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A STUDY ON THE EFFECTIVNESS OF TRAINING AT TI

CYCLES WITH REFERENCE TO NMS STAFF

A PROJECT REPORT

Submitted in partial fulfillment of the requirements for the award of

the degree

MASTER OF BUSSINESS ADMINISTRATION2004

BYNISHA DAMODARAN .K.Reg.no X2PBA 23012

Under the guidance of DR.S.K.MOHANDAS

ProfessorAnna Institute Of Management

INSTITUTE OF DISTANCE EDUCATIONUNIVERSITY OF MADRAS

CHEAPUK, CHENNAI – 600 005



BONAFIDE CERTIFICATE

INSTITUTE OFCORRESPONDANCE EDUCATION

UNIVERSITY OF MADRAS

Certified that this is the bonafide Project work done by

NishaDamodaran K

With the Enrolment no XPBA 23012 of the III year M.B.ADegree Course

In the Institute of Distance Education , University of

Madras ,

Chennai 600 005 during the year 2004.

Darte Coordinator

Examiner Guide



ATTENDANCE CERTIFICATE

Certified that MS/ NishaDamodaran K with the Enrolment no

XPBA 23012 of the III year M.B.A Degree Course in the

Institute of Distance Education , University of Madras , has

done the project work in the organization from 1st Dec 2004 to

31st Jan 2005

During this period of study and observation in our organization her

conduct was good

Date : Signature

Name of the :

Head

Name of the organization

Office Seal



ACKNOWLEDGEMENT

I would like to express my profound sense of gratitude and heartful of

thanks to my research Guide Dr.S.K.Mohandas , Professor of Finance ,

Anna Institute of Management , Chennai – 600028 for his keen

interest , valuable suggestions , sustained encouragement and

inspiring support throughout the course of the project .

I am extremely thankful to Mr. Sasi Kumar , Manager- HR , TI Cycles

and the Authorities , Executives and Management of the

Organization , for extending their help towards collection of data ,

suggestions and also supervising towards completion of the Project .

I would like to express my sincere thanks to the Madras University for

giving me the opportunity to do the Project .

I thank My Family , Friends and Relatives who have been my moral

support to complete this Project successfully

CONTENTS PG NO

I INTRODUCTION



II ROLE OF TRAINING IN ENHANCING

ORGANISATION EFFECTIVENESS

III ORGANISATION OF TRAINING

IV MEASURING TRAINING EFFECTIVENESS

V TI CYCLES A CORPORATE PROFILE

VI TRAINING SCENARIO IN TI CYCLES

VIII TRAINING EFFECTIVENESS

IX CONCLUSION

`

I INTRODUCTION

Success of an enterprise depends on the having the right kind of

people working for it which in turn depends upon helping these people

develop to their full capacity .They are waiting and wanting to

contribute to the Development of an employee is a continuous task



with growth and development of the Organisation, employees through

their self development. Rapid expansion of business and industry, both

Training and Development have received greater attention and

Managements have become well aware the significant role they have

come to play in improving the efficiency and job satisfaction.

Employee training attempts to improve skills, add to the existing level

of knowledge so that the employee is better equipped to do his present

job, prepare him for a higher position with increased responsibility.

Organisations need to provide opportunities for the continuous

development of employees not only in their present job, but also

develop their capabilities for other jobs for which they might later be

considered

Training has been described to have a realistic and clear perception

and under standing it is an act of increasing the knowledge and skill of

an employee for doing a specified job.

Beach has defined as “the organized procedure by which people learnknowledge and / skill for a definite purpose.”

Mathis and Jackson it is “as a learning process whereby people acquire

skills, concepts, attitudes or knowledge to aid in achievement of goal”

Saint defines it as “Training includes any efforts within the

Organisation to teach, instruct, coach, and develops employees in

technical skill, knowledge, principles and techniques and to provide

insight into and attitudes towards the Organisation”.

According to the present day practice, providing opportunities for

training and learning in employment is a widely recognized major



responsibility of the employer. That responsibility is shared by all the

executives and managers. In bigger companies avail the services of

the training specialists by establishing a training section in their

personal department.

Training serves to improve employee’s skill and knowledge and

enables them to develop within the Organisation, which goes a long

way in raising their moral values and help to mould their attitude and

behaviour, whereby they tend to be increasingly cooperative and loyal

to the company, they serve. Dedicated and a satisfied work force

becomes more effective and productive – increasing the output both in

its quantitative and qualitative aspects , and richly contributes to the

well being and achievement of the goals of the Organisation and

ultimately securing better for both the gains the employers and the

employees. Training ensures efficient and economical use of both the

equipment and materials in the plant through the efficiency of the

trained employees in their Job performance .Training helps engaging

managerial attention more towards planning and encouraging the

trained and expert employees instead of their valuable time otherwisetaken away in correcting the mistake of the deficient employees.

With better job satisfaction as training provides it reflects in lower

turnover, reduced incidence of absenteeism and little scope of

complaints and grievances. It is through training that the employees

develop abilities to meet the challenges as posed by Organisational,

social and technological changes .Beyond any doubt, effective training

is a good investment in human resources of an Organisation with both

immediate and long term returns.



Progressive companies, for bringing about Organisational improvement

and efficiency, while meeting the challenges as posed by technological

changes-new equipments, new knowledge, new jobs, new work

methods, new procedures, always rely on regular training programmes

involving systematic and continuous performance appraisals-formal

and informal and counseling even of the long –service employees

through their superiors.

Training In India : In spite of the fact that rapid strides have been

made in the industrialization of the country in the post independence

era 1950 – 1960 , more particularly being marked by industrial

development training hardly received any attention . After 1964,

training and development under the gradual technological change

emerged as a separate function.

As time passed more sophisticated technological development in

business and industry made their appearance, gained popularity and

has been recognized as a very important function. Numerous

autonomous institutions are engaged in the training and development.Government Organisation like the Training division Department of

Personal and Training ,Government of India National Productivity

council and professional Organisation like the Indian society for

Training and development and Indian Management Association leading

Management Institutes and Consultants take all efforts to promote the

training profession and give a fillip to the training and development

programme. Government has recognized training and development as

an important economic activity and makes specific provisions for the

same.

Thus it is a systematic process of aiding employees to gain

effectiveness in their present and future job performance. – So



essential for the effectiveness prosperity and the well being and

achievement of goals and objectives of the Organisation

The present day practice is that, the working and maintenance of the

opportunities for training and learning in employment it is a widely

recognized major responsibility of the employees, shared by all

executives and Managers. Some large companies avail the services of

training specialists by establishing a training section in their personal

department.

GENERAL PRINCIPLES OF TRAINING

With the experience gained as result of training programmes of

employees, coupled with the intensive research on training problems

in employment over a period, some general principles of Training came

to be evolved that have rapidly gained wide acceptance and

application.

These are:

Individuals do not have their aptitudes, background, education,

experience intellect, capability of understanding and interests allalike.

Job analysis and its derivatives, the job

descriptions/specifications will help indicating the strengths and

weaknesses of individuals in terms of their efficiency in

knowledge and skills.

Motivation and willingness to do on the part of the individuals

play a vital role in their learning and development. Therefore

motivation and willingness to do factors must be given due

attention in all training programmes.

Most of the Training Programmes are organized with a view to

enlist the participation of the employees in discussion, through



formal course, meetings, committees, projects and special

assignments.

Selection of Trainees, the selection of trainees will depend on the

individual trainee’s needs, depending on his interest and aptitude. Job

training is essential and it may be imparted to all individual new

employees... Identifying training need will facilitate scheduling training,

the training techniques and the trainees.

Selection of the methods and technique of training: It is of utmost

importance that these must be appropriate and suitable to the type of

training given. They must be used with discretion in accordance with

the need of the job, the individual or the group, as the case may be

.Lectures serve a quite a useful purpose in case of fresh college

recruits who have to b e taught about the principles and practices in

business but these may prove to be more in effective in case of

training to persons in the handling of grievances.

Group Discussions , conferences , role plays , project demonstration –all these methods and techniques hold good in their own place , but

cannot be adopted or made applicable in all situation and everywhere

However , trainees must be given as much “real life” practice as

possible . Visual aids like charts, graphs, printed materials blackboards,

slides and movies, just to name a few, are found quite useful for the

purpose of training. Some companies, to suit their own training needs,

do sometimes develop good movies and slides.



Induction Training it is primary concerned with the process of

placement, leading into or introducing the new employees to the

Organisation, its policies, systems and its people and also introducing

them to their assigned jobs.

Technical Training: The employees are trained to update the new

technology in the technical side of their work. Some staff are also

imparted the technical aspect of the work to enhance the efficiency of

the work and knowledge.

General Training: This training is imparted to all staff for the

Organisational development and to reduce conflict and accidents. This

benefits the overall development of the individual, Organisation and

also the country

Evaluating training and development is fundamentally concerned

with the extent of achievement of the objectives as set out in thetraining and developmental plan , stated more explicitly , with the

measurement of the effectiveness of the performance after training

and collecting gainful feedback for future training and development .

Judging and measuring reactions of participants

Assessing and measuring how far the learning has been gainful

and effective.

Evaluating new and different attitudinal and behavioural changes

in the performance of the participants

Measuring results or changes in terms of costs, grievances,

quality and production.



Evaluation has two purposes, to consider whether the training has

achieved its desired result and to see if there is a behavioural change

which contributes in achieving Organisational goals. Hence, this study

is an attempt to understand the pattern of effective training with

special reference to TI Cycle Ltd, Ambattur, and Chennai.

OBJECTIVES1. To understand the training scenario in the Organisation.

2. To Study the Training process followed.

3. To analyze the Training techniques specific reference to Non

Management Staff

4. To estimate the effectiveness of Training – Non Management

Staff

SCOPE

The Organisation where the study is conducted belongs to the one of

the largest Group of Companies in India, The Murugappa Group,

where TI Cycles which is a unit of the group and the second largest

Cycle manufactures in the country its sub units are situated at Chennai

, Nasik and Noida . The Chennai – Ambattur, division holds staff

strength of 170 Management, 254 Non Managements staff, company

apprentices, average of 400 contract labours The study covers the

different methods of training in the Organisation and the key function

of the training department. The importance of training and

development in the Organisation. The study concentrates over the

effectives of the training with reference to the Non Management staff

of TI Cycles Ambattur Chennai.

LIMITATIONS OF THE STUDY:

The study does not cover all the NMS staff who had attended the

training programmes .All the training programme were not

attended by all the NMS staff.



The data collection methodology used was through interviews

and questionnaire and no other techniques were used.

Evaluation after each training programme using pre and post

test were only possible for technical training.

METHODOLOGY

The primary data is the information generated to meet the specific

requirements of the investigation , thus for studying the effectiveness

of Training is conducted through literature survey by studying from the

Hand Books , Manuals , Other Research studies and recommendations ,

Management books , survey etc.

The data are collected through Interviews and suggestions from the

Executives and NMS. Under the observation method the information is

sought by the way of observing the actions and reactions of the

respondent. A sample size of 50 Non Management Staff is used to

collect information which can be analyzed to produce conclusion.

The study tool used to evaluate the effectiveness of training with

reference to Non Management staff is conducted through

questionnaire ( Encl No 1 ) and interviews .As questionnaire consumes

more time the questionnaire converted to a schedule as response rate

is high they are filled by enumerators who are able to get answers to

all questions and also more economical. The respondents are totally

free to express his views and attitudes in an unbiased manner. The

interview method helps to recognize answers that are incomplete.

The data collected were analyzed and were tabulated and studied

using various types of charts like bar, pie chart etc.



CHAPTER SCHEME

Chapter scheme deals with the importance of training, the training

methods, the training practices in TI Cycles and the finding of the

study are presented in the following chapter

II Role of training in enhancing Organisation Effectiveness this

chapter deals with the improvement of the skill, knowledge and

attitude of the employees which helps in the Organisational growth

which is meshed with individual growth.

III Organisation of Training in this chapter deals with the training

process like identifying training needs, training methods and

techniques , evaluation of the training process which are followed in

Organisations are explained .

IV Measuring Training Effectiveness the chapter explains the

detailed study on the effectiveness of the training and evaluation of

the training process followed at Organisations.

V TI Cycles a Corporate Profile this explains the structure of the

Organisation for studying their corporate structure including their

training functions.VI Training Scenario in TI Cycles this chapter discusses the

training procedure followed in the Organisation by the department of

HRD.

VIII Training Effectiveness: This chapter attempts to study to

evaluate the effectiveness of training in TI cycles to measure the

effectiveness of training and to improve its effectiveness in future.

IX The broad finding and the summary of the study are presented in

this chapter.

`



II Role of Training in enhancing Organisation Effectiveness.

The Primary purpose of training is to establish a sound relationship

between the worker and his job – the optimum man – task

relationship . Such a relationship is at its best when the worker ‘s

attitude to the job is right , when the workers attitude of the job is

adequate and has developed the necessary skills .

Training activities in an industrial Organisation aim at making desired

modification in skill , attitudes and knowledge of the employees so

that they perform their jobs most efficiently and effectively .

When moving to a team-based structure, organizations must invest in

training and team development in order to make the change

successfully. There may be short-term costs for the start-up training

needed for such basic skills as running effective meetings, problem-

solving, giving and receiving feedback, and decision-making, among

other skills. The short-term costs, however, will produce long-term

gains in effectiveness and efficiency.



KNOWLEDGE : Training aimed at imparting knowledge to employees

in the Organisation provides for understanding of all the problems of

modern industry. This knowledge for a worker is specific to his job, and

related broadly to plant machinery, material product and quality and

standard of product.. Knowledge for managerial personnel may be

related to complexity of problems in organizing, planning , staffing ,

directing and controlling . Knowledge is considered as three aspects .

Knowledge in general about the factory and work environment –

job context

Specific knowledge related to the job – job context

Knowledge related to quality and standards of product or

quality of work .

SKILLS There has been a trend toward defining teamwork

behaviorally, as a set of teamwork skills. Training activities nowadays

encompasses activities ranging from the aquacition of a simple motor

skill to a complex administrative one . Training an employee for a

particular skill is undertaken to unable him to be more effective on

job . New workers can be trained to achieve levels of output attained

by experienced older workers . Similarly existing workers whose level

of output are below par can be attained .

ATTITUDES through Orientation ( induction ) programmes ,

Organisations develop attitudes in new employees which are favorable

towards the achievement of the Organisational goal . Training industry

are aimed at moulding employee attitudes to achieve support for the

company activities , and obtain better cooperation and greater

loyalty .NAWC defines "attitude" as "an internal state that influences

an individual's choices or decisions to act in a certain way under



particular circumstances." Several attitudes are unique to the team

context and have a direct bearing on the team's interaction processes.

Such attitudes can be nurtured and developed.

The effective functioning of any Organisation requires the employees

to perform their jobs at a satisfactory level of proficiency. Organisation

goals have to be meshed with the individual growth. Training

programmes are assets in helping managers to learn correct job

methods. The Organisation needs to provide opportunities for

continuous development of employee not only in their present job but

also to develop their capabilities for other jobs for which they might be

considered.

Training and Development Strategies. Training and developing

individuals separately in the knowledge, skills, and attitudes listed

above will not be as effective as training the team as a group. In fact,

addressing such issues as task interdependence, team member

turnover, and task variety is most effective when intact teams are

trained using task simulation, role playing, and guided task practice.

The training technique used will depend on the knowledge or skill to be

learned or attitude to be developed, but stressing group approaches

rather than individual training is the key to building successful teams.

Change in technology means a total change of skills and knowledge

within the Organisation itself. There should be continous re-

assessment of Managerial caliber and skills to cope with the

environmental change. The Training Wheel, which rotates in an

Organisation, is a continous process for its development and survival in

the Industry, wherein training forms the core. Human Resource,

Economy and Organisation goals around them. As technology

advances training needs increase and new methods prevail to identify

them, which helps the Manager to compete within and outside the



Organisation. Training focuses on enrichment of Manager skills and

attitude

Primary concern of the Organisation is its viability and efficiency, if

Organisation does not respond to this continuous environmental

pressure, it may find itself rapidly losing whatever share of the market

it has and to survive in an uncertain world where Change is

everywhere. Because of the sweeping effects of change and

competition, a great deal of interest has been placed on higher

education and lifelong learning. An enterprise depends to a

considerable extent on the different skills of the employees , to relate

to the environment and to organize the enterprise accordingly . Thiswould be conditioned by internal constraints in the enterprise, views of

other colleagues and the Organisation structure. Consequently,

business is turning to training in order to cut costs and increase

productivity among employees in order that they can contribute to

Organisation’s efficiency . In fact, according to Fulmer (1988) and

Eurick (1985), in 1985 the United States corporate training and

education efforts were estimated to cost 40 to 60 billion dollars

annually, which is close to the amount spent on post-secondary

education.

Training and development of employees in an Organisation is very

important. Training is needed to keep the employees' skills current.

Also insofar as it serves as a foundation for career advancement, it

plays an important role in the retention of employees. Organisation

growth needs to be meshed with the individual’s growth.Organisation’s viability should adapt itself to a changing environment.

Effective functioning of an Organisation requires that employees learn

to perform their jobs at a satisfactory level of proficiency and accept

increasing responsibility .

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Training is defined as learning that is provided in order to improve

performance on the present job. Although learning can be incidental,

training is concerned with the worker learning clear and concise

standards of performance or objectives. Objectives are the tools for

guiding Managers, learners, and trainers. Managers need objectives so

that they know what kind of return they are receiving from their

training investment., trainers need them to plan and conduct the

learning environment so that they may achieve the desired results

Training is to acquire new horizons, technologies, or viewpoints. It

enables leaders to guide their Organisations onto new expectations by

being proactive rather than reactive. It enables workers to create

better products, faster services, and more competitive Organisations. It

is learning for growth of the individual, but not related to a specific

present or future job. Unlike training and education, which can be

completely evaluated, development cannot always be fully evaluated.

This does not mean that we should abandon development programs,

as helping people to grow and develop is what keeps an Organisation

in the cutting edge of competitive environments. Development can be

considered the forefront of what many now call the LearningOrganisation.

C.Argyris contents that an Organisation Effectiveness is dependent on

its ability to accomplish their objectives :

• Achieve its Goals

• Maintain itself internally

• Adapt to its environment

Organisation development is a useful intervention, it tries to deal with

changes in an Organisation, accomplishes dispersed improvement.

Improves motivation, productivity, quality of work life, job satisfaction,



team wok and resolution of conflict, reduces absence and turnover. If

Training is to be effective, it is extremely important that the criteria

used in the classroom situation resembles as closely as possible the

criteria relevant in the working environment. Manager development

requires a situational approach in which training objectives ,

techniques and methods should be sufficiently congruent with the

values , norms and characteristics of the environment .Organisation

development attempts to improve Organisation effectiveness by

planned diagnosis and intervention rather than addressing itself to

individual growth, as in Management development , Organisation

development focuses on the goals , processes and resources of the

total Organisational renewal through the use of behavioural science

concepts and methods . An organized learning experience, conducted

in a definite time period, to increase the possibility of improving job

performance and growth.

Economic changes are also having and will continue to have an impact

on adult learning and training. Many experts, such as Naisbitt and

Aburdene (1990), contend that the economies of the world are now

interdependent. Consequently, major companies are allowing,

encouraging, and sometimes subsidizing their employees' education in

order to become more competitive and to increase their chances for

survival in a world economy. Another critical economic change is the

shift from a manufacturing economy to a service economy, which has

produced a change in the job market and has affected the kind of

training that employees need. Moreover, changes in the composition of

the U.S. work force itself are influencing training. For example, since

World War II women have become an integral part of American

Organisations.



The implication of technological advancements is that learning is a

lifelong proposition. Not only will there be a demand for training to

keep up with technological advancements, but there also will be a

demand to retrain the employees who will be displaced because of

such advancements. Computers have revolutionized every aspect of

corporate education, allowing people to produce, analyze, and

manipulate data with greater ease than before. By some accounts (for

example, Apps, 1988), every seven years the amount of information

generated in the world doubles. Furthermore, about half of the

information that most professionals learn will be outdated in about five

years. Thus performance is improved by showing how to master a

new or established technology. The technology may be a piece of

heavy machinery, a computer, a procedure for creating a product, or a

method of providing a service

Training contributes to employee stability , after undergoing training

employee becomes efficient and they contribute to the Organisation

growth, which renders stability in the workforce. They become

versatile in their operations , flexibility can be ensured as they can be

transferred / promoted to new job thus increasing the profitability of

the Organisation. Accidents , scrap and damage to machinery and

equipment can be avoided or minimized through training. Company’s

training and development pays dividends to the employees and the

Organisation. Training enhances human capabilities and strengthens

competitive edge .

Continued effectiveness and efficiency of an Organisation is to someextent dependent on the ability of its employees to produce at a high

level of efficiency and keep abreast with the changing job role

demand s. Training will provide for an output in this direction . Several

positive benefits of training are that :



Training helps employees to learn their jobs and attain desired

levels of performance thus cutting costs to better utilization of

materials and machines .

Training reduces cost of raw materials reducing loss due to

waste , poor quality products and damage of machinery .

Employee motivation is improved where employee knows that

the Organisation provide learning opportunity to increase skill

and knowledge thus , enabling them to develop the qualify for

a higher post . Such practices creates favourable change in

attitudes towards the Organisation , thus, reducing employee

turnover , absenteeism , accidents , dissatisfaction and

grievances .

Training aids in the development of individual skills , better

methods , new equipments , and sometimes new work place

relationship . Such a relationship would facilitate technological

change by updating the versatility of the employees .



III Organisation of Training

Technical Training is instrument in the acquisition of technology which

enables employees to perform their present job to standards. It

improves human performance on the job the employee is presently

doing or is being hired to do. Also, it is given when new technology is

introduced into the workplace. Training is provided to increase the

possibility of improving job performance and growth, is basically the

definition of training , it means that although a Organisation can

provide tools to help the learner succeed, such as education and

training specialists, counselors, coaches, and state-of-the-art training

materials, the ultimate responsibility for success belongs to the learner

.

A training and development plan is designed specifically to meet the

particular needs – present and future , of an Organisation . A human

resource department is concerned with all aspects of the employees,

such as pay, benefits, equal opportunity, and of course training. HRD is

concerned with training, development, and education. Theadvancements in technology will continue to shape and define training

process.

Identifying Training Needs



Training needs have to be related to both in terms of Organisation

demands and that of individual Training, it strives to assist people to

cope with new duties new machines, producers and new means of

achieving goals bring about change in training needs. Trainees are

selected on the basis of

a. Requirement of the Job

b. Capabilities of the employee

Capabilities of the employee include his /her educational background

relative to the skill to be taught , his personality and psychological

needs and his potential for promotion .There is a basic linkage

between training input and performance output which helps to carry

out the process.

A MODEL OF A SYSTEMATIC APPROACH TO TRAINING

IDENTIFICATION OF KEY RISKS IN THE WORK PLACE

DETERMINATION OF BEST PRACTICE AND DEVIATION FROM BEST PRACTICE

DEVELOPMENT OF PERFORMANCED BASED LEARNING OBJECTIVE

CURRENT CAPABILITY DESIGNING THEOF THE TARGERT POPULATION METHOD OF

ASSSESMENT

PREPARING FOR TRAINING

DESIGNING OF FORMALTRAINING

TRAINING OF INSTRUCTORS PLANNING FORREINFORCEMENT

IN WORK PLACE



SELECTION OF TRAINEES TRAINING IMPLEMENTATION

MEASUREMENT OF SUCCESS

A survey conducted by A.D.Sinha, listed in rank order the following

methods of identifying training needs .

1. Views of the line Manager

2. Performance Appraisal

3. Company and departmental Plans

4. View of training manager

5. Analysis of Job difficulties

MODEL – IDENTIFING TRAINING NEED

Recognistion that a problem exists

Identification of the real problem

Consideration of possible solution

Non training solution Training

solution

Discuss as appropriate commitment of

management action

Thayer and McGhee Model



A. Organisational Analysis

It is a systematic effort to understand exactly where training efforts

need to be emphasized in an Organisation . Detailed analysis of the

Organisation structure ,objectives and human resources and future

plans. Long term and Short term goals are to be analyzed There are

three requirements

1. Adequate personnel available to ensure fulfillment of a business

operation

2.Personnel performance is up to the required standard.

3.The working environment the units / departments is conducive to

fulfillment of tasks

Data regarding positions qualifications , vacancies , replacements and

training time required for replacement have to be worked out . Job

standards must also be worked out. Various efficiency and productivity

indexes or ratios can be worked out to determine not only efficiency

but also adequacy, in terms of under manning or overmanning of the

workforce.

In analyzing the Organisation climate , both direct and indirect

methods could be utilized .

B. Task Analysis

Job has an expected standard of performance are unless such

standards are attained , not only will interrelated job will suffer , but

Organisation viability will be affected, and so will the expectations that

have been set for that particular job itself. If the standard set for the

job is known, then it is possible to know whether the job is being

performed at the desired level of output. Task analysis entails not

merely a simple listing of the various job components ,but also of the

relatively critical nature of the various sub tasks. Conventional

methods of Job analysis are usually suitable for task analysis . They are

1. Literature review regarding the job



2. Job Performance

3. Job observation

4. Data collection regarding job interviews

Analysis of the job is but one part of task analysis. Other areas are the

skill required, either in terms of education or training , to perform the

job , knowledge and finally attitudinal predisposition – for instance , the

attitude towards safety or interpersonal competences.

C. Man Analysis

The focus of man analysis is on the individual employee , his abilities ,

hiss skill and the inputs required for job performance, individual growth

and development in terms of career planning . It helps to identify

whether the individual employees require training and so what kind

.Job knowledge tests , work sampling and diagnostic psychological

tests also provide information about employees Training need comes

from the clues of individual or group behaviour. Sources of such

information are :-

1. Observation at place of work , examination of job schedules,quantum of spoilage , wastage and clues about interpersonal

relation of employees

2. Interviews with supervisors and employees

3. Comparative studies of good vs bad employees , to identify

differences , skills and training gaps

4. Personnel Records

5. Production Reports

6. Review of literature regarding the job and machines used

The employee behaviour in the desired situation is analyzed to

determine what skill and knowledge gaps the employee has which can

be improved by training inputs. Main feature of this method is that of

indirect data gathering process, by either supervisors or third person .



These methods are check-list ,merit rating , forced choice rating ,

employee performance record , diaries , interviews ,questionnaire and

critical incidents .Observations are made over a period of time and

from one point of time regarding employee behaviour, thus the then

data analyzed are clues for training .

Establishing Training Policies

Company’s training policy represents the commitment of its top

management to training and is expressed in the rules and procedures

which govern or influence the standard and scope of training in the

Organisation . Training policy should reflect the primary and secondary

objective of the Organisation , also provides suitable opportunities to

the employees. Training policies are necessary for the following :-

Highlight the firm’s approach to the training function , provide

guidance for design and execution , and to provide information

regarding programmes to all employees.

Formulation of policy helps in identification of priority areas in

training and since resources are scare , they are prioritized

according to the felt needs.

Training policy document help to communicate the firm’s intent

regarding an employees career development and also gives the

employee the opportunity to better his prospectus through

training.

Setting Goals – Objectives of Training

Training objectives are designed according to the company’s goals .Ithelps employees to improve performance of their present job.

Objectives of any training programme are :-

Inculcate basic knowledge and skill to the new entrants and

enable them to perform their job well.



Enables the employee to meet the changing requirements of the

job and the Organisation .

Demonstrate the employee the new techniques and ways of

performing the job performance .

Prepare the employee for higher task and build up a second line

of competent manager.

Preparation of Training Budgets

Training budget for each internal programme has to be prepared ,

which would include cost of facilities like training room, food

,transport , guest faculty and cost of teaching materials . In fact, the

cost of the Organisation should also include the wages and salaries of

the employees participants who would be temporally pulled out of the

their regular job and sent for training . Organisational requirements

would necessitate their jobs being done by someone else, either by

temporary transfer, or by placing an addition burden on someone else.

The reason for costing the trainee employee ‘s salary would be that

they would not be making any contribution to the company during the

training period , and that this is an additional burden on the

company’s finances.

Venue for Training

Training and Development venue depends invariable on the type of

training given . If it is a On-Job-Training , then venue is the plant or the

company’s precincts. In case of Off – Job Training, training through

external university, colleges, business and professional meetings,conventions , conferences, seminars etc. Thus availing the services of

the external agencies and with the available budget the HRD

department decides the venue for the training programme .



Techniques for deploying Training and Development Numerous

training methodologies and techniques have been developed over the

years to meet certain specific needs. Choice of a method depends on a

wide variety of factors, such as competences of instructors , relevance

to the participants, etc Each method has structured procedures for

conduct which offer certain advantages in developing certain limited

facets of a trainee and suffer from some limitation. Using particular

method , one should know its strengths and weaknesses given the

situation , and analyze its relevance , its purpose and if it is useful, how

to get the most out of it .This would provide the rationale of the various

training methods . The trainer should know the rationale before

attempting to use any of them.

Factors that matter in selection of Training Method :

Depth of knowledge ,nature of skill called for in particular job to be

filled.

Background of the trainees (qualification ) of the trainees for assessing

their capabilities and potential and ascertaining their aptitude.

Various kinds of operative problems confronted by the Organisation or

for the achievement of any other specific Organisation objectiveswhich compell them to bring in use particular methods and

techniques .

Consideration of facilities by way of cost, time, material, equipments

etc., as available for particular training and for particular situation.

Number of persons to be trained and developed.

The changes in training methods appear to have been caused by

changes in the kind of work being done. These changes in work

involved the kind of goods produced (concrete or abstract), the kind



of skills the job required (unskilled, semiskilled, or skilled), and the

size of the demand for the goods. The changes in work were caused

by advances in technology, or by other changes in societies.

Those in charge of workers are always looking for ways to speed up

training, ways to make it more economical, efficient and effective,

ways to minimize the need for it. Just as many scientific discoveries

can be used constructively or destructively, so new methods of

training can be helpful or destructive. Frederick Taylor's Scientific

Management concept and the Gilbreths' time and motion studies

helped simplify and

speed up work, but they also dehumanized the workplace and theworker by doing so.

OFF THE JOB TRAINING

Under this method, training will be given in company classroom, an

outside place owned by the Organisation , an education institution

or association , which is not a part of a company. The following are

the methods :

Lecture : These are classroom lectures given by an instructor on

specific topic , formally. This method is useful when philosophy ,

concepts, attitudes , theories and problem solving have to be

discussed. These are essential when technical or special

information of a complex nature is to be imparted.

Conference : In conferences participants are divided into small

groups of four or five for intensive discussion. Members of the group

come to teach and learn together . Helps in developing conceptual

knowledge , reducing dogmatism and modifying attitudes. This



method is ideally suited for analyzing problems and issues and

examining them from different view point.

Team Discussion : A team constitute a group discussion Group

learns through discussion of a paper on a selected subject . Paper

is written by one or more trainees but document is prepared by an

expert. Material to be analyzed is distributed in advance in the

form of required reading.

Case Discussion : Business problem or situation demanding

solution , is presented to the group and members are trained to

identify problems present , they suggest various alternatives for

tackling them , analyze each of these, find out their comparative

suitability and decide for the best solution. Trainer guides for the

best solution . Trainees to become increasingly aware of obscurities,

contradictions and uncertainties encountered in a business .

Audio Visual Aids : Use of audio and visual aids help in capturing

the attention of more than one sense facilitating listening andremembering. Require considerable planning and imagination in

order to obtain the desired impact.

Role Planning: They are also called as ‘role –reversal’ , ‘social –

reversal’, or psycho- drama' trainees act out a given role as they

would in a stage play . There are no written lines to be said , no

rehearsals ,players required to quickly respond to the situation that

is ever changing and reacts to real one .This involves employee –

employer relationship , hiring ,firing , discussion grievance

problems , conducting a post appraisal , interview, disciplining a

subordinate , or a salesman making presentation to a customer.



Programmed Instruction: Its main elements are (a) step by step

series o bits of knowledge, each building upon what has gone before

(b) Mechanism for presenting the series and checking on the

trainees knowledge. Questions are asked in proper sequences and

indication given promptly whether the answerers are correct

.Primary used for teaching faculty knowledge such as mathematics

and physics etc. Coaching and instruction is done by skilled

workers, by supervisors or by special training instructors .

ON THE JOB TRAINING

Learning the job itself by a variety of methods. Development is

through performance of the job , where Organisational strengths

and constraints , human behaviour and technological systems have

full and free play . The different are as follows :-

Vestibule Training : Practical training is conduced on the

production line . Used to train clerks , bank tellers , inspectors

,machine operators , typist etc .

Simulation : Trainee works in closely duplicated to real job

methods .Actual on the job training is expensive , might result in

serious injury .

Demonstration : Performs the activity himself , going through step

by step explanation of why , what and how of what he is doing .

Job Rotation : Termed as ‘Position Rotation’ , is a procedure for

imparting diversified training to managers through their

performance .Transferring of their supervisors , middle

management and junior executives from job to job and plant to



plant on some planned basics for purpose of educational learning

and is practiced in large companies .

Apprenticeship : The apprentice will be given a programme of

assignments according to a predetermined schedule which provides

for efficient training in trade skills .This method is appropriate for

training for crafts , trades and technical areas , specially when

proficiency in a job is a result of a relatively long training period.

Job Instruction Training ( JIT ) : It is a four step instruction

process involving preparation , presentation ,performance try out

and follow up primarily to teach workers how to do their jobs . The

trainee is given an overview of the job , the trainer demonstrates

the job ,the employee is permitted to copy the trainer and the

employee does the job independently without supervision.

Management Games :Games are built according to the business

situation , trainees are divided into teams representing the

management of competing companies Decisions taken are analyzedby the computer and a series of decisions are feed back .

In Basket Exercise : The participant is required to assume the role

of a hypothetical Organisation ,presented with an assortment of

problems. Problems are presented as memos , letters .

memorandum in a tray and then the participants are required to

take appropriate action within a limited time .

Syndicate Method : Working in a small group to achieve a

particular purpose is described as a syndicate method The

participants are in small groups of ten they learn from each other

and contribute their own experiences.



Sensitivity Training : It is to change the behaviour of the people

through unstructured group interaction. Members are brought to

free and open environment, creates opportunity for participants to

express their ideals , beliefs and attitudes provides managers with

increased awareness to the behaviour with others.

Transactional Analysis People will have three basic ‘ state of

being’ These states or traits are shown in the transaction with

others – through words , manners , appearance and gestures .Helps

to eradicate or minimize dysfunctional aspect of our personality.

Is this always the case with new training methods and technology, that

they are more economical and effective because they reduce the

reliance on human brains and skill, If so, what will be the likely result of

such a progress.

Evaluation of Training

Although for many years trainers have attempted to evaluate theirprograms, until quite recently, there has not been a bona fide effort to

use valid and reliable methods to conduct such evaluations.

Furthermore, some trainers gather data for evaluation but do not

analyze those data for trends or use them to improve existing training

programs. Such an oversight can be costly, especially in light of the

millions of rupees that have been spent and will continue to be spent

annually on training efforts as a result of the demographic, economic

and technological changes.

The effectiveness of an investment in training to be appraised.

Management need to be assured about the effectiveness of a

particular method of instruction , the relation between training costs



and improved productivity and general efficiency and effectiveness of

a course It is important to remember that effective evaluation is

multifaceted. All of the literature recognizes the importance of

evaluation in terms of client orientation and economic return. In other

words, most researchers in the field understand that clients, whether

they are those who have hired the trainer or those who have

participated in the training, must be satisfied with that training. If

clients do not perceive a return on their investment, whether

measured in terms of time or money , they may not be willing to

continue to invest in training.

IV Measuring Training Effectiveness.

However, in the rush to train and educate people, many Organisations

have failed to treat the evaluation of such training as a priority. At

best, the evaluation of training has been a perfunctory task with little

analysis and usefulness. Yet evaluating the effectiveness of costly

training efforts is paramount to the success of any program. This

article reviews the current HRD literature addressing the evaluation of

adult and workplace training programs, based on Donald Kirkpatrick's

(1979) evaluation steps. The following diagram shows the sequence of

Training activities .

Organisational Potential Task / Data

Deficiencies Training Analysis

Identified Need

Reporting TrainingResults Objectives



Evaluation TrainingActivities Planning

InformationEvaluating Breakdown

The Training Staff

Learningoutlines

Evaluatiing TheTraining

ProgrameeSelection /

Designof Evaluation

MethodEvaluatiing the

Learners Scheduling

Training

Training is done with specific objectives , hence , evaluation is a must

it is necessary to determine

a. The developmental objective is achieved .

b. The effectiveness of the method of instruction .

c. The best and the most economical training

activities were conducted.

LEVELS OF EVALUATION

There are several components to an effective evaluation program. One

of the most comprehensive and widely referenced models of

evaluation is Donald Kirkpatrick's (1979). The four levels of this model

are as follows:

Level 1: Reaction Evaluation

Reaction is the term that Kirkpatrick uses to refer to how well the

participants liked a particular training program. Evaluation of

Doing TheTraining



participants' reactions consists of measuring their feelings; it does not

include a measure of actual learning. Kirkpatrick contends that

although the evaluation of reactions is an easy measurement, many

trainers do not follow these five essential steps for accurate

measurement:

2. Determine what information is desired.

3. Devise a written "comment sheet" that includes items

determined in the previous step.

4. Design the sheet so that reactions can be easily tabulated

and manipulated by tatistical means.

5. Make the sheets anonymous.6. Encourage the participants to make additional comments

not elicited by questions on the sheet.

Although Kirkpatrick suggests that participants should feel free and be

encouraged to make additional comments, he also contends that this

type of qualitative data is extremely difficult to analyze. Thus, it isdifficult to discern any patterns or trends in order to revise the training

program.

Other researchers have different perspectives regarding the evaluation

of participants' reactions. For instance, Antheil and Casper (1986) state

that participant reaction is a measure of "customer satisfaction"

indicating the level of effectiveness and usefulness of the training

program at the time the participants are experiencing it and

sometimes weeks or even months afterward. However, they are careful

to stress that data collected regarding participant reactions reflect

participant opinions and should not be considered proof of learning.



To determine what training-evaluation tools were being used by

industry, Fisher and Weinberg (1988) of Bell Communications

Research, Incorporated (Bellcore) conducted a phone survey in March

of 1986. The data indicated that the typical instrument to gather

information regarding reactions was a "short, quickly constructed,

open-ended questionnaire" This "happy sheet" as Fisher and

Weinberg refer to it, provided subjective impressions and no data that

could withstand statistical analysis or measures for reliability. Because

there was no adequate tool for evaluation, the Bellcore System

developed a new instrument with items addressing the trainer's

behaviour, the participant's experience, and other issues phrased as

open-ended questions.

This questionnaire, like most such instruments, focuses on participant

reactions-not learning or the transfer of learning. For instance, one

item on the questionnaire reads, "The-e course presented useful

information" . The participants are then asked to rate the statement on

a Likert scale. Fisher and Weinberg (1988) warn that while this

questionnaire does provide a "general estimate of a particular course's

success based upon the views of the participants" , the data may be

somewhat inaccurate because participants have a tendency to report

what a trainer wants to hear. Also, some questionnaires have poorly

constructed questions or items that predispose participants to respond

in predicted ways.

Some trainers and researchers feel that measurements of participant

reactions are inaccurate and counterproductive. For instance, Conwayand Ross (1984) found that participants have a tendency to

underestimate their pretraining skills and overestimate their

posttraining skills in an attempt to justify participating in the training.

Their research is consistent with research in the field of social



psychology indicating that people have a strong need to justify their

behaviour and actions and consequently may alter their opinions and

their interpretation of past events. Therefor-e, if trainers continue to

use participant reactions as the sole means of evaluation-and

management continues to allow such use-the outcome can be

misleading and extremely costly.

Carnevale and Schulz (1990) go a step further. They claim that

"participant reactions are easy to collect but provide little substantive

information about training's worth" (p. s-15). They also claim that

because data concerning participant reactions do not reveal the actual

learning that has taken place, those data do not accurately indicatethe return on investment for training efforts. They state that because

of such unreliable data, many trainers have stopped using reaction

sheets. However, Carnevale and Schulz go on to say that most trainers

believe participants' favorable reactions are crucial to a program's

success and that participants whose reactions are favorable tend to be

more receptive to the material and consequently more likely to use it

on the job.

Dixon (1987, p.108) claims that "the use of participant reaction forms

can cause more problems than benefits for the training function of an

Organisation". This statement is especially true when participant

reactions are the only evaluation method used. Dixon contends that

three major problems result from the use of reaction forms:

1. The expectation that training must be entertaining. Because

reaction sheets measure how the participants felt about the training,

the trainer may tend to emphasize participant enjoyment during the

training rather than substantive information. As a trainer is often

rewarded with high marks when the participants enjoy themselves, this

relationship between evaluation and participant enjoyment can



become a vicious cycle. The trainer's ratings are also a major factor in

the rewards that the trainer receives from management or the client

Organisation: renewal of a contract or a promotion. Obviously, under

these circumstances the use of a reaction sheet can lead to a conflict

of interest.

2. Faulty instructional design. The term "faulty instructional design"

refers to a questionnaire design that asks for information that

participants cannot legitimately provide. As Dixon (1987) states, the

art of questionnaire design is to ask questions for which a participant

can give informed responses.

3. The perception that learning is passive rather than active. This

perception refers to the common belief that it is the trainer's

responsibility to ensure that participant learning occurs. Measuring

how well this responsibility has been met with a reaction sheet is

problematic, as a reaction sheet asks questions about the trainer's

performance and the course design without asking about the

participants' efforts to learn. Dixon emphasizes that evaluation and

learning are not complete unless both functions have been measured.

Ultimately, it is the responsibility of the trainer to provide information

and the responsibility of the participant and the trainer to process the

information. Reaction sheets rarely take into account the participant's

role as part of the training program.

Level 2: Learning Evaluation

According to Kirkpatrick (1979), the second level of analysis in the

evaluation process is that of learning. Kirkpatrick defines learning as

the "principles, facts and techniques that were understood and

absorbed by the participants" (p. 82) and identifies the following

guidelines or standards for evaluation in terms of learning:



Each participant's learning should be measured by quantitative means.

A pretest and posttest should be administered so that any learning can

be attributed to the training program. The learning should be

measured by objective means. When feasible, a control group should

be used so that comparisons can be made with the actual training

group. When feasible, the evaluation results should undergo statistical

analysis so that learning can be viewed in terms of correlation and/or

levels of confidence.

Obviously, evaluation of learning is much more difficult to measure

than reaction. According to Kirkpatrick's guidelines, a knowledge of

statistical procedures is essential for accurate and meaningfulmeasurement.

Endres and Kleiner (1990) state that pre and post tests are necessary

when evaluating the amount of learning that has taken place. Without

a point of comparison, the measurement of learning at the end of the

training program will not reveal exactly how much knowledge has been

obtained from the training experience. Although paper-and-pencil tests

are the most frequently used tools to measure knowledge, there are

other means for gathering this kind of data.

For instance, when simulations, role plays, or demonstrations are used

to measure knowledge, the trainer can use before-and-after situations

in which participants can demonstrate or perform the knowledge and

techniques that they have learned. This information is consistent with

Kirkpatrick's research on the measurement of learning. In fact, like

Endres and Kleiner, Kirkpatrick maintains that simulations and

demonstrations can closely approximate the participants' work

environment and can help them relate the learning in meaningful

ways, especially when specific job skills are the focus of the training.



According to Carnevale and Schulz (1990), the measurement tools

used to evaluate learning should reflect each training program's

particular objectives. Also, measures of learning changes may be taken

during or at the end of a training session. Carnevale and Schulz warn

that such a measure of learning changes "may indicate that a

program's instructional methods are effective, but it doesn't show

whether or how participants' new learning will be applied on the job"

(p. s-16).

A useful process for reviewing items on a measurement tool that

evaluates learning has been suggested by Cantor (1990):

1. Determine the acceptable task level by objective.

2. Determine whether each objective is adequate.

3. Identify the items associated with each objective.

4. Determine whether the items match the objectives.

These steps are consistent with the instructional systems designmethod and will help ensure that items will be reliable and valid means

for determining whether learning has occurred.

Research by Antheil and Casper (1986, p. 58) indicates that

"evaluation of learning at this level closely resembles testing" and

most often takes the form of paper-and-pencil tests. They suggest that

the typical measurement tool includes gathering pretest and posttest

data to determine the amount of learning that has been acquired. They

also stress that skill demonstrations in a learning situation merely

indicate whether a participant can use the skills.

Level 3: Transfer-of-Learning Evaluation



Kirkpatrick's third level in the evaluation model is transfer of learning.

In the HRD literature there are relatively few examples of studies that

have specifically attempted to assess the transfer of training skills or

knowledge to the job. Even Kirkpatrick (1979, p. 86) warns that

"evaluation of training programs in terms of on the job behaviour is

more difficult than the reaction and learning evaluations...... As a

result, much training is delivered without a plan for measuring the

transfer of training. Kirkpatrick goes on to suggest a framework for

evaluating training programs in terms of behavioural changes:

1. A systematic appraisal should be made of on-the-job performance

on a before-and-after basis.

2. The appraisal of performance should be made by one or more of the

following parties (the more the better): The participant: The

participant's superior(s); The participant's subordinates; and/or The

participant's peers or other people who are familiar with the

participant's performance.

3. A statistical analysis should be made to compare before-and-afterperformance and to relate changes to the training program.

4. The post-training appraisal should be made three months or more

after the training so that the participants have an opportunity to

practice what they have learned. Subsequent appraisals may add

validity to the study.

5. A control group (of people who did not receive the training) shouldbe used.

Antheil and Casper (1986) propose a comprehensive evaluation model

based on Kirkpatrick's four levels, which they call "program effects



levels." Their three-step procedure for implementing the model is as

follows:

1. Discuss the focus and goals of the evaluation study with the

identified evaluation audience.

2. Design and implement data-collection strategies aimed at tapping

one or more levels of program effects. These strategies should reflect

the audience's expressed needs for information.

3. Communicate evaluation results to the audience through a process

that incorporates various user needs and abilities to learn from and use

results. Encourage joint interpretation of the data.

Antheil and Casper (1986) emphasize the importance of collecting and

presenting the information in a way that will be meaningful and

relevant for the specific audience involved. This level of evaluation not

only assesses the performance of the person who receives the training,

but also provides valuable feedback to those involved in redesigning

existing training programs or in designing programs to meet future

needs. This information is also useful to those who will be evaluating

the effectiveness of the overall training program. The collection of

qualitative as well as quantitative data is encouraged by Antheil and

Casper. They suggest logs, diaries, and observer narratives, for

example.

Endres and Kleiner (1990) use Kirkpatrick's model in suggesting an

approach to evaluating the effectiveness of management training.They caution against relying on in-house performance-appraisal

systems as the primary measure of transfer of learning, as it is difficult

to separate the effects of training efforts from those of other factors.

Instead, they suggest setting initial performance objectives and



monitoring accomplishment of those objectives after training. They

offer an example in which participants write personal and professional

objectives at the end of the training experience. These objectives are

then sent to the participants approximately a week after the training.

Two months later they are sent again, and the participants are asked

to comment on their performance against these objectives. A

certificate of completion for the training is issued only after each

participant's feedback is secured.

Like Kirkpatrick, Endres and Kleiner suggest multidimensional on-the-

job evaluations, including feedback from the participant, his or her

subordinates, and peers. "By using all three forms of feedback," theysay, "the built-in biases of the evaluator can be reduced as the number

of evaluators having different perspectives is increased" (p. 6).

Finally, they remind evaluators that other factors can impact the

effectiveness of management training and development, including the

manager, the trainer, the Organisation, and the environment. As they

state, "All four are complex creatures" (p. 7).

Nanda (1988) also looked at the transference of supervisory skills

following training programs and found that most supervisory-training

programs are knowledge based. However, to be of value to the trainee

and the Organisation, that knowledge must result in a change of

attitude, followed by a change in the supervisor's behaviour.

Unfortunately, the impact of most supervisory-training programs does

not go beyond knowledge and awareness. One factor that often

inhibits transfer of learning is the Organisational climate, which may be

inconsistent with what is taught in the training program. This

inconsistency often renders such training programs entirely ineffective.

As Nanda (p. 28) says, "perhaps changes in attitude among top

managers are key to the skill development of supervisors."



The instrumental impact of the on-the-job environment is consistent

with Bandura's findings in the studies that led to the development of

Social Learning Theory. Bandura (1965) found that any learning that

may have been gained by observing the behaviour of models was

completely wiped out by the subsequent incentives received for the

performance of a specific response, leading him to conclude that

"mere exposure to modeling stimuli does not provide sufficient

conditions for imitative or observational learning" (p. 593).

Kelly (1982) starts with the assumption that typically only 10 percent

of a company's training transfers skills to the job. What happens to the

other 90 percent of training? She suggests that 40 percent is lostbecause the training function is often isolated or peripheral:

"Therefore, management, who views anyone paid to do a peripheral

job as a peripheral person, will not bring that person's ideas into the

workplace" (p. 102). An additional 40 percent, she suggests, is lost

because most trainers or management educators do not build transfer

into the training programs. Finally, 10 percent may be lost when the

course designer does not deliver the training.

For skills to be transferred to the job, Kelly believes that they must be

built into the training "before the first specific behavioural objective is

chosen, before the first course activity is imagined or before a

packaged product is selected" (p. 104). In other words, the course

should be designed with the specific intent of transfer to the actual job

situation.

Kelly's comment stresses an important point. In order to study whether

skill transfer related to training has in fact occurred, one must

establish a baseline of current skills or knowledge before the training

occurs. For example, six months after a two-day workshop on

supervisory skills, Swierczek and Carmichael (1985) conducted a



survey in which they attempted to measure whether participants in the

workshop actually used the learned skills. They found that they were

hampered by the lack of baseline information: "Therefore the results

cannot be linked definitively to the workshop" (p. 97). Of course,

following a good process for instructional system design would suggest

pretesting, both to establish such a baseline as well as to determine

the need for training in the first place.

Mahoney (1980) suggests that management training be evaluated

using three criteria: Targets - working on relevant issues; Time -

working efficiently; and Transfer - producing results on the job.

To optimize transfer of management training, Mahoney suggests that

a manager who wishes to train subordinates in supervisory skills

should conduct a series of working meetings on specific issues. The

issues selected should be ones that have been identified by the

subordinates (thus meeting the "targets" criterion). Next, Mahoney

suggests that the training be divided into a series of half-day

segments. One criticism of training is that it takes too much time both

for the participant and for the manager/trainer. However, if the

working meetings are limited to four to eight times per year, they

represent only a 1- to 2- percent investment of each subordinate's time

(thus meeting the "time" criterion). Finally, Mahoney suggests that

training be designed with an "action research" process in mind. With

proper selection of training topics and content, the manager's

subordinates will actually take their jobs with them to each training

session. Thus, "the job and the training are separated only by thetraining setting, not by process and not by content" (p. 29) (thus

meeting the "transfer" criterion).

A synthesis of the literature reviewed here suggests the following ten

guidelines for designing training that ensures transfer:



1. Build a plan for transfer into the training program from the outset.

2. Make sure that the work environment provides positive incentives to

apply the skills gained in training.

3. Consider the audience-the people who will use the evaluation

results. Collect data and report results with the audience in mind.

4. Set initial performance targets based on the training needs

identified in the assessment phase.

5. Use specific topics that are relevant and job related.

6. Use the work-group manager or supervisor to deliver the training

whenever possible.

7. Keep training sessions short.

8. Ensure that practice during the training sessions clearly matches the

on-the-job situation.

9. Plan for the assessment of skill transfer to be multidimensional,

including the participant as well as the participant's subordinates,

peers, and supervisor(s) whenever possible.

10. Do not consider the training to be complete until transference has

been evaluated.

It is interesting to note that if transfer of learning is considered at all,

this consideration usually occurs after the training has been designed

or even delivered. However, most of the guidelines suggested above

should be followed during the design phase.

Level 4: Results Evaluation



Kirkpatrick's fourth level of evaluation is results or impact on the

Organisation. Attempting to measure results is not for the

fainthearted! Although measuring training programs in terms of results

may be the best way to measure effectiveness, Kirkpatrick himself

(1979, p. 89) points out that "there are ... so many complicating factors

that it is extremely difficult if not impossible to evaluate certain kinds

of programs in terms of results." The separation of variables to

measure how much of the improvement is due to training is extremely

difficult. Instead of offering a specific formula, Kirkpatrick simply

reports anecdotal efforts to measure results. He does applaud

attempts by researchers such as Likert to use qualitative data in

measuring results, but he laments the fact that current research

techniques are essentially inadequate and that progress in this area is

slow.

Zenger and Hargis (1982) recommend experimental-research designs

using pretesting and posttesting of experimentally trained groups with

untrained control groups. However, outside an ideal laboratory

environment, this approach is not without its challenges.

Ban and Faerman (1990) report on their attempt to measure both skill

transference and results following an intensive, twenty-four-day

advanced supervisory-training program. They had hoped to study

impact with an experimental design by surveying a control group of

managers who had not participated in the training program. However,

they had to abandon this part of their study because of logical

problems. They conclude that "the literature on training evaluationmay be too optimistic in recommending experimental or quasi-

experimental design for many field situations" (p. 278).

Similarly, Trapnell (1984, p. 92) remarks that 'impact evaluation is not

a science" because of the number of variables other than training that



may affect long-term results. Despite this comment, though, Trapnell

encourages the use of available secondary data, such as savings

resulting from reductions in downtime, accident rates, absenteeism,

customer returns, assembly-line rejects, staff turnover, and employee

grievances.

In an update to Zenger and Hargis' 1982 article, Kelly, Orgel, and Baer

(1984) recommend quasi-experimental designs based on samples and

groups that exist naturally in the work environment. An example would

be two similar departments, one that receives training and one that

does not. Rather than evaluating performance differences statistically

and presenting those statistics-which, according to them, few peoplereally understand-they suggest demonstrating results visually through

graphic presentations.

The literature offers an account of at least one attempt to apply an

econometric model to the evaluation of costs and benefits of training.

Schmidt, Hunter, and Pearlman (1982) adapted "linear-regression-

based decision-theoretic equations" to estimate the dollar impact of

"intervention programs designed to improve job performance" (p. 333).

The models they used were originally developed to estimate the dollar

impact of valid selection procedures on work-force productivity. Typical

studies on the value of selection procedures are highly statistical.

However, "in general, Organisational decision makers are less able to

evaluate these statistics than statements made in terms of dollars" (p.

334). The model developed depends on a number of key assumptions,

several of which must be inferred or estimated because they are nottypically available from prior research.

Using their model, Schmidt, Hunter, and Pearlman estimated the value

of a training program for one hundred programmers at more than one

million dollars. In general, they hypothesized that "the economic



impact or intervention programs may be greater than

industrial/Organisational psychologists have realized" (p. 340).

Using Schmidt, Hunter, and Pearlman's procedure, Sheppeck and

Cohen (1985) propose a somewhat less statistical "utility" formula:

UTILITY= YD x NT x PD x V-NT x C, where:

YD = years of duration of effect on performance; NT = number of

employees trained; PD = performance difference between trained and

untrained employees; V = "Value"-the standard deviation of job

performance in Rupees ; and C = cost per trainee.

This formula still depends on estimates for several variables. The most

obscure is the concept of "value," a statistic that is not readily

available for most jobs. Sheppeck and Cohen provide several

suggested estimates of "value" based on the few actual studies

reported in the literature, but they suggest that Schmidt, Hunter, and

Pearlman's range of 40 to 70 percent of annual salary is a reasonable

estimate when actual figures are unknown. They suggest further

studies in a variety of occupational settings to develop more precise,

job-specific estimates for each of these variables.

Given the difficulty of results evaluations and the relative lack of

objective, valid tools to use, are they worth pursuing? McEvoy and

Buller (1990) suggest not only that it would be wise to think twice

about pursuing such evaluations but also that not all training is results

oriented. They describe their attempts to conduct a comprehensive,four-step evaluation of their training for developing executive

leadership, which is similar to Outward Bound. They found that training

is often used for purposes other than achieving a measurable impact

on the performance of an individual employee or the Organisation. For



example, sometimes training is seen as a perquisite for performance

that has already been judged successful or as a cultural "rite of

passage" that all those hoping to advance must complete. In these

cases the value of the training is more symbolic than technical.

McEvoy and Buller even went so far as to use a utility formula similar

to that described by Sheppeck and Cohen to assess the dollar impact

of their program for one of their clients. Using the most conservative

assumptions for the model, they still estimated a net benefit of over a

half-million dollars! They decided not to share the estimate with the

client-because they did not think the client would believe it. The

formula is not at all intuitive, and they reasoned that sharing the figurewould hurt their credibility rather than help it.

These studies suggest that evaluation training on the basis of results

or Organisational impact may not be the ultimate measure. In the

years since Kirkpatrick proposed his model, little has been added in the

way of specific, valid tools to objectively measure training impact. Most

promising are the quasi-experimental methods suggested by Kelly,

Orgel, and Baer (1984) using graphic representations of hard data.

Unfortunately, we may see few examples of this approach in the

literature, as it lacks the scientific rigor that most journals favor.

It would also be a good idea to conduct further studies in a greater

variety of occupational settings to determine reasonable, more precise

estimates of performance differences between trained and untrained

employees as well as value (that is, the standard deviation of job

performance in dollars between trained and untrained employees).

This research, however, may have some ethical hurdles to cross if it

involves consciously withholding training from some people.



Construct performance measures for each task to be trained and the

critical steps for achieving the performance measures. If your

Organisation has the resources, then all tasks, including the ones that

were not selected for training, should also be included. This

information provides documentation for the correct performance of

tasks.

According to Chalupsky and Kopf (1967), job aids "...can compensate

for lack of training and experience..." (p. iii) and perhaps for basic

aptitude deficiencies. If this is the case, does job support deskill the

work, making it less satisfying to do? Is this always the case with new

training methods and technology, that they are more economical and

effective because they reduce the reliance on human brains and skill?

If so, what will be the likely result of such a progress? Zuboff (1984)

notes that "in diminishing the role of the worker's body in the labor

process, industrial technology has also tended to diminish the

importance of the worker. In creating jobs that require less human

effort, industrial technology has also been used to create jobs that

require less human talent" (p. 22). But this trigger skill based training

as the new technology requires upgraded skills .

Performance support technology seems to present two sides of the

same problem: 1) the potential deskilling of work, and 2) the potential

capability of compensating for basic aptitude deficiencies. Workers

that can do the present form of the job may not like the job if it is less

of a challenge to do. On the other hand, workers that cannot do the

present job, but need work, may be relieved to find work they can do.

With regard to the deskilling of work, Zuboff says that information

technology, by changing work activities to the abstract, can "imply

reconstruction of knowledge of a different sort."



Instead of replacing workers' skill, Carr calls instead to preserve the

workers' core competence. "Neither job aids nor any other form of

training should ever reduce workers' competence in any core functions

of their jobs. Conversely, whenever a firm can reduce the time and

attention that workers have to pay to their inessential duties it should

make every effort to do so (Carr, 1992, p. 179).

Because performance support systems can use expert systems to

make decisions formerly made by humans, there's a real temptation to

use them to replace the skills of workers...If it attempt to substitute

expert system-based performance support systems for essential

employee skills, it will reduce workers' core competence_and thus theoverall core competence of the firm.

On the other hand, if we use these same systems to take over the

often irritating inessential tasks, we'll preserve core competence. We 'll

also make the workers happy" (Carr, 1992, p. 181).

Do not confuse development with change. Change refers to alterations

that occur over time in the learners' internal cogitative or affective

characteristics. This change may be quantitative or qualitative and it

implies no directionality, encompassing both regression and

progression. Development is always progressive.

Measuring Training

Performance measures are the standards for how well a task must be

performed. There are four basic analysis techniques used to ensure

that all performance measures associated with a task are recorded:

Observation Task Analysis: Observe the task under actual

working conditions and record each step for performing the task and



the standards of performance.Simulated Task Analysis: observe skilled individuals or groups

performing the task under simulated working conditions. The working

conditions should match the job environment as closely as possible.

Record each step and standards of performance with inputs from the

skilled performers.Content Analysis: Analyze the operating or technical manual to

determine the steps and standards of performance.Build Performance Measures The client management must

approve the task performance measures. If possible, the client

supervisors and SME should write them with the training

Organisation's guidance. This does not relieve the trainers'

accountability for this function since they are the masters of this

technology.

The document for recording the performance measure should

describe the conditions, behaviour (task), performance measures,

and critical task steps for the task.. This document will later be used

to build the learning objectives. It is also valuable for documenting

how to perform a task and how well it must be performed in that it

aids management in their evaluations of the job holder.

Performance Management is a process that can facilitate the flow of

information in an Organisation. Performance Management includes the

following:

• A flow-down of goals beginning with the Organisation's strategic

plan, to the annual Organisational goals, to the President's or

CEO's individual performance goals, on down to all employees in

the Organisation. Thus each member of the Organisation can

ultimately tie their individual performance goals to the

Organisational goals



• A formal feedback system in which individual performance

results can ultimately flow back and influence the Organisation's

strategic plan. Feedback must occur frequently.

• A mutual (between the employee and manager) establishment of

duties and responsibilities and criteria for measuring success.

Also, performance results are mutually determined. The

mutuality is what encourages the feedback.

A recent study by a large consulting firm revealed that Performance

Management makes a big difference. Companies with Performance

Management had significantly higher Return on Equity, Sales Growth,

Sales per Employee, and Income per Employee than those companieswithout. Also, the total shareholder return for companies that adopted

Performance Management systems increased an average of 24.8%

after the Performance Management System was installed.

360 Degree Performance Assessments complement the

Performance Management system by providing performance feedback

to individuals. The 360 degree performance assessment has an

advantage over the traditional manager assessment process in that

the individual receives feedback from multiple relevant sources, not

just one. The probability of receiving reliable feedback increases

dramatically as you increase the number of evaluators and evaluation

perspectives. At its best, the 360 degree assessment can encourage an

environment of openness, where employees listen to feedback and

learn to grow. At its worst, the 360 degree assessment can be

distracting and disruptive if it is not done properly. The steps in the360 degree assessment includes:

• Identify and define the key competencies for Organisational

success based on the Organisation's vision, values, and goals.



• Express the key competencies as attributes against which

participants can be assessed.

• Select who to conduct the evaluation. Typically a number of

peers, customers, subordinates, if applicable, and the manager

are selected.

• Compile the results. Feedback is kept confidential.

• Provide feedback to the individual.

• Create an action plan to improve the individual's performance.

One important factor for the success of a 360 degree performance

assessment is to ensure that the right people are selected to provide

the feedback. Both critics and supporters of the individual should beselected. Another key to success avoiding punishment for bad results.

Rather, assessment participants must be positively encouraged to

improve.

The recent trend is to link 360 degree feedback beyond development-

only tools. Commonly companies are linking the results to coaching

and development plans and are using the results in performance

appraisals, promotions and pay increases. The reason for this shift is

the realization the feedback alone does not change behaviour.

The 360 degree forms have become easier and faster to complete. The

questionnaires typically cover only a handful of issues that are

business related, not psychological traits.

Avoid split personality work environments. Communicate

Organisational vision, values, goals, and rules of behaviour frequently.

Employees need to clearly understand what the Organisation stands

for, what kind of behaviour is encouraged, and what kind of behaviour

won't be tolerated. Otherwise, they will spend much more time and

energy discussing, fighting and/or worrying about these issues. The



Organisational vision, goals and values should be communicated at

employee meetings and posted on company bulletin boards, etc.

There's going to be a strong temptation to excuse some "key

contributors" or "prima donna's" in the Organisation from following the

rules, for fear that they will leave if they are forced to follow the rules.

Fight that temptation, otherwise the credibility of the rules will suffer.

Also, if you try to enforce rules of behaviour on some and not others,

then you run the risk of lawsuits.

Interpersonal problems and personality conflicts exist in all

Organisations and they take the employees focus away from the goals

of the Organisation. Several ways to reduce interpersonal conflictsinclude:

Diversity training. Diversity training is popular in Organisations and

was designed to foster better relations between the various ethnic

groups and genders. It grew out of the Affirmative Action Plans.

Personality Assessment. Understanding one's own personality style

and behavioural tendencies and those of others in the Organisation,can help foster interpersonal relations in the Organisation. The best

teams are comprised of members with diverse personality styles.

These are also the teams in which cooperation is most difficult to

manage. Several systems of personality categorizing are used in

Organisations. Two of the more popular ones include Meyers/Briggs,

and Enneagram.

Coaching. Coaching is typically used to help correct a significant

weaknesses in an individual who is otherwise valuable to the

Organisation. Correcting the weakness takes time, effort, follow-up,

and a desire by the subject of the training to improve. Coaches provide

one-on-one counseling to help encourage the development of the

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subject. Often the weakness is discovered as a result of feedback from

the 360 degree assessment (see above). Usually a coach is referred by

the individual's manager. Sometimes the use of a coach is kept secret

from the others in the Organisation to avoid possible embarrassment,

and other times not. A coach may remain in contact with the individual

for months or even years.

Educational assistance is offered by most companies. Typically

reimbursable courses must be job related, career related, or required

for the degree. Reimbursement can vary based on grades attained or

tuition cost. Many companies set a maximum reimbursement amount.

Reimbursements typically include books, lab fees, and other requiredfees.

A mentor program can be an effective development tool. In a mentor

program, a more experienced employee dedicates time to coach,

counsel, and guide a less experienced employee, or just make

themselves available to answer questions. Counseling and feedback

from a mentor can be less threatening and, therefore, more frequent

and constructive, than from a manager. Usually those receiving the

mentoring are new to the Organisation or new to the field (e.g. new

college graduates). The mentor/mentoree relationship can continue for

a few months or a few years.

Career counseling is another effective developmental tool. Typically

the manager is the best career counselor for the employee since the

manager can impact work assignments which can foster career

development. Employees should be encouraged to explore career

interests to help prevent "burn out" or frustration and surprise from

reaching a dead end in their career, and to enhance the employee's

skills and, therefore, value to the Organisation. However, the employee

needs to understand that he or she is primarily responsible for their



career development, not the manager or anyone else. The steps in

career counseling include:

Evaluating the employee's interests. Books, workbooks and

questionnaires to help evaluate interests are available through

libraries, book stores, and consultants.

• Evaluate the employees strengths and limitations.

• Explore career options and opportunities

• Create a career development plan.

V TI Cycles a Corporate Profile

OVERVIEW OF THE EMPIRE The Murugappa Group, headquartered in

Chennai, India, is a $1.2-billion conglomerate with interests in

Engineering, Abrasives, Sanitaryware, Fertilizers, Finance, Bio-products

and Plantations. It has 29 companies under its umbrella, of which nine

are listed and actively traded on the National Stock Exchange and the

Bombay Stock Exchange. Together, they have over 20,000 employees.

The business has its origins in 1900, when Dewan Bahadur A M

Murugappa Chettiar established a money-lending and banking

business in Burma (now Myanmar), which then spread to Malaysia, Sri

Lanka, Indonesia and Vietnam. A century down the line, it has

withstood enormous vicissitudes (including strategically moving its

assets back to India and restarting from scratch in the '30s ) to become

one of the country's biggest industrial houses. The group turnovercrossed the $ 1 billion mark in 2003-04, with an impressive growth of

25% over Rs 42,060 million in 2002-03. The group clocked a 40 per

cent jump in profit before tax over the previous year.



The group is a market leader in India across a spectrum of products

like Sanitaryware, Fertilizers, Abrasives, Automotive chains, car door

frames and steel tubes. Neemazal, a neem-based organic pesticide, is

the market leader in bio-pesticides. Some of the country's best-known

brands like BSA and Hercules in bicycles, Parryware in sanitaryware,

Parrys Spirulina and Parrys Beta Carotene in nutraceuticals, Ballmaster

and Ajax in abrasives, Gromor and Paramfos in fertilisers, and many

more come from the Murugappa Group.

Its companies have tie-ups with BorgWarner of the USA, Wendt of

Germany, Morgan Crucibles of the UK and Mitsui Sumitomo Insurance

of Japan. It has registered 43 international patents for its research anddevelopment innovations.

Vision

To be one of the top ten most Admired companies in the country.

The group has grown consistently through its decisive and visionary

response to changing times. Its pioneering efforts, steadfast

commitment to ethical business practices and its dogged pursuit of

new areas to extend its business acumen have brought in its wake

several prestigious national and international awards.

Social commitment has always been the cornerstone of the group's

ethos and it has been at the forefront of eco-conservation, public

health, and education in the communities where its companies

operate, since 1957. It runs four schools, a polytechnic college and four

hospitals. Besides, the group runs a research and development centrefor rural development, the Sri AMM Murugappa Chettiar Research

Centre (MCRC), which has been designing simple, cost-effective

technologies for local artisans since 1977.

The group's products are primarily in three categories.



Agri and AlliedBusinesses

Manufacturing Manufacturing

Farm Inputs Engineering Financial ServicesPlantations Material Sciences IT Enabled ServicesSugar Sanitaryware Marketing Services

Leading engineering company in India; part of the Murugappa

Group: US $ 880 million Indian conglomerate with diversebusiness interests

Market leader in India for a range of products: Steel Strips, Steel

Tubes, Bicycles, Chains (Auto, Agricultural & Industrial),Cold Roll

Formed Products

Well-established market presence in USA, Europe, Latin America

and Asia

Engineering Excellence and Total Quality Management: the twoguiding principles of the Organisation

Organised into four business divisions for focussed growth; high

degree of vertical integration

12 manufacturing plants spread across India in: Tamil Nadu,

Andhra Pradesh, Maharashtra, Madhya Pradesh, Haryana and

Punjab.

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Tube Investments of India Limited was one of the most important

post-Independence forays of the Murugappa Group into

manufacturing.

It was a niche the group identified as a trump card for anascent nation; making the poor man's vehicle, the

bicycle.

It was originally founded as TI Cycles of India, in 1949. Group

companies Tube Products of India and TI Miller – which manufactured



cycle lamps and dynamo sets – were merged with the company in

1959 and 1984, respectively.

TII is the second-largest manufacturer of bicycles in India, marketing

top brands like Hercules, BSA and Philips, and had a market share of

31 per cent in 2003-04. In the value-added special segment, TI is the

leader, with a 50 per cent market share. More recently, the company

entered the promising health conscious 'exercise bicycle' segment in

2002-03.

A subsidiary, Tube Products of India was set up in 1955 in

collaboration with Tube Products (Oldbury) Ltd, UK, to produce electric

resistance welded (ERW), cold drawn welded (CDW) tubes and drawn

over mandrel (DOM) tubes. In 1957, Tube Investments of India started

production of cold-rolled close annealed streel strips, in collaboration

with TI, UK, primarily to meet in-house and group requirements.

Though started as a backward integration project for the manufacture

of bicycles, today, TPI is a major preferred supplier of precision welded

tubes to major automotive companies in India and abroad.

It is the undisputed leader in the Indian market for precision welded

ERW and CDW steel tubes, with the widest variety and range in terms

of size as well as material grades offered. TPI started operations at

Avadi, Chennai, but has expanded with two more plants strategically

located in western and northern India.

Another subsidiary, TI Metal Forming, is a pioneer in cold rollforming. It manufactures and supplies value-added metal formed

components like car door frames, sash / division channels, door guide

rails, window frames, side impact beams, rail and bar assembly. It has



plants in in Chennai and Bawal (near Gurgaon). Both plants are QS

9000 certified. The Chennai plant is ISO 14001 certified.

A third plant has been set up near Baroda (in Gujarat state, western

India) to manufacture and supply doorframes, impact beam, bar and

rail assembly for General Motors, India. Its client list includes Maruti

Udyog and Hyundai.

TI Diamond Chain Ltd, another associate, was established in 1960 in

collaboration with the Diamond Chain Co, USA. Starting as a maker of

bicycle chains, it now makes over 1,000 varieties of chains – from tiller

chains, leaf chains and conveyor chains to industrial power drive

chains, motorcycle drive chains and engine mechanism chains.

Annually production runs to 45 million ESS feet, and commands 40 per

cent of the domestic market share. The company can meet any

requirement in chains, anywhere in the world.

TII has entered into a joint venture with Borg Warner Morse TEC, USA,

for production of timing and silent chains. It has entered into a

technology agreement with Tsubakimoto Chains Company, Japan, forengineering class chains. Some of TI Diamond Chain's popular brands

are Diamond and Xtron.

Training & Development

Institution Industry Interaction Centre Training at Tube

investments of India Limited has a history dating back to the 60's.

Initally started as a unit based initiative, it later developed into the

Management Development Centre (MDC) for TII Ltd. The Executive

Director Mr.M.V.Subbahiah has developed a scenario that every



employee of the industry must undergo training for a minimum period

of 6 days in a year It soon became evident that, to meet the demands

and challenges of today's competitive market place, it was imperative

to develop and enhance the competencies of its people.

The MDC thus evolved as Institution Industry Interaction Centre (IIIC), a

magnificient building at Avadi on the outskirts of the city of Madras,

undertaking the overwhelming task of training and educating

executives to deal with increasingly complex workplaces and to

become internationally competitive.

Strategy

• Conducto Focused Programs-1 program per businesso 30% programs through Internal facilities

o VP's and above to conduct one module each for twoprograms per year

• Introduce o 'Program Director Concept' for 50% programso Merit Certificate for Participantso Kirkpatrick Model

• Develop "e-learning" as a way of flexible learning

To Support Business and HR strategy



TI CYCLES

TI is India's second largest cycle manufacturer with a market

share of 30 per cent in 2002-03, which accounted for 41 per cent of the

corporate turnover. In the value-added specials segment, TI is the

market leader with a 50 per cent share. More recently, the company

entered the promising health conscious 'exercise' segment in 2002-03

Vision To be leader World Wide in Cycle and

Cycling solution by instilling the joy of ownership

Mission To be NO 1 player in ‘Value’ terms by

2007 – 2008 in domestic market .

TI Cycles of India, one of the leading bicycle

manufacturers in India. The company started in

1949, has been at the forefront of innovations and is a pioneer in the

market of cycles. TI cycles are the makers of country’s most famous

brand like Hercules BSA and Philips cycles.

The flag ship brand of TI cycles portfolio, this first

launched brand of ours is still as young as ever. Signifying strength

and passion

Another Flagship Brand of TI cycles. BSA standing forBirmingham Small Arms, signifies the joy of cycling, fun and

excitement go hand in hand with BSA.

TI cycle is the only bicycle manufacturer with a 2 brands- BSA for the

comfort end of the market and Hercules for the rough and tough end of



the market. This is backed up by a strategic outsourcing policy. With a

network of 2500 plus dealers this company has nationwide presence. It

has 3 fully functioning plants across India - Chennai, Nasik and Noida

Through which it serves it dealer network. TI Cycles has 7 regional

offices across the country

Engineering: The group is a major player in the manufacturing sector

in India. It is a leading maker of bicycles, tubes, strips, metal forms and

chains. India is the second largest manufacturer of bicycles in the

world and TI Cycles is the second largest bicycle manufacturer in the

country. TI's engineering products include precision tubes and steel

strips. Steel tubes find application mostly in the automobile industryand strips in automotive components, bearings, cycles, galvanised

drums, fine blanking, and other engineering aplications. There are two

major players in India in the roll form industry who cater to 80 per cent

of the country's requirements and TI leads the market with a 65-per-

cent market share. TI manufactures model-specific door frames for

automobile manufacturers. TI Diamond Chain is a market leader and

produces more than 1,000 varieties of chains, meeting manufacturing

specifications from anywhere in the world.

Certified with ISO 9001 – 2000 version and ISO 14001, TI Cycles is one

of the most quality and customer centric Organisation.

The company’s vision is to be a worldwide leader in cycling and cycling

solutions by “instilling the pride of ownership in the customers”.

TI Cycles is an exporter to many regions across the global - Europe,

South East Asia and Africa; being some of them.



Continuously bringing out cutting edge products, product innovation

and passion has been the forte of TI cycles. The list of its “first-ever”

includes –

Regional Office Locations

Chennai Bangalore

Noida Noida 2 Mumbai Kolkata

Patna

Tamilnadu Karnataka Delhi UP Maharashtra WestBengal

Bihar

AndhraPradesh

Goa Rajasthan Uttaranchal MP Gujarat Orissa Jharkhand

Kerala PunjabJ&K

NorthEast

Chatthisgrah

HimachalPradesh

First Indian bike designed by Idea house Italy - BSA I Bike

First Alloy bike - BSA Literider

First bike with shock absorbers Hercules Rockshox

First sports bike for ladies - BSA Ladybird Sport

First MTB Hercules MTB

First chainless bike - BSA Radical

First Geared bike Hercules Top Gear

First Bike for ladies - BSA Ladybird

First bike for kids BSA Champ

First SLR – BSA SLR

First BMX – BSA Mongoose

THE HUMAN RESOURSE MANAGEMENT AND DEVELOPMENT OF

TI CYCLES INDIA



The Company values Human Resources as a key asset of the

organisation to drive high performance to meet the challenges in the

market. Apart from the existing essential systems like Performance

Appraisal, Communication, Focus on training development etc., the

critical success factors of HR are in identifying, nurturing talents and

also developing leadership within the organisation to take advantage

of the growing business opportunities.

They , believe Training is an Organisation through planned initiative /

action which is intended to foster learning among employees in a

direction contributing to Organisational effectiveness

Review existing standards of performance and set challenging

standards

Identify skill/knowledge/talent gaps and evolve an action plan

to raise the levels to the emerging realities

Institutionalize counseling and feedback process to improve

and facilitate higher performance

Build a ‘High Performance’ culture and evolve a Roadmap,

involving business leaders in this process

OBJECTIVES of HRD in TI Cycles

Improve employee satisfaction index score from 77% to 80%.

Addressing the people related OFI’s of Business Excellence

Assessment.

Improving the Competency Level of Non Management Staff asper the Competency requirement identified.

Achieve 1.25 suggestions / employee / year

Facilitates Completion of 75 Small Group Activity Projects and 20

Cross Functional Team projects.



Achieve 125 lakhs cost saving through Small Group Activities ,

CFT projects and suggestions.

Co-ordinate need based training programmes for Management

Staff .

HRD programs include different categories: Recruitment, Training &

Development, Welfare, Remuneration, Performance Appraisal

,Promotions; and Industrial Relations. The training programmes for the

Management staff is been carried under a separate division at

Institution Industry Interaction Centre (IIIC), a at Avadi on the outskirts

of the city of Madras, undertaking the overwhelming task of training

and educating executives to deal with increasingly complexworkplaces and to become internationally competitive. The HRD

department at TI Cycles concentrates on Training for the Non

Management Staff.

Recruitment : The Organisation follows its own recruitment policy

and individuals who are qualified as per the departments requirements

are identified and recruited and are sent for the induction training ( listof employees attended the induction training (copy encl )

Training : The whole department concentrates on Training Wheel ,

which rotates in the Organisation , is a continuous process for the

development and survival in the industry . Where Training forms the

core wheel of the human resource, economy and Organisation goals

are around them . Thus the complete function of the departments

rotates for the development of the employees and the Organisation.

Welfare Remuneration – Performance Appraisal – Promotions :

The department has a systematic and confidential policy for carrying

out the Performance appraisal and promotions of the employees by



their superiors and they are assessed periodically . The employee are

also able to hold a good climate with their superiors. TI provides

medical facility with a full time Doctor , Good subsidized breakfast ,

lunch & tea and snacks.

Industrial Relation : The Organisation do have trade union , they

have a good relationship with the union and all HRD developmental

policies are considered under consultation with the union members .

The Organisation follows the Safety Health & Environment Policy , The

Organisation follows all rules of the Factories Act 1948 , Industrial

Dispute Act 1947 , Trade Union Act 1926 , . Thus, as collective

bargaining and workers participation in management is in practice, the

Organisation has a good environment and climate.

Competency Management

It is always believed that an Organisation’s success depends on the

perceived value of its products and services. There is yet another area

being considered and that is in leveraging its intellectual capital by

building the competency of individuals to achieve strategic goals. TI

has consciously moved away from the conventional methods of

competency management to a better-defined process of managing

competencies. Three main aspects of competency - skill, knowledge

and talent are the ones that the management demands that every

individual of the Organisation demonstrate. To accomplish this a 4-step

process - Attract, Nurture, Retain & Develop talents is practiced by us

to build the competencies of an individual. With an effective HR

management at TI are able to meet challenges and are able to achieve

better performance. And as a result there is an increase in the moral,

fairness and self worth of an individual. Individuals are also able to

identify their own beliefs and are able to achieve their strategic goals



VI : TRAINING TECHNIQUES FOLLOWED AT TI CYCLES FOR NON

MANAGEMENT STAFF

Good Training requires proper planning . Training programmes are

mainly designed by analyzing the trainees job, what knowledge and

skill are required for them and the Organisation to develop. Training is

charted as per the departments policy and objective. The department

organizes training programmes every month for the complete set of

NMS staff / New Staffs like Induction programme , Saftey and First Aid,

Environment Awareness , etc . The Organisation holds a separate

Training center at the site where, off the job training is given to the

staff of TI cycles. The Organisation and department concentrates on



the Total Quality Management principles and it aims to develop these

in the working skills of their staff. The chart (Encl No )describes the

training process in TI Cycles for the Non Management Staff .

.

Identifying Training Needs

Robust process for training NMS exists based on the skills sets gaps

and multi skill requirements are identified by the line Manager. The HR

department closely works with the functional head in formulating ,

administering and implementing training needs . They had the skill

matrix , and at present they follow the competency method ( sample

encl no ) the department calculates the competency every half Yearly

and points out the individual / managements requirements and Thus

the training methods are identified .

Training Schedule : The department with this objective in mind has

planned a detailed training calendar for the year 2004- 2005 (encl :

no ).The training calendar is circulated to all departments heads for

their recommendations. This is periodical updated as per the

requirements.

When the staff are identified by the Heads of the Departments , Pre –

Test is conducted by the training department and they evaluate and

record the performance of the staff before training ( Encl no )

Training Programme :

ON The Job

:Job Induction Training The staff during the induction training, they

are briefed by their superiors on the procedure to carry out the work

and they follow their superiors



Group Discussions The NMS staff of the Shop Floor ( Engineering /

Finishing / Packing ) have a very special 10 – 15 minutes of discussion

session , every day , designed by the HRMD of TI called the SUNRISE

meeting, where every employee gets exposed to the developmental

change in the Organisation , off Job training attend by other staff,

accidents etc, Which acts as a training session for other employees .

Job Rotation : This a global practice followed by many Organisations

for on job training where the staff moves from one chair to the other in

the same department which helps the staff to learn more and also to

increase work efficiency.

OFF JOB Training :

Class Room / Lectures : Faculty are called from outside /inside , the

Non Management staff are given lectures on the relevant topics for

Individual and Organisations development .Audio Visual class is also

presented where in documentary / talk shows etc are filmed to

increase their learning ability. During 2004- 05 year HRD had

conducted about 55 training programmes (encl no ) A graphicalrepresentation shows from the average no of NMS who had attended

the Training .



PROGRAMME ATTENDED BY NMS 2004-05

0

5

10

15

20

25

30

35

40

45

50

1

NAME OF THE PROGRAMME

NO OF NMS-

Productivity

Saftey And First Aid

POKA _YOKE

ON Job PaintingChange Management

Communication Skill

quality of Work life

ERP Training

Time Management

TQM

7QC

Powder Coating

Occupational Health

EMS

The company organizes training periodically. The department

corresponds with other departments for the monthly programme

wherein the other department send their list of staff who are to attend

the programee .hus, a pre test is conducted for the staff who are to

attend the programee . They are evaluated after the programme .

( copy of these test evaluation encl no : )

Small Group Activity: This is the key activity practiced by the NMS

for they participate to give suggestions and recommendation and they

are also delegated to carry out the actions which would enhance

productivity in work. Brainstorming is also practiced which enhances

the relation and improves the quality of work.

Training material are provided for only few programme as staff prefer

to take notes ,during the training programme few programme like TQM

, On-off Job Painting are provided with manual the following diagram

represents utility of the manual



Study Materil - During Training

No

50%

once

20%

not refferd

30%

No once not refferd

.

The Training programme scheduled is intimated to the Heads of the

department. They identify the staff who are to attend the training and

informed to the staff who are to attend the programme and also to the

training department . Usually staff are intimated one or two days in

advance . The graph presents the information regarding the intimation

of training programme to their staff .

0

10

20

30

40

50

60

yes 1 day 2 days

informed not informed

The Organisation spends a great deal of money for training where they

organize guest lecture’s / faculty , use Audio Visual aids for training ,

also use training as a motivating tool . The Organisation has a

separate training Center inside the Organisation Compound wheretraining is held . The staff are generally intimated a day or two before

the training by their departmental heads . Few staff i.e 20% feel they

are intimated only on the same day . The following chart display the

information regarding the training programme intimation .



Evaluation of Training : Evaluation helps to tell us about the

quality of the training on one hand and the effect that it has created

on the learners . Systematic evaluation can point out the weakness in

the programme so that they could be corrected in future programmes ,

indicates the extent to which learners have learned what is taught in

class the extent to which they have transferred this leaning to the work

situation and the results yielded thereafter. Evaluation process

normally starts right from the stage of training . It helps to compare

the laid down objectives and contents of the programme and the

expectations of the trainees. Thus , the department also concentrates

on the evaluation of training , where in a Pre – Test and a Post Test

are conducted before and after the training .respectively . This helps

the department to evaluate how effective the training was for the Non

Management Staff. A feedback form is filled in by the trainees who

attends the programme which helps the department to evaluate the

effect of training over the employees , thus gets concluded at this

stage but this conclusion has been analyzed to study and evaluate

the effectiveness of the training programme by observation andinterviews which forms the main objective of the project. The Return

on Investment is also calculated by the department to find that the

programme has enhanced the efficiency of the staff .



VII A study on the Evaluation of Training At TI Cycles – Non

Management Staff

Evaluation of Training

The output of the training process is to measure the behavioural

change , how far the training has been useful. The department tends to

focus on training content and implement new techniques in the

present business scenario such as TQM , Re Engineering etc After the

training session the staff who had attend the training are evaluated i.e

a post test is conducted and recorded ( Encl no ) and a Filled in feed

back form is duly collected after each programe ( copy of the

feedback form encl no ) Thus with these data the department has

been able to enhance the skills of the staff and also to improve their

training procedure to satisfy the Organisation and the management

need . Thus this process becomes a cycle for the department for each

programme, Evaluation leads to new need for training and also

development of the training programme .

Effective training makes an effort to evaluate all the training activities .

Effective training must pay attention to both the components of thetraining potential usefulness and actual use which has been

developed explicitly for this purpose .Appropriate Managers are

involved at the earliest stage of planning .Management plays an active

role in defining the Training and Product Development .

The following were observed from the interviews and discussions

with the department and the NMS who had attend the Training

Programme. The study is conducted by following KIRKPATRICK’S

MODEL as a frame work for evaluation of training to the Non

Management Staff . There are four steps involved in this process .



Step 2- Learning Process

Learning process acts as a next step for evaluation. There is a change

in the and the knowledge, skill level also improves as a result of

training .Attitude learning is difficult to measure , but technical

learning can be measured . It was observed that there was

considerable change in behaviour during the course of learning

process. The following chart describes the attitudinal change and skill

developed by the employees after the training programme . It was

pointed by the trainees that they were able to accept new technology

and learn new methodology .

Interest of the Emp To Attend

Training

46%

42%

12%

Large Extent Some Extent Very little

Emp Learning Experience

84%

6%10%

Very Good Good Fair



Training Has Developed Their

:Learning Skills

42%

48%

10%

Large Extent SoMe Extent Very little

Emp are given training in New

Technology

34%

60%

6%

Large Extent

SoMe Extent

Very little

Step 3 Behaviour Changes :

Change leads to development but it is necessary to observe that if the

change is for the good or the bad. Change for good means the training



programme has been effective for the trainee . Is it proper to always

blame the trainer for any failure, some people refuse to change but

some changes do take place gradually . Therefore , the staff are to be

given the opportunity to change and also the trainee must learn to

accept change . Thus it was observed from the data that, the NMS

were showing a positive change and that each programme had helped

them to change for the good and better quality of living. The chart

depicts the change found in the NMS after the training programme .

Large

ExtentSome

ExtentVery little

0

5

10

15

20

25

30

35

40

Behavioural Change - Evaluation of Training

Emp ShareTraining

Experience

Change in person

such prog help Co to

develop

Job performance

increased after

training

Step 4 – RESULT

Evaluation at this level consists of an attempt to measure aspects of

the effect of training . It can be on the productivity, efficiency of the

trainee or the morale of the sub ordinates as expressed by

absenteeism , labour turnover rate or the incidence of dispute . The

objectives are the specific as the reduction of accidents , grievance ,

reduction in cost and work efficiency . Thus it was observed from the

data that the staff were interested in attending training programes for

their development and survival of the Organisation in the market .

They were interested to attend more of training session with better



intervals. Periodical learning enhances development and increases

learning ability . Thus from the following chart indicates the

effectiveness of the training session .

11 3 20 16 00

5 3 12 17 5 8

0% 20% 40% 60% 80% 100%

Workining Skill

productivity

Increas

Result - Training Programme

10- 20% 20-30% 30- 40% 40- 50%50- 60% 60-70%

Thus these were the observation recorded and analyzed for the

training programme attended by the NMS of the Organisation .



IX CONCLUSION

The broad finding and the summary of the study on the effectiveness

of training are presented in detail.

Criteria for evaluation of the training programme vary according to the

objective of the training programme. The evaluation must stress upon

the objective of the programme. It relates to the trainees It is to

evalute the trainees newly acquired skill , knowledge and attitude

Evaluation of the training helps to assess the IMPACT of training , They

get the idea of the draw backs of the training programme and helps to

redesign the future training programme .

The evaluation process identified the areas of training required for the

individuals and the areas to be evaluated and trained . It had helped

to decide on the statergies and methods to be used in collecting the

relevant information. The most useful means of evaluation wasobservation, rating , trainee survey and interviews. This has helped in

observing the behavioural change of the people in certain situations .

To enhance the accuracy of evaluation observation can be more

specific , systematic and quantitative. This has helped to identify the

deficiency in programmes.

Money and Time have been invested on training . Management needs

to assess the method of instruction , relation between training cost and

improved productivity , general efficiency and effectiveness of the

course .To study the effectiveness of training Feedback and

suggestions from the staff has helped to evaluate and answer the



management as to the effectiveness of the programmes conducted by

the Organisation for the NMS

The reaction process has helped to identify strengths and weakness of

the programmes. Thus it was found that the programmes were more

informative and such programme must be encouraged , must reach

out to other staff of the Organisation .

The next stage is the Learning process where the NMS find that they

are ready to learn more new technologies and new strategies for

individual development & Organisation development. The

programmes have also helped them to do so. They feel motivated and

acquired job enrichment through learning .

The Behavioural change stage wherein the post training has helped the

individual to change and this change helped in development of the

Organisation and the individuals . Thus the change on the positive side

has proved that the training was effective and such programme would

enhance performance is welcomed by the Organisation for thedevelopment .

The last stage is result, wherein the change had also reflected on the

growth of the individual and the industry. Thus training has enhanced

the attitudinal change and work efficiency of the staff .

As work changed, training changed to support that work. The changes

in training methods appear to have been caused by changes in the

kind of work being done. These changes in work involved the kind of

goods produced (concrete or abstract), the kind of skills the job

required (unskilled, semiskilled, or skilled), and the size of the demand



for the goods. The changes in work were caused by competition , by

advances made in technology, or by other changes in societies.

Those in charge of workers are always looking for ways to speed up

training, ways to make it more economical, efficient and effective,

ways to minimize the need for it. Just as many scientific discoveries

can be used constructively or destructively, so new methods of training

can be helpful or destructive. Frederick Taylor's Scientific Management

concept and the Gilbreths' time and motion studies helped simplify and

speed up work, but they also dehumanized the workplace and the

worker by doing so. Hence there is a continuous need for training to be

humanized for whatever have been dehumanized

HRD programs are divided into three main categories: Training,

Development, and Education. Although some Organisations lump all

learning under "Training" or "Training and Development," dividing it

into three distinct categories makes the desired goals and objects

more meaningful and precise.

As discussed earlier, training is the acquisition of technology which

permits employees to perform their present job to standards. It

improves human performance on the job the employee is presently

doing or is being hired to do. Also, it is given when new technology in

introduced into the workplace.

Using a systems approach to design training, education, and

development programs ensure that an Organisation gets the most

from its resources.

Evaluation is a continual process and should be planned at the same

time as the training programme.The whole process should be carried



out efficiently using tested methods .Each training programme should

have clear-cut objectives, if evaluation is to prove useful. The criteria

used should depend on the objectives of the programme. Just as

Training is a continous process so is the evaluation of Training, which is

a crucial factor if training is to be need based and is to contribute to

Organisational efficiency.

In summary, training and development are essential when establishing

teams. In their book Teaming Up, Darrel Ray and Howard Bronstein

observe that, for teams: "Training is a way of life. Every day holds the

potential for skill development or process improvement."

Thus TI Cycle has been a learning organization for its employees . The

employees of the organization has grown with the organization . The

study has helped to understand that training plays a key role in the

development of the staff and the organization , the staff has also

shown the interest in learning with the organization development .

Change has also been accepted by the staff. The department has

created a bridge between the organization and its staff . Thedepartment has worked and is been working to meet its objectives ,

by which organization peace has been maintained .



BIBILIOGRAPHY

SlNo

Author NAME OF THE BOOK Publisher - Yeaof Publishing

1 Robert L Craig Hand Book on Training

and Development

Mc Graw Hill – II

rd Edition2 George R Terry Supervisory Management D.B.Taraporewal

& Sons – 19773 Pamela A Wade Measuring Impact of

Training - SeriesWheeler

Publication –1998

4 Jack Philip Evaluation of Training andDevelopment – Hand Book

Gulf Publication1997



5 Arun MonappaMirza S Saiyadain

Personal Management Tata Mc Graw Hi1996

6 K.Ashwattappa Organization Behaviour HimalayanPublication

7 Harold Kootz

Heinz Weihrich

Essentials of Management Tata Mc Graw Hi

8 John W Newstrom Human Behaviour at Work9 Stephon Robinson Organization Behaviour Pearson

Education10 P.N.Singh Training for Management

DevelopmentHimalaya

Publication

Web Sites

www.murugappa.com www.tii.com www.ticycles.com www.traininganddevelopment.comwww.humanresourseanddevelopment.com www.humanresoursemanagement.com


http://www.tii.com/

http://www.ticycles.com/

http://www.traininganddevelopment.com/

http://www.humanresourseanddevelopment.com/

http://www.humanresoursemanagement.com/


http://www.tii.com/

http://www.ticycles.com/

http://www.traininganddevelopment.com/

http://www.humanresourseanddevelopment.com/

http://www.humanresoursemanagement.com/

john training_effectiveness_jan05_(nms)

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