are many ways to measure
efficacy, including validity, reliability, and others.
DETERMINING HOW EFFECTIVE A TRAINING IS

To measure success and enhance future effectiveness, an Investor in People assesses the
investment in training and development. According to Kearns (1994), organisations utilise four
different types of "metrics" of training efficacy.
17
These are the groups:
None Measured
Measures That Are Subjective
Quality Assessments
Objective Evaluations
The first category, in which no actual measurement takes place, includes "Act of Faith" activities
that are carried out without any attempt at measurement. Examples include initiatives to enhance
organisational communications that seem to make people feel good and seem to have worked in
some intangible way.
The "Happy Sheet" serves as an example of the second category, which consists of trainees' and
course participants' subjective replies. The major inquiry is about how people feel following the
training. Positive feedback is frequently taken as a sign that a training programme was
successful, and hence, valuable to the firm. The trainer's presentational abilities, the venue's
quality, the "feel good" aspect of participating in a creative work group, and other factors could
all influence how highly course participants respond to it. Although quality metrics seem to be
more objective than the earlier group, they are frequently vulnerable to subjective flaws as well.
They typically take the form of questionnaires that ask participants to "place a value on" the
potential advantages of a training programme.
Only measurements that are objective can have any actual significance. In terms of return on
investment and return on capital utilised, they push the training provider to show how their
training activities contribute to the "bottom line."
At one time, there has frequently been the presumption that because training is all about growing
people, it somehow "justifies" itself. To avoid falling victim to the topic strategy and being poor
caught off guard when a thorough review of all of the organization's business processes is
required, businesses must examine seriously the ways in which they evaluate their training
efforts. All training programmes should have an evaluation provision incorporated in, if not as
a necessary
feature. The following are the four main evaluation criteria:
18
19
EVALUATION OF TRAINING INPUTS: This entails assessing the curriculum for instruction
and the order in which it is presented.
ASSESMENT OF TRAINING PROCEDURE: Some of the significant aspects of the training

process that also need to be reviewed include the culture of the training organisation,
relationships between trainees and instructors, general attitudes and styles of the tutors,
methodologies, etc.
ASSESSMENT OF TRAINING RESULTS: Primary goal of evaluation is to assess the carry-

home value of a programme of training in the sense of what has occurred accomplished and to
what extent. However, This is a challenging technological endeavour requiring expertise.The
benefits of a training programme do not just immediately apparent and are not easily
quantifiable. Training has intangible benefits that take time to manifest. The inability to quantify
the success of certain programmes or shifts in employee behaviour using objective standards and
precise definitions of pertinent variables is a major issue. However, excellent personnel
managers do try to carefully evaluate the advantages and outcomes of their programmes.
The goal of training people for jobs that need a specific skill set is to boost productivity. Evaluation
is possible using either the output's direct criterion growth or the oblique criterion of expense,
destruction, or reject reduction. Measures that highlight changes in absenteeism or turnover are
much more ambiguous.
The hardest evaluation challenges are in the field of supervisory and middle-level managers'
human relations skill development. This makes objective review processes less suitable for
supervisory and managerial training programmes. Since precise standards and criteria are
difficult to develop, evaluations of these programmes sometimes involve a lot of subjectivity.
20
CHAPTER 2
COMPANY PROFILE
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21
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22
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23
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marketing is the best considered platform in the 21 st centuary. Digital Intelligence and Growth
Partner make sure that you are leading in trend in the social media platforms.
MISSION AND VISION OF DIGITAL INTELLIGENCE AND GROWTH PARTNER
Mission
The goal is to help every company, profession, and person who requires expert advice in
advertising and marketing expand, and to become the world's top advertising agency by giving
clients the most effective and efficient outcomes possible.
Vision
The goal is to give our clients' messages the widest possible reach and effect. The idea is
supported by the design of the holistic approach, which is a precise blending of all the
communication channels to the audience, according to Digital Intelligence and Growth Partner.
Business morals
Business ethics addresses moral quandaries or problematic circumstances that a company may
encounter. Corporate ethics typically includes a set of rules and guidelines that encourage
consumer trust. On some level, the legislation has provisions governing business ethics, such as
minimum wages, restrictions on insider trading, and environmental regulations. However,
managerial approach can significantly affect business ethics, which has an effect on the whole
organisation.
24
Innovative Ideas
A creative idea is a big, overarching "Big Idea" that captures the interest of a crowd, stirs up
their emotions, and spurs them to action. It is a common motif that may be applied to all
campaign themes, calls to action, media outlets, and target groups.
Integrity
Although integrity has many different definitions in the workplace, it is generally understood to
entail acting morally uprightly, which includes employing good judgement, being honest, being
trustworthy, and being loyal. Integrity is often characterised as acting morally at all times, even
when no one is looking, through your words, deeds, and beliefs.
On Time Delivery
On Time Delivery, also known as OTD, is a critical performance indicator used to track how
frequently finished goods are delivered on schedule. This rate is described as the total number of
units delivered over the course of a predetermined time frame agreed upon by the customer and
the provider. Company promises on time delivery to their customers.
Customery Pricing
With customary pricing, the cost of a good or service is determined by how much people
generally think it is worth. It's often applied to a good or service that has a track record of
consistently selling at a particular price point, which ultimately determines how much it should
cost.
25
CHAPTER 3
LITERATURE REVIEW
2008 Kevin Gordan Making sure that employees are the best and most productive must be a
top priority for all organisations. The cost of making "poor" hiring decisions and their effects on
businesses are examined in this study. The author examined topics like learning development,
recruitment, and data from departing employees who had filled out departure questionnaires
throughout the duration of the project. In order to gain a better knowledge of the reasons why
people quit organisations, as well as to determine whether the organisation could have done
anything to stop them from leaving, this was done.
2013: Aidah Nassazi Employees are a company's greatest asset. They play a vital part in a
company's success, which cannot be understated. As a result, in order to maximise job
performance, it is crucial to equip these special assets through efficient training. This study used
the Ugandan telecommunications sector as a case study to assess the effects of training on
worker performance.
2012 Samuel Asante-Yeboah Global recognition of the need for increased productivity at work
and the importance of efficient and successful training and development programmes cannot be
overstated. Training is a process of learning whereby the knowledge, talents, and skills required
to carry out a task successfully are acquired.
2015's Joy O. Ekwoaba The rising focus placed on human resources is one of the most
important changes to have occurred in the world of companies in recent years. People are crucial
to businesses because they bring a variety of perspectives, values, and traits to the working
environment. These human traits could be quite helpful to the company if handled carefully.
2016 Recruitment, hiring, training, and development This research focuses on the recruiting
and selection, training and development, diversity, and performance management practises used
by Sainsbury's. This report's focus focuses on issues with HRM (human resources management),
both from the standpoint of contemporary theory and practical application..
26
2013: Dr. Amir Elnaga Employees are the lifeblood of any company. The performance of the
firm's employees determines whether it succeeds or fails. As a result, top management
understood the value of funding training and development to raise staff productivity. This
conceptual paper examined how training affects employee performance and offered
recommendations for how businesses might boost employee performance through efficient
training initiatives.
Eunice 2014 Jane Amadi The component of HRM known as training and development deals
with organisational initiatives aimed at enhancing both individual and group performance in a
work setting. It has gone by several names throughout the years, including learning and
development, human resource development, and employee development. This study looked into
how worker performance is affected by training and development using a case study of the
safaricom call centre.
2011's Kibibi Hassan Numerous academics have noted the importance of staff development and
training to a company. As a result, businesses are urged to train and develop their personnel to
improve performance.
2014 Githinji Angela This study set out to investigate how training affected the performance of
international domestic workers. The following research questions served as the study's compass:
What impact does training have on employee engagement? What impact does employee
engagement training have? What part does employee job satisfaction training play?
Globalization, financing infrastructure development and many other factors have helped the
growth of banking industry. Customer transaction data is increasing continuously increasing the
need for banks to invest in big data technology. Banks are re-orienting their thinking by
harnessing information technology for financial inclusion which will help increase the
profitability of the banks and also protect the banks market share. The main challenge of the
banking industry is scarcity of skilled manpower to meet the growing needs of the economy.
27
(Ramachandran, 2015)
28
In a journal “Information Technology in Banking Sector”, R. Tiwari, R. Kumar (2012)
emphasized the shift from “conventional banking to convenience banking” by examining various
numerous pertinent issues relating to the role of Information Technology in banking. The study
highlighted a few challenges, some of which werethe roadblocks, such as the obstinacy
sometimes displayed by trade unions who believed that IT could pose a threat to jobs. The
increased use of technology can decrease the number of lower-level routine workers and raise
the number of knowledge workers. In a study by Dr. K. R. Hedge and Mr. A. Kumar (2013) in a
research entitled "Public Sector with Special Reference to Indian Banking Training" the
researchers compared the old The comparison of existing competences with newly developing
competencies revealed that, as a result of technological innovation, a whole new skill structure is
emerging.
Dr. K. R. Hedge and Mr. A. Kumar (2013) in a research entitled "Training in Indian Banking
with Special Reference to Public Sector" made a point of highlighting the need of training and
development in the banking industry by equating these activities to human beings' need for
oxygen. They went on to say that skill upgrading through appropriate training and re-training is
crucial for maintaining the entire workforce perfectly prepared to handle the demanding
environment that is developing every day. Training policies should make sure that every
employee, without exception, receives enough inputs and training because they described
training as a continuous process by which the employees are honed and their abilities are fine-
tuned. The study's conclusion noted the urgent need for training reforms, noting that
management must determine the factors of training need, training resources, perceived training,
training and development objectives, and most recent training trends in accordance with
organisational goal and employee need.
Muhammad Imran and AimanTanveer (2015) conducted a study on “Impact of Training &
Development on Employees’ Performance in Banks of Pakistan”. The importance of employee
performance for firms at all levels and across all industries was taken into account when
conducting the survey. Assessment of present procedures, effect evaluation, and
recommendation for better investment in T&D were the three goals set forth for the study. The
study's data were gathered using a sample size of 150 employees, and analysis was carried out
using frequency tests and bar charts on the response rates in SPSS. This gave the study's findings
29
a quantitative and empirical focus. Most employees thought that T&D had a positive impact on
their job knowledge,
30
work quality and quantity, functional abilities, motivation, and loyalty—all of which are strongly
or moderately but supportively related to their performance..
However, due to convenience sampling that was used, the results could not be generalized with
authenticity to all the banks. Nevertheless, on the basis of literature and analysis it might be
established the fact that strong connection between T & D and worker’s performance.
Because they enable organisations achieve their goals, training and development initiatives have
gained a lot of importance in recent years (Sanu, 2005). The business case for training and
development should show how the programmes will help the company's needs. Kearns and
Miller (1997) even go so far as to say that "no training and development should be delivered" if a
business purpose cannot be used as a foundation.
Armstrong (2006) lists following benefits for companies investing in training and development
programs:
Enhance output, quality, speed, and overall productivity of individuals, teams, and
organisations.
Generate top talent by giving them opportunities for training and development,
increasing their levels of competence and developing their skills so they can be more
productive, earn more money, and move up the corporate ladder; offer additional
non- financial benefits (career opportunities and growth) as part of a total reward
policy.
Increase operational adaptability by diversifying staff skill sets (multiskilling).
Boost employees' commitment by helping them identify with the organization's vision
and goals;
Aid in managing change by improving understanding of its causes and equipping
people with the information and abilities necessary to cope with novel circumstances;
Equip line managers with the abilities needed to lead and develop their workforce
31
Promote the growth of a positive organisational culture, such as one that is focused
on performance enhancement
Offer clients better levels of service;
Reduce learning expenses (reduce the length of learning curves).
Numerous research on the effects/impact of training and development on worker practices and
organizational performance have been done in light of these benefits.
In a report titled Training's effects on employee performance," Aidah Nassazi (2013). Evidence
from Uganda" examined how training affected worker performance using the Ugandan
telecommunications sector as a case study. A questionnaire was used to collect data using a
qualitative research approach. Based on the sample, the findings showed that training has a
noticeable impact on employees' performance.
A study on "The Impact of Training and Development on Job Performance: A Judicial Service
Case Study" of Dehradun)" was undertaken by Joseph Kennedy (2009). A portion of the Judicial
Service of Dehradun's budgetary allotment is set aside specifically for training in order to carry
out its duties. The Judicial Service of Dehradun has made a significant investment in training, yet
despite this, the service faces many obstacles in fulfilling its goal and vision objectives. These
difficulties include the necessity to continually improve the abilities of judicial personnel,
judges, and magistrates in order to keep up with new developments in effective justice delivery.
Another issue is the delays in the processing of court cases.
The goal of the study was to determine how well-trained judicial employees performed on the
job after making the significant expenditure in training. For the purpose of performing the study,
the researcher used both primary and secondary sources of information.
The results of the study showed how little training was provided to the Dehradun Judicial
Service's staff. According to the research, the Judicial Service of Dehradun should increase the
frequency of its training sessions in order to give more personnel access to it. Further, it was
stated that the Judicial Service of Dehradun's training and development programmes should
ensure that staff
32
members have a better understanding of the organization's mission and vision statements so they
may identify with them when doing their tasks.
300 employees were let go by NBS Bank between December 2016 and March 2017 as a result of
a string of bad debts that upset the company's financial records and forced a personnel reduction.
Human resource interventions and training programmes for management employees were the
focus of a study by Davis, G. (2006) titled Human resource interventions and training for
downsized organisations to support surviving employees which sought to ascertain whether they
had an impact on employee morale, employee productivity, and operating profit in the company.
In order to ease the transition for the remaining employees in downsized firms, the study also
looked into what human resource interventions were employed and what training programmes
were made available to management personnel. It also assessed how effective these interventions
and programmes were. There was no discernible difference in employee morale, staff
productivity, or operational profitability between the firms that employed human resource
interventions and offered and did not offer management training. Data from 130 respondents
were gathered, and an analysis of variance was done. The results of a bivariate correlation study
on each of the independent variables, however, revealed a substantial association between
particular Interventions in human resources, training initiatives, and operating profits, employee
satisfaction, and productivity.
NBS Bank has unveiled a multimillion kwacha project to improve the skills of its human
resource to turn things around economically. The move is part of the bank’s strategyto return to
profitability. NBS Bank CEO Kwanele Nigwenya said- We have to invest in skills development
so we don’t make losses as has been the case in previous years. We have singled out various
programmes that are aimed at boostin the financial status of the bank. He indicate that bank has
vibrant staff that need more investment to improve their banking skills.(Mhango,2017).
33
Statement of the problem
Training and development improve employee efficiency and effectiveness in firms, which is a
well-known fact. In Dehradun, there are numerous companies that train and develop their
employees, as does the public sector. Departments, units, and sectors are in charge of these
activities. One such organisation is GPHA, which has been engaged in training and development
practises ever since its inception, but especially over the past ten (10) years.
Nevertheless, it appears that Dehradun's staff development has been unplanned and disorganised
for some time, as evidenced by the fact that many of the city's workers, including machine
operators, junior and middle-level engineers, accounts clerks, computer operators, secretaries,
drivers, and many other categories of employees, have not been qualified for any kind of
training.
34
CHAPTER 4
RESEARCH METHODOLOGY
Any research must be done using the scientific approach. Due to the size
of the research field, it can be challenging to verify all employees'
information. So, for the investigation, the sampling technique was used.
Both primary and secondary data are used in the analysis.
Digital Intelligence and Growth Partner Dehradun, as a research

area. 100 people were included in the sample.
Data gathering Utilizing a suitable questionnaire and staff observation at

Digital Intelligence and Growth Partner, the data was gathered.
Research report by facilitators of training and development. Primary and

secondary data scientific papers from the past.
Statistical analysis approach: Bargraph
Research Methodology: Influence extrapolated from secondary data and

employee surveys.
35
RESEARCH OBJECTIVE
The following is the study's primary goal:
To enhance the company's training and development initiatives.
To understand the evaluation process used to evaluate employee performance.
To better ensure employee welfare.
In order to boost labour productivity.
To learn more about the company's training and development programme, including whether
consumers were satisfied overall with the way the programme was handled by the business or
felt there was room for improvement in certain areas.
36
DATA ANALYSIS
QUES 1): What number of training sessions do you intend to attend each year?
NO. OF
RESPONSE RESPONDENT PERCENTAGE
LESS THEN
00-10 14 56
10- 20 2 8
20-40 6 24
MORE
THAN 40 3 12
TOTAL 25 100
100
80
60
No Of Respondents
40
Percentage
20
0
Less Then 10 Oct-20 20-40 More Than Total
40
The aforementioned graph shows that the organisation holds less training programmes.
37
QUES 2): Who receives training most frequently in your company?
NO. OF
SENIOR STAFF 3 12
JUNIOR STAFF 5 20
NEW STAFF 6 24
BASED ON
REQUIRTMENT 13 52
TOTAL 25 100
100
80
60
40 No. Of Respondent
20 Percentage
0
Senior Staff Junior Staff New Staff Based On Total
Requirements
According to the aforementioned table, training is given in accordance with requirements.
38
QUES 3): What are the main obstacles to training and development in your company?
NO. OF
TIME
MONEY 5 20
LACK OF INTEREST BY
STAFF 6 24
NON-AVAILABILITY OF
SKILL TRAINER 10 40
TOTAL 25 100
100
80
60
40
Total No. Of Respondent
20
0 Percentage
Time Money Lack Of Non
Interest ByAvailability
Staff Of Skill
Trainer
The graph shows that the lack of qualified trainers is one of the main obstacles to
training and development within the company.
39
QUES 4): Were we given enough practise during the training session? Do you concur with
this assertion?
NO. OF
STRONGLY
AGREE 14 56
AGREE 2 8
SOME WHAT
AGREE 6 24
DISAGREE 3 12
25 100
100
80
60
No. Of Respondent
40
Percentage
20
0
Strongly Somewhat Total
Agree Agree
According to the graph above, employees receive adequate practise during training
sessions.
40
QUE 5) WHERE DO YOU FIT IN THE "AGE GROUP" CATEGORY?"
Up to 40 years 16
40-45 56
Above 50 years 28
60
50
40
30
Employees
20
10
0
Upto 40 40-45 Above 50
Years Years
The age range of the most of respondents (56%) is around 40 & 45. 28% of individuals are over
50, comparable to 16% of those younger than 40.
41
QUE 6) DO YOU THINK IT IS APPROPRIATE TO TRAIN PROGRAMMERS?
Yes No
Officers 24 0
Non- Officers 96 6
100
80
60
Officers
40 Non Officers
20
0
Yes No
The aforementioned statistics makes it abundantly evident that all executives and a majority
of employees recognise the necessity and significance of educating programmers within the
firm.
42
QUES 7) OUT OF THESE METHODS, WHICH WOULD YOU CHOOSE TO
DEVELOP SKILLS?
On the job Small group Formal
Discussions Training
Officers 8 10 6
Non- Officers 28 30 18
30
25
20
15
Officers
10
Formal Non Officers
5
Training
0
On The
Job
36% of everything. 40% of respondents want it in a group discussion, and respondents desire
practical or on the training. Only 24% of people desire it in formal education. Therefore, a
substantial majority of employees, especially Non-Officers, prefer training on the job, whereas a
small fraction, also including Non-Officers, want discussion-based group training.
43
QUES 8)WHAT PERCENTAGE OF THE TIME DO YOU MENTION YOUR WORK AS
A TEAM MEMBER?
Category Frequently Occasionally Seldom Never
Officers 14 6 4 0
Non-Officers 45 23 6 2
45
40
35
30
25
Officers Non
20
Officers
15
10
5
0
Frequently Occasionally Seldom Never
59% of workers in the company reported that they frequently participate in their work as a
crucial component of the term, while 29% reported that they occasionally participate in teams.
44
QUES 9) DID YOU COMMUNICATE EFFECTIVELY
Highly Effective Ineffective
Officers 10 24 0
Non-Officers 26 49 1
50
40
30
Officers
20
Non Officers
10
0
Highly Effective Ineffective
Effective
Effective communication, according to more than 80% of workers, is the foundation of any
organisation. Poor communicational distortions are the cause of more than three-fourths of
organisational conflicts. Less conflict will result from improved communication, which will also
improve organisational health and profitability.
45
QUES 10) HOW FREQUENTLY DO YOU OFFER YOUR TEAM SUPPORT?
Category Frequently Occasionally Seldom Never

Officers 12 6 4 2
Non- Officers 50 19 6 1
50
40
30
Officers
20 Non Officers
10
0
Frequency Occasionally Seldom Never
According to 62% of respondents, they frequently offer help to their people. 25% of them
admitted to occasionally applauding for their group, 10% stated that they do so infrequently, and
3% stated that they never do so.
46
QUES 11). WHAT KINDS OF SUPPORT DO YOU GIVE TO YOUR TEAM?
Making Through inspiring Assisting with
recommendations the workforce problem-solving
Officers 7 10 7
50
40
30 Officers Non
Officers
20
3-D Column 3
10
0
Officers Non officer
In the opinion of 23% of workers, supervisors assist in issue resolving, and 50% of employees
like the term because it motivates them. Employer motivation will help employees grow, and
it will also hasten and improve the implementation of choices.
47
QUES 12) DO YOU USE ASSISTIVE METHODS (SUCH AS AUDIO
VISUAL ASSISTANCE, ETC.) WHEN COMMUNICATION WITH
CUSTOMERS OR EMPLOYEES IS REQUIRED?
YES NO
Officers 20 4
Non-Officers 65 11
70
60
50
40
Officers
30 Non officers
20
10
0
Yes No
85% of respondents admitted to using tools for consumer communication as necessary.

Not employing aids was cited by 15% of them.
48
QUES 13). IF SO, WHAT TYPE OF COMMUNICATION DO YOU USE AIDS?
AUDIO-VISUAL VISUAL OTHERS
Officers 8 9 7
30
25
20 Audiovisual
15 Visual
10 Others
5
0
Audiovisua Vis Oth
34% of respondents—or out of a total of 100%—use audiovisuals, 33% employ visual aids, and
33% use other tools to communicate. Audio-Visuals are a one-way interaction method that does
not allow for audience questions or requests for clarification. In addition, there is no variation in
presentation depending on the audience.
49
QUES14) DO YOU CONTROL THE ORGANIZATION'S FINANCES IN THE SAME
MANNER THAT YOU CONTROL YOUR PERSONAL FINANCES?
Yes No
Officers 18 6
Non-Officers 49 27
50
45
40
35
30
25 yes
20 no
15
10
5
0
1st Qtr 2nd Qtr
75 percent of executives & 64 percent of non-officers say they handle the organization's budget
in the same way that they manage their own objectives. The majority of employees believe in
their own individuality ambitions align to those of the firm.
50
FINDINGS
These are the following list includes the project's key findings:
The respondents saw training as a constructive go ahead enhancing the information base.
Prior to participating, the contenders had a general understanding of the training programmes'
objectives, and the training sessions were well-planned to meet the respondents' developmental
needs. Some of the contenders claimed that the programmes for training time allotments needed
to be expanded since they were too short. Some of the responders added that using cutting-edge
training techniques will improve the efficacy of the training programmes. According to several
survey participants, the training routines may ought to be more engaging if they more had been
participatory and in keeping industry standards. The training tools employed helped to increase
the training programmes' overall efficacy. The effectiveness of employees while working was
increased by the training programmes. Some responders also suggested expanding the number of
training programmes.
51
RECCOMENDATIONS
As a student studying human resources, I would like to provide the following recommendations
to the company:
• Despite the fact that their training programmes are quite good, given how quickly the business
is expanding, they should place more attention on them.
• The organisation should evaluate the training strategies and embrace those that are beneficial to
the staff, and it should conduct effective promotional campaigns to keep staff members happy, as
this is a crucial component of success.
52
BIBLIOGRAPHY
Web sites of the three banks
Management of Human Resources by Gary Dessler
 S.R. Kandula's Human Resource Development
 S.V. Gangkar's Human Resource Management
 www.google.com
 www.digitalintelligenceandgrowthpartner.com
53
PLAGIARISM CERTIFICATE
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Summer Internship Report

“Training and Development at Digital Intelligence and Growth Partner”

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

DEPARTMNET OF MANAGEMENT STUDIES, SCHOOL OF LIBERAL ARTS &

“DIT University Dehradun 2021-23”

“DIT University Dehradun 2021-23”

“DIT University Dehradun 2021-23”

“DIT University Dehradun 2021-23”

Chapter Chapter Name Page No.

“DIT University Dehradun 2021-23”

TRAINING AND DEVELOPMENT

It belongs to an organisation as a subsystem. It guarantees that probability is minimised and

MODERN AND TRADITIONAL STRATEGIES FOR TRAINING

“DIT University Dehradun 2021-23”

“DIT University Dehradun 2021-23”

MOTIVATION: When a learner is motivated, learning is improved. Learners must be

REINFORCEMENT: According to the principle of reinforcement, behaviours that

PRACTICE: The performance of a trainee improves with practise. When students

INDIVIDUAL DIFFERENCE: Individual difference include the cost of private

“DIT University Dehradun 2021-23”

TO INCREASE PRODUCTIVITY: Employees can improve their level of performance on

OMPANY'S FUTURE PERSONNEL NEEDS CAN BE FULFILLED BY: Effective internal

TO IMPROVE ORGANIZATIONAL CLIMATE: An effective training programme

ON- THE- JOB METHODS OFF- THE- JOB METHODS

ON-THE-JOB Methods: Under the supervision of an experienced, qualified manager, on-the-

“DIT University Dehradun 2021-23”

OFF-SITE PROGRAMMES: It is held somewhere else and is sponsored by a university, a

“DIT University Dehradun 2021-23”

“DIT University Dehradun 2021-23”

Conference or discussion: It is a method for instructing professional, administrative, and

“DIT University Dehradun 2021-23”

LONG- RANGE PLANS: In this scenario, management develops long-term training

SHORT- TERM PROGRAMME: The duration is stated in this programme.

IMPLEMENTATION: The previously planned training programme is implemented.

“DIT University Dehradun 2021-23”

EVALUATING THE EFFECTIVENESS OF TRAINING

“DIT University Dehradun 2021-23”

EVALUATION OF TRAINING INPUTSThis entails assessing both the sequencing and

EVALUATION OF THE TRAINING PROCESS: Some significant aspects of the

EVALUATION OF TRAINING OUTCOMES: The primary goal of evaluation is to

“DIT University Dehradun 2021-23”

Stages of the Training Process;

Selecting Training Requirements

“DIT University Dehradun 2021-23”

Establish Specific Objective

Choose the Suitable Method

Creating A Training Plan

“DIT University Dehradun 2021-23”

Analysis and Recommendations

Executive Developmet Process

Steps followed in executive development process are:-

“DIT University Dehradun 2021-23”

SHORT-TERM PROGRAMME: This programme outlines the timeframe, resources, number

IMPLEMENTATION: The previously planned training programme is implemented. The right

DETERMINING HOW EFFECTIVE A TRAINING IS

“DIT University Dehradun 2021-23”

Measures That Are Subjective

ASSESMENT OF TRAINING PROCEDURE: Some of the significant aspects of the training

ASSESSMENT OF TRAINING RESULTS: Primary goal of evaluation is to assess the carry-

“DIT University Dehradun 2021-23”

“DIT University Dehradun 2021-23”

“DIT University Dehradun 2021-23”

Social Media Marketing

MISSION AND VISION OF DIGITAL INTELLIGENCE AND GROWTH PARTNER