Training and Development in KAL

Training and Development Programme in KAL

LIST OF CONTENTS
CHAPTER DESCRIPTION PAGE
NO.
1 INTRODUCTION
1. INTRODUCTION 2
2. OBJECTIVES OF STUDY 3
3. SCOPE OF STUDY 3
4. METHODOLOGY 3
5. LIMITATIONS OF STUDY 5

2 PROFILE
1. INDUSTRY PROFILE 7
2. COMPANY PROFILE 11
3. PRODUCT PROFILE 15

3 REVIEW OF LITERATURE 27

4 DATA ANALYSIS AND INTERPRETATION 58

5 FINDINGS,SUGGESTIONS AND CONCLUSION 82
1. FINDINGS 83
2. SUGGESTIONS 84
3. CONCLUSION 85

6 APPENDIX 86
1. QUESTIONNAIRE

7 BIBLIOGRAPHY 91

UIT Neyyattinkara 2010-2013


LIST OF TABLES & CHARTS
SL. TABLE TITLE PAGE
NO. NO. NO.
GENERAL ANALYSIS
1 4.1 AGE WISE PROFILE OF RESPONDENTS 59
2 4.2 GENDER WISE PROFILE OF RESPONDENTS 60
3 4.3 INCOME WISE PROFILE OF RESPONDENTS 61
4 4.4 EXPERIENCE WISE PROFILE OF RESPONDENTS 62
5 4.5 ATTENDANCE IN TRAINING PROGRAM WISE 63
PROFILE OF RESPONDENTS
6 4.6 OPINION ABOUT THE TRAINING PROPERNESS 64
7 4.7 OPINION ABOUT TYPES OF TRAINING 65
8 4.8 OPINION ABOUT SATISFACTION OF PRESENT 66
TRAINING PROGRAM
9 4.9 OPINION TRAINERS IN KAL 67
10 4.10 OPINION ABOUT SUFFICIENCY OF TIME FOR 68
TRAINING
11 4.11 OPINION ABOUT THE CORRECT DURATION OF 69
TRAINING PROGRAM
12 4.12 OPINION ABOUT TRAINING PROGRAM INCREASES 70
THE QUALITY OF WORK
13 4.13 OPINION ABOUT THE TRAINING PROGRAM 71
INCREASES THE JOB SATISFACTION
14 4.14 OPINION ABOUT WHETHER THE TRAINING 72
REDUCES THE NEED OF SUPERVISON
15 4.15 OPINION ABOUT INCREASE IN CONFIDENCE IN 73
TERMS OF JOB KNOWLEDGE OR JOB INVOLVEMENT
16 4.16 OPINION ABOUT ATTENDED TRAINING PROGRAM IN 74
ANY OTHER ORGANIZATION
17 4.17 OPINION ABOUT TRAINING PROGRAM OF OTHER 75
ORGANIZATION IN WHICH THE RESPONDENTS
WERE AATTENDED
18 4.18 GIVING FEEDBACK ABOUT KAL 76
19 4.19 METHODS THROUGH WHICH THE EMPLOYEES 77
GAVE FEEDBACK THE TRAINING
20 4.20 OPINION ABOUT THE EVALUATION OF TRAINING 78
EFFECTIVENESS THROUGH FEEDBACK
21 4.21 OPINION ABOUT THE POST TRAINING FEEDBACKS 79
OF RESPONDENTS
22 4.22 OPINION ABOUT THE FEEDBACK EXERCISE 80
WHETHER IT IS WORTH THE TIME AND EFFORT
23 4.23 OPINION ABOUT FURTHER TRAINING 81



Chapter 1
introduction

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1. INTRODUCTION
Human resource development is based on inherent potential in every human which
can be manifested by giving management direction and orientation. Human resource is an
unpredictable resource but it has unlimited potential. HRD process maximizes the use of
human resource by way of optimizing competence of future challenges and utilizing
unemployed resource. The roles and activities of HRD mechanism being used and
facilities, opportunities provided. Thus the role of HRD starts from the analysis of the
organizational objectives /goals characteristics of available resources and desired
specification. Manpower planning, recruitment, placement, performance appraisal,
reward, punishments and maintenance of resource, organizational climate etc.

Training is the act of increasing the knowledge and skill of employee for doing a
job. It is concerned with imparting specific skills for particular purposes. Training is not
something that is given only once to new employees. All employees new and old learn
receive training throughout their stay in organization. This is so because in the process of
directing employees‟ efforts and administering rewards and punishments to them the
manager continually shapes their behavior everyday whether consciously or
unconsciously. Training program focused more on preparation for improved performance
in a particular job. Most of the training used to be form operative levels like mechanics
machine operators and other kind of skilled workers. When the problems of supervision
increased the steps were taken to train. Supervisors for better supervision however the
employees was more on mechanical aspects.

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1.1 OBJECTIVES OF THE STUDY
To study the effectiveness of training programs being undertaken in KAL.
To measure the satisfaction level of employees about training at KAL.
To evaluate various training methods and types of training programs offered by
KAL from responses of its employees.
To give any suggestion if required regarding the training program in KAL.

1.2 SCOPE OF THE STUDY
The study was conducted in KAL. The scope of study is to evaluate the various
training methods and developments in KAL.

1.3 RESEARCH METHODOLOGY
Research methodology is the way to systematically solve the research problem. It
may be understood as a science of studying how research is done scientifically. Thus it is
necessary to know not only the research method techniques but also methodology.

1.3.1 RESEARCH DESIGN
The research design adopted in this study is descriptive research design.
Descriptive research includes survey and fact finding enquiries of different kinds. The
major purpose of descriptive research is the description of the state of affairs as it exists
at present.

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1.3.2 RESEARCH INSTRUMENT
Structured questionnaire

1.3.3 DATA COLLECTION
The methodology of the study is through collecting the primary and secondary
data.

PRIMARY DATA
The primary data are those which are collected afresh and for the first time and
thus happen to be original in character. Primary data has been collected through
questionnaire. Questionnaire is sent to the employees concerned with a request to answer
the questions and return the questionnaire.

SECONDARY DATA
The investigator makes use of data present in published and unpublished sources
for secondary data has been obtained from the records and journals provided by the
organization and from the website of the organization.

1.3.4 SAMPLING METHOD USED IN THE STUDY
The method selection was simple random sampling.

1.3.5 SAMPLE DESIGN
Sample design is a definite plan for obtaining a sample from a given population.
Sample design may as well lay down the size of the sample. Out of 227 employees of
KAL, the questionnaires were circulated to 100 employees.

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1.3.6 PERIOD OF STUDY
The study was conducted for a period of 30 days from 16-1-2013 to 14-2-2013.

1.4 LIMITATIONS OF THE STUDY
Prejudice from the respondents might have caused errors.
Time allotted to the data collection was only 30 days.
The time is adequate only to conduct a narrow study on the topic.

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CHAPTER -2
PROFILE

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INDUSTRY PROFILE

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2.1 INDUSTRY PROFILE
The automobile industry in India has undergone drastic change in terms of
consumer perception as well as technology. Automobile industry provides necessary
infrastructure for economic development. In India development of automobile industry
began as early as in 1950. In between 1960 and 1970 manufacturing of commercial
vehicle take place. The main employees were in manufacturing public transport vehicle
medium and heavy duty vehicles agricultural tractors wheelers and 2 wheelers. Since
1950 in India the output of automobile base was increased from 0.1% to 0.9% only.

The government of India, liberalization policy made transformation of industry
through modernization and technological up gradation. Automobile products India [API]
established the 1st 3 wheeler industry in India 1966, but it was virtually monopolized by
Bajaj auto ltd which was established in 1970‟s the Kerala automobiles limited [KAL]
was launched in 1978, now it is having a steady position in the 3 wheeler market.

2.1.1 SEGMENT KNOW-HOW
Among the 2 wheeler segment, motorcycled have major share in the market. Hero
Honda contributes 50% motorcycles to the market. In it Honda holds 40% share in
scooter and TVS makes 82% of mopeds in country. 40% of the 3 wheelers are used as
goods transport purpose piaggio holds 40% of the market share. Among the passenger
transport Bajaj is the leader by making 68% of the s wheelers. Cars dominate the
passenger cars and are a complete monopoly holds 42% share.

In commercial vehicle, Tata motors dominate the market with more than 60%
share. Tata motors are also the world‟s 5th largest medium and heavy commercial vehicle
manufacturer.

The automobile industry in India is the 11th largest in the world with an annual
production of approximately 2 million units. India is expected to overtake china as the
world‟s fastest growing car market in terms of number of units sold and automobile
industry is one of the fastest growing manufacturer sectors in India. Because of its largest
market {India has a population of 1.1 billion; the 2nd largest in the people} a low base of
car ownership [7 per 1000 people] and surging economy India has become a huge
attraction for car manufactures around the world.

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The automobile industry directly and indirectly employees 13 million individuals
in India. The industry is valued at about US 34 billion contributing about 3.1% of India‟s
GDP (nominal). India‟s cost competitive auto components industry is the 2nd largest in
the world. In addition India‟s motorcycle market is also the 2nd largest in the world with
annual sales of about five million units.

Though several major foreign units have their manufacturing bases in India the
Indian automobile market is dominated by the domestic companies. Maruthi Suzuki is
the largest passenger vehicle company. Tata motors are the largest commercial vehicle
company while hero Honda is the largest motorcycle company in India. Other major
Indian automobile manufacturers include Mahindra and Mahindra, ashok Leyland and
Bajaj auto.

While automobiles were introduced to India in the late 1890‟s the manufacturing
industry only took off after independence in 1947. The protectionist economic policies of
the government gave rise in the 1950‟s to the Hindustan motors ambassador based on a
1950‟s Morris Oxford and is still running in the roads and highways of India. Hindustan
motors and a few smaller manufacturers such as premier automobiles, Tata motors, Bajaj
auto, and Ashok Nd standard motors held on oligopoly until India‟s initial economic
opening in the 1980‟s.

The liberalization of 1991 opened the flood gates of competition and growth
which have continued up today. The high growth in the Indian economy has resulted in
all major international car manufacturers entering the Indian market. General motors,
fort, Toyota, Honda, Hyundai and others setup manufacturing plants. The Tata Nano is
the lower and of the price range costing approx us $ 2500.

2.1.2 PIONEER INVENTORS
German engineer Karl Benz, inventor of numerous car related technologies, is
generally regarded as the inventor of modern automobile. The four stroke petrol internal
combustion engine that constitutes the most prevalent form of modern automotive
propulsion is a creation of the German inventor Nikolas Otto. The similar four stroke
diesel engine was also invented by a German, Rudolf diesel. The hydrogen fuel cell, one
of the technologies hailed as a replacement for gasoline as a source for cars was
discovered in principle by another German, Christian Schonbein, in 1838. The battery

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electric car owes its beginnings to Anyos Jedik, one of the inventors of electric motor, and
Gaston planet, who invented the lead-acid battery in 1859.

2.1.3 AUTOMOBILE DEALERS NETWORK IN INDIA
In terms of car dealer networks and authorized service stations Maruti leads the
pack with dealer networks and workshops across the country. The other leading
automobile manufacturers are also trying to build up and are opening their service
stations and dealer workshops in all the meters and major cities of the country.

2.1.3.1 MAJOR PLAYERS IN AUTOMOBILE INDUSTRY
Bajaj auto ltd
Scooter ltd Lucknow
Sooraj automobiles ltd Sholapur
Sitara automobiles ltd Hyderabad
Piaggio greaves
Ape
Mahindra
Vespa car company
Greece garuda

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COMPANY PROFILE

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2.2 COMPANY PROFILE
KAL incorporated in 1978 as a government of Kerala undertaking is setup in the
picturesque back drop 16 kilometers south of TVM in a tiny village called Aralumoodu in
Neyyattinkara Taluk. The company manufacturers‟ three wheelers [diesel, petrol and
CNG] suitable for passengers and good traffic in the brand name of Kerala and are
considered as most eco-friendly vehicles.

KAL started with a production of petrol engine 3 wheelers from 1988; it began to
produce diesel engine 3 wheelers. KAL is the first company to introduce diesel engine 3
wheelers in the country. At present company is concentrating in diesel engineers only.

The present product range comprises of auto rickshaw [three/six seat] and
pollution free CNG fitted auto and load carriers etc. the strong highly motivated
workforce in the technical and management cadres are working hand in hand for the
progress of the company. The ancillary units developed by the company around the
factory complex provide livelihood for hundreds of families.

Since commencement of production in 1984 the company has manufactured and
marketed more than 85000 three wheelers. KAL has distinguished itself as force worth
reckoning in the automobile industry in India. The company also exported a number of 3
wheelers to Bangladesh, silence, Nepal, Sudan, Botswana, Nigeria, South Africa, Egypt
and Guatemala [Central America]. The company could turn the corner for the first time in
1993-94 and continued to keep the same trend at a higher level. The acceptability of KAL
3 wheeler in the third world countries speaks for its utility and quality. KAL is also
manufacturing sophisticated components to use in space programs of VSSC/ISRO.

The company is getting all kind of support from the Govt of Kerala, without which
it would not have been possible to achieve the present level of promising state of affairs.
KAL is awarded with LSO 9001:2000 certification envisaging TQM. It is unflinching
faith of our customers, which has powered KAL into the path of progress and looking
forward for continued patronage at a higher rank.

Date of incorporation : 15th march 1978
Address & registration : Athiyanoor, Aralumoodu TVM [Dist]; 695123
Phone&website : 2222640
www.keralaautomobilesltd.com

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2.2.1 MISSION
To provide value added service and product to the customers and to earn
reasonable profit.

2.2.2 VISION
“To become top 3 wheeler in 10 years.”

2.2.3 QUALITY POLICY
The management & employees are committed to develop, manufacture, market
and service of 3 wheelers enhancing customer satisfaction through a process of continual
improvement of its quality management style.

2.2.4 COMPETITORS

2.2.4.1 MAJOR COMPETITORS OF KAL INCLUDE
Bajaj automobile ltd
Ape
Piaggio greaves

2.2.4.2 MINOR COMPETITORS OF KAL INCLUDE
Sitara auto
Devi auto
Atul auto industries

2.2.5 MARKET SHARE
KAL has a share of 3-4% where as Bajaj ltd is leading with market share of 88%
in India.

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2.2.6 INFRASTRUCTURE
2.2.6.1 PLANT
Kerala automobiles limited [KAL] state – of the art factory is equipped with the
most modern CNC machines to ensure dimensional accuracy of each component the
factory has highly sophisticated testing facilities to maintain vigorous quality control at
every stage. The proof of the high quality standards attained can be appreciated from the
fact that KAL has the distinctive privilege of supplying critical components to the Indian
space research organization for India‟s sterling space program.

2.2.6.2 QUALITY ASSURANCE
At every stage of manufacturing excellent quality assurance is KAL prime
objective. This has been made possible using equipments such as universal testing
machines dynamometers exhaust analyzer, digital height master; ultrasonic crack detector
eddy current tester etc. quality assurance achieved through satisfied quality control
methods has helped KAL to achieve ISO 9001: 2001 certification.

2.2.6.3 RESEARCH AND DEVELOPMENT
KAL‟s product engineering department has the computerized design systems and
testing to ensure the international standards. Experienced engineers have transformed the
basic Italian reference to the latest evaluation of the design leading to fuel efficient eco-
friendly KAL 3 wheeler ensuring stimulating quality system.

The work of various new model are in progress of which models likely to be
launched immediately are 4 stroke petrol JUMBO the multipurpose 3 wheeler vehicles
with a higher load carrying capacity. KAL product range comprises of 3 wheelers
[diesel, petrol & CNG] in the brand name of Kerala suitable for passengers and goods
traffic.

2.2.6.4 ISO CERTIFICATION
KAL is a proud recipient of ISO 9001:2000 certification during the 1992, which clearly
indicates that the company delivers products of superior quality.

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PRODUCT PROFILE

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2.3 PRODUCT PROFILE

2.3.1DIESEL MODEL

1. Diesel auto trailers:
The production of this model was started in 1984. It is similar to petrol pick
up van. It has a petrol option and has a mileage of 35 kmpl.

2. Diesel auto trailers:
The production of this model was started in 1988.this was built with aim of
transporting heavy cargos. The loading tray of this model is long bigger
and open.

3. Diesel chassis:
Diesel chassis of KAL comes in 3 different models.
1. 4360 chassis-self starts.
2. 4325 chassis-shorter rope starts.
3. Six seater chassis-provided with layered chassis.

4. Diesel six seated auto rickshaw jumbo

This model is often referred as diesel limousine 3 wheeler. The chassis is 2
layered additional stock absorbs are provided for comfort audits mileage is
30 kmpl.

5. Kerala mx 400

This is the latest model of KAL. This model has the unique features such as
bigger types- strong universal joint and axle assembly upgraded gears and
G1400 engine. The fuel efficiency of this model is 30 kmpl in standard
condition.

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2.3.2 PETROL MODEL

1. Petrol auto rickshaw, regular 3 wheelers.
In this model was the first born member of Kerala automobiles ltd
group. Production of this model was started in 1984. It has the
advantage of easy handling and has a fuel efficiency of 24.4 kmpl.

2. New look auto rickshaw
The production of this model was started in 1998. It was mainly for
export purpose this model has the features of more shortage space better
efficiency of 24.2 kmpl.

3. Petrol delivery van
Production of this model was started in 1984. Its chassis provided with a
closed tray.

4. Petrol 3 wheeler chassis
The production of this model was started in 1985. This has a portion of
a closed tray or an open tray. The production of the available petrol
models has stopped due to non-compliance of their vehicle with BSIL
norms.

5. Petrol pickup van
The production of this model was also started in 1984. The vehicle is
mainly meant to transport items such as food materials and construction
materials etc.

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2.3.3 DEFIBERING MACHINE
The defibering machine is completely designed and developed by the company.
Defibering machine is used for making fiber from the coconut shell. It changed the
traditional method of fiber making from the coconut shell into a new efficient and
economic method. This machine reduces the manpower and time consumption. Thus it is
economic.

The main component of the defibering machine is a rotor with horizontal and
vertical bars and the rotor is connected to the motor. The crushing process is done by
inserting the coconut shell into the rotor cabin in which the rotor is rotating with high
rpm.

The rotor is a mild steel pipe and the horizontal and vertical bars are inserted
through the holes in the pipe. So we have to make the holes for inserting the bars. The
drilling should be done in perpendicular and parallel to the cross section of the pipe. It is
some more difficult process. Marking and holding the work piece may take long time. To
rectify these difficulties have to find out an alternative way for perform the operation.
The most economic and easy way to overcome drilling is to use a drill jig. Thus the
design of drill jig is started.

Equipment that can hold the work piece and guide the path of the tool
simultaneously is called a jig. A drill jig can hold the work piece and it can guide the drill
bit over the job. It deals with design and manufacturing of drill jig with manual indexing
head.

2.3.4 ORGANIZATION STRUCTURE
A BOD constituted by the Govt of Kerala manages the company. Unless otherwise
determined by the govt. according to the instruction from the Govt the number of
directors should not be less than 2 and not more than 9. The government appoints all the
directors including the full time director. However the directors need not be shareholders.
The Govt and full time appointed MD will select one among the director for this purpose.

The organization structure of the company is of pyramid in shape with BOD on
the top position. They mainly frame the policies required for the company to achieve its
goals. The MD shall execute the affairs of the company when the MD is no present and in
such situation he shall take decision in consolation with financial controller.

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2.3.5 Board of directors
The board of directors and the MD are appointed by the Govt of Kerala. The board
members and the MD may be different persons at different times according to the ruling
govt.

The BODS consists of following persons:
1. The chairman.
2. The managing director
3. The representatives from trade union
4. The representatives from banks where KAL taken loan
5. Representatives from finance department
6. The consulting engineer

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ORGANIZATIONAL HIERARCHY
BOD

↓

CHAIRMAN

↓

MANAGING DIRECTOR

↓

DEPUTY GENERAL MANAGER

↓

MANAGERS

↓

ASSISTANT MANAGERS

↓

SENIOR ENGINEER

↓

ENGINEER

↓

JUNOIR ENGINEER

↓

SALES EXECUTIVE

↓

COMPUTER PROGRAMMER

↓

WORKERS

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ORGANISATIONAL CHART
BOD

Chairman

MD

Finance HRD Administrative Marketing

Purchase

Sub-contract Vendor development Purchase

Production

DGM

Manager

Planning Fabrication Assembly Quality Production
Assurance

Research & Painting Maintenance Service & spares Heat treatment
development

Stores Machine shop Tool room General
department
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EMPLOYEE PROFILE JANUARY 2013

No. Category No. of employees Department
1 Managers 3
2 Asst. managers 4
3 Senior executives 7
4 Asst. administrative officer 1
5 Superintendent 2
6 Accounts officer 2 Officers
7 Asst. accounts officer 1
8 Accountant 2
9 Senior engineer 7
10 Junior engineer 5
11 Engineer 2
12 Asst. sales officer 1
13 Hr. executive 1
14 Computer programmer 1
Total 32
15 Senior assistant 5
16 Attender 3
17 Sr. computer operator 1
18 Jr. executive grade 13
19 Office assistant 4
20 Assistant 2
21 Tr. Engineer grade 70
22 Helper 5
23 Jr. grade helper 4
24 Jr. grade TM 32
25 Senior TM 2
26 TM 44
27 Dept. asst. grade II 1
28 Work assistant 2
29 Part time sweeper 4
30 Typist-cum–clerk 1
31 Gardener–cum-helper 1
32 Sr. time keeper 1
Total 195
Grand total 227

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2.3.6 DEPARTMENT PROFILE
1. HRD department
2. Administrative department
3. Planning department
4. Purchasing department
5. Sub-contract department
6. Stores department
7. Maintenance department
8. Marketing department
9. R &D department
10. Quality assurance department
11. Service and spares department
12. Production department
13. finance department

2.3.6.1 HUMAN RESOURCE DEVELOPMENT DEPARTMENT
HR department is important branch of business management. It constitutes the key
to the managerial actions and its success. HRM comprises those activities that have
aligned by a separate HRD department under the charge of a staff and service manager
known as HRD manager.

The main functions are:

planning personnel policy
manpower planning
Recruitment and selection
Industrial rotations

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Functions of HRD department
The recruitment of labor is extensive in the manufacturing area in KAL.
Estimation of work force recruitments is made through estimating production
requirements. The company strives to maintain proper recruitment selection and
utilization of workers to suit organization needs. The human resource of the company is
categorized into 3 manager supervisors and workers.

a. Recruitment and selection:
The types of recruitment options are three namely direct recruitment, through
employee exchanges and through public notification. Direct recruitment is done through
advertisement in newspapers and employment exchanges. It is because of the compulsory
notification. There is an interview board as committee for the purpose of selection of
candidate. There is an interview board as committee for the purpose of selection of
candidate. Then the merit list is prepared as per the class wise quotation from govt. the
final list is published for the selected candidates.

The first step of selection is written test applicable to all workers. Interview is
conducted for those who succeed in it. Applicants of technical posts undergo trade test
also. Induction program is given to the candidates. They will provide on the job training
and one year probation period. After that they are appointed permanently.

b. Training and development
Fixing the wage structure based on the wage survey is done at times of
incorporation of the company. The wages are given as per the agreement between
manufacturer and trade unions based on a long term agreement. In KAL the agreement
was made for 4 years from 1-4-2001 any revisions are made by the trade union and
manufacturer.

c. Promotion

The promotion for the worker is done as per the service rules of the workers. A
worker who completed 3 years of service is eligible for getting the promotion. The

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criteria for promotions and the requirement of management should be satisfied. This
may be relaxed for promotion every year. If the worker has less eligibility for promotion
there will be higher grade promotion for one year.

d. Performance appraisal

It is done according to certain factors such as job knowledge, job responsibility and
quantity of work organizing ability punctuality and problem solving ability. Performance
appraisal goes through these steps;

Issue of performance appraisal form to the employer
Self- appraisal by the supervisor
Review by department head
Calculation and approval score of each employee in personal interview
Counsel employees for improved performance.

e. Industrial relation:

The industrial relation in KAL is co-ordeal personnel department is responsible for
maintaining good relation between unions and the manufacturer. The recognition for
trade union is obtained through referendums by declaring election. The main aim of this
is to reduce the number of trade unions in the organization. To recognize a trade union
there must be at least 15% of employees under their belt. There are three four elected
trade unions at present namely KAL, CITU, INTUC & STU.

f. Miscellaneous

Stipend of trainees and apprentices trainees are unpaid employees. For
apprentices salary is decide on their qualification

ITI : 1090/-

Diploma : 1400/-

Degree : 1970/-

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g. Time keeping

A timekeeper is appointed for the purpose and it is registered in a book.

h. Attendance

In KAL attendance records are maintained by punching system. Salary is deducted
for every extra minutes of late coming as 240 minute exception is given for employees
per month

i. Communication

The flow of information is from the top level to the bottom level. The employees
have the permission to report their problems. A suggestion box to MD is placed in the
production unit so the worker can inform in their suggestions and grievances directly to
the MD.

Employees’ strength in KAL is 227

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Chapter 3
Review of Literature

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3.1 HUMAN RESOURCE MANAGEMENT
Human resource management, (HRM), a relatively new term, that emerged during the
1930‟s. Many people used to refer it before by its traditional titles, such as personnel
administration or personnel management. But now, the trend is changing. It is now
termed as human resource management (HRM).

Human resource management encompasses those activities designed to provide for
and co-ordinate the human resources of an organization. The human resources of an
organization represent its largest investment. In fact, government report shows that
approximately 73% of national income is used to compensate employees. In addition to
wages and salaries, organizations often make other sizeable investment in their human
resources. Recruiting, hiring and training represent some of the more obvious examples.
Human resource management is a modern term for what has traditionally been referred to
as personnel administration or personnel management.

Organizations are made up of functions through people. Without people
organization can‟t exist. The resources of men, material, money and organization or
machinery are collected, co-ordinate and utilized through people. These resources by
themselves can‟t fulfill the object of an organization. They need to be united into a team.
It is through the complaint efforts of the people that material and monetary resources are
attainment of a goal. All the activities of an organization are initiated and completed by
the persons who make up the organization.

HRM may be defined as a set of policies, practices and programs designed to
maximize both personnel and organizational goal. It is the process of binding people and
organization together. So the objectives of each are achieved.

According to Flippo “HRM is the planning, organizing, staffing, directing and
controlling of the procurement, development, compensation, integration, maintenance
and separation of human resource them and that individual organizational and social
objectives are accomplished”.

According to national institute of personnel management of India, “HRM is that
part of management concerned with people at work and with their relationship within the
organization. It seeks to bring together men and women who makeup an enterprise,
enabling each to make his own best contribution to it success both as an individual and as
a member of a working group”.

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Sewot and others have defined as “HRM is that branch of management which is
responsible of a staff basis for concentrating on those of relationship of management to
employees and employees to employees and with the development of individual and
group. The objective is to attain maximum individual development, describe working
relationship between employers and employees and effective mounding of human
resources as contrasted with physical resources”

The divisions included in HRM are recruitment, payroll, performance management,
training and development, retention, industrial etc. out of all these divisions, one such
important division is training and development.

3.2 TRAINING
Training means to impart information and skills through instructions. It is the
method of increasing the knowledge, skills and aptitudes of an employee for performing a
particular job. Its purpose is to enable them to do their jobs better. Training makes newly
appointed worker fully productive with minimum time. A capable and competent person
cannot do the best on his job unless he is systematically trained. Training is necessary for
new as well as existing employees.

Training is concerned with imparting and developing specific skills for a particular
purpose. For example, Flippo has defined training as” the act of increasing the skills of
an employee for doing a particular job”. Thus training is a process of learning a sequence
of programmed behavior. This behavior being programmed is relevant to a specific
phenomenon that is a job.

“Training is a short-term process utilizing a systematic and organized procedure by
which non-managerial personnel learn technical knowledge and skills for a definite
purpose”.

Training may be defined as a planned programmer designed to improve
performance and to bring about measurable changes in knowledge, skills, attitude and
social behavior of employees for doing a particular job.

According to J.P.Campbell, “training is a short –term process utilizing a
systematic and organized procedure by which non-managerial personnel learn technical
knowledge and skills for a definite purpose”.

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3.2.1 NEED OF TRAINING
Training is beneficial not only to the employers but also to the employees. The
success or failure of an organization largely depends on the efficiency of the personnel in
an organization. Training helps in sharpening and enhancing employees‟ skills, which
make them more effective on their job. It reduces wastages and there by contributes to
profitability of the enterprise. The significance of training is as follows;

1. Quick learning:
Training helps to reduce the learning time necessary to attain an acceptable level
of performance. The employees need not learn by observing others or through a train and
error method if formal training programmers exist in the organization. The qualified
instructions will help the new employees to acquire the skills and knowledge to do a
particular job within a short span of time.

2. Higher productivity:
Enhance skills and competencies acquired through training usually helps in increasing
both quantity and quality of the output. Training is also of great help to the existing
employees. If helps them to increase their levels of performance on their present job
assignments

3. Less supervision:
If the employees are given adequate training the need for supervision is minimum.
Training does not eliminate the need for supervision, but it reduces the need for detailed
and constant supervision. A well trained employee is self reliant in his work because he
knows what to do and how to do with reduced supervision, a manager can increase his
span of management.

4. Higher morale:
The morale of the employee increases when they are given proper training. Morale is a
mental condition of an individual or group, which determines their willingness to co-
operate. A common objective of any training programmers is to mould employees‟
attitude to achieve support for organizational activity and to obtain better co-operation
and greater loyalty. With the help of training, dissatisfaction, complaints, absenteeism
and labor turnover can be reduced.

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5. Better management:
A manager can make use of training to manage in a better way. Training the employees
can assist him in his managerial functions. For instance, maintaining higher standards of
quality building a satisfactory organizational structure delegating authority and
stimulating employees are all made possible through an effective training plan.

6. Economical operations:
Training personnel will be able to make better and economical use of materials and
equipments their by reducing wastage. In addition, the rate of accidents and damage to
the machinery and equipment will be minimum. These factors will minimize the cost of
production.

7. Benefits to employees themselves:
As employees acquire more knowledge from training, this increases their market value
and earning power. By securing such skills, they enhance their value to the employer and
at the same time ensure job security for themselves. Training helps in securing
promotions and career growth.

3.2.2 ADVANTAGES OF A TRAINING PROGRAM
A systematic training program offers the following advantages to a company;

1. It helps in improving the quality and quantity of a worker‟s output.
2. It enables the worker to make the most economical and best use materials and
equipments. This reduces spoiled work and damage to machinery.
3. It develops in the worker effective work habits and methods of work, their by
reducing the accident rate and the need for close supervision.
4. It gives a sense of satisfaction to the worker and makes him feel the he is
being properly cared for. As a result workers morale and his relations with
superiors improve.
5. It instructs the worker towards better job adjustments and reduces the rate of
labor turnover and absenteeism.
6. It helps the bright but dronish employees to formulate his goals.
7. It facilitates promotion of workers to higher jobs and increases their market
value and earning power.

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8. It makes the worker committed and loyal to organization by educating him
about the culture philosophy and policies of the organization.
9. It helps in creating a pool of trained personnel from which replacements can
be draw to fill the loss key personnel at any time.

3.2.3 TYPES OF TRAINING PROGRAMS
All training programs can be of any one of the following types:

1. Induction or orientation training:
It is a training program used to induct a new employee into the new social setting of
his work. The new employee is introduced to his job situation, and to his co-employees.
He is also informed about the rules working conditions, privileges and activities of the
company what the company does how it serves the community and other particulars
pertaining to the company.

In some companies the complete induction program is dividing into two phases.
The phase, induction is done by the personnel department which supplies to the new
employee all sorts of information relating to the company. In the second phase, induction
is done by the supervisor. He has the responsibility of seeing that both the new comer and
the work team accept each other.

The induction training not only helps personnel adjustments of the new employee to
his job and work group but also promotes good morale in the organization. In view of
these advantages, many large companies give much importance to induction training.

2. Job training:
The object of job training is to increase the knowledge of workers about their jobs
with which they are concerned, so that their efficiency and skill of performance are
improved. In job training workers are enabled to learn correct methods of handling
machines and equipment avoiding accidents removing bottlenecks minimizing waste etc.

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3. Promotional training
Many concerns follow a policy of filling some of the vacancies at higher levels by
promoting existing employees. This policy increases the morale of workers. They try to
put up maximum efficiency so that they may be considered for promotion. When the
existing employees are promoted to superior positions in the organization they are
required to shoulder new responsibilities. For this training has to be given to them so that
they may not experience any difficulty to shoulder the responsibilities of the new position
to which they have been promoted.

4. Refresher training:
At the time of initial appointment employment are formally trained for their jobs.
But with the passage of time they may forget some of the methods which were taught to
them or they may have become outdated because technological development and
improved techniques of management and production. Hence, refresher training is
arranged for existing employees in order to provide them an opportunity to revive and
also to improve their knowledge. According to dale Yoder refresher training program‟s
are designed o avoid “personnel obsolescence”.

5. Corrective training:
When an employee violates company rules or policies, such as by being absent often
or by smoking in a “No smoking” area the manager needs to find a way to deal with the
problem. Sometimes he thinks that the solution to the problem is discipline but the
trouble with the word discipline is that it implies punishment. His aim should be not to
get even with the employee but rather to reform the employee. In other he should handle
the problem with treatment that corrects rather than punishes. By its very nature
corrective training implies criticism. The manager should criticize his employee in
private soon after the mistake but not before his own anger has cooled off. He should
criticize the act and not the individual and should explain to the employee why it is
important to both the company and the employee that he should change his behavior.

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3.2.4 TRAINING METHOD FOR MANAGERS
Executive talent is the most important asset which a company can posses. Although
it does not appear on the company‟s balance sheet but it produces more important effects
on the company‟s progress its profit and the price of its stock than any other asset in its
possession. Research experimentation testing and experience have yielded a great variety
of training methods which are used in executive development programmes. Some of
these methods are meant for newly recruited executives only their aim being to generate
in these trainees a deeper understanding of managerial functions. Some other training
methods aim at increasing the problem solving skills of managers. Still others aim at
changing their attitudes.

Observation assignment:
Under this method the newly excited executive called understudy is made an
assistant to the current job holder. He learns by experience observation and
imitation. If decisions are discussed with him he is informed on the policies and
theories involved. But if he is neglected by the current job holder the understudy
does not learn much by this method. Moreover the methods tend to perpetuator
mistakes and other deficiencies characteristic of existing managerial practice.

Position rotation:
Under this method the trainee executive is rotated among different managerial
jobs. This not only broadens and riches his experience as a manger but also
enables him to understand interdepartmental relations and need for coordination
and cooperation among various departments.

Serving on committees:
Another important method of training an executive is to make him serve on a
committee. While serving on a committee the executive comes to learn not only
the various organizational problems and views of several senior and experienced
members but also learns how a manager should adjust himself to the overall needs
of the enterprise.

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Assignment of special projects:
Sometimes as a method of training some special project is assigned to a trainee
executive. For example he may be asked to develop a system of cost allocation in
the production of certain goods for which an order has been received by the
company. While working on such projects the trainee not only acquires knowledge
about them but also learns how to work with and relate to other people holding
different views.

Conferences and seminars:
Often an executive is deputed to attend a conference seminar or workshop to
receive a quick orientation in various areas of management with which he might
be unfamiliar. On advantage of this type of training is that all the participants
coming from different organizations got an opportunity to pool their ideas and
experience in attempting to solve mutual problems. This attitude is one of joint
exploration. This encourage cross fertilization of ideas.

Case study:
A case is a written account seeking to describe an actual situation. A good case is
the vehicle by which a chunk of reality is brought into the classroom to be
discussed over by the class and the instructor. Disunion on a case requires a
capable instructor who can evoke and guide intelligent discussion and analysis so
that meaningful learning experiences cues. There is no „right‟ answer or simple
explanation in the comprehensive case. The advantages of this method are more
depth of thinking more perception in a situation greater respect for and
consideration for the opinion of others.

Incident method:
Developed at the Massachusetts institute of technology this method is an
outgrowth of dissatisfaction felt by Paul and pagers with case method. In the usual
method the entire problem is presented to the students whereas in the usual case
method the entire problem is presented to the students whereas in the incident
method only a brief incident is presented to provoke discussion in the class. The
group then buts questions to the instructor to draw out of him the salient facts and
additional information needed to arrive at a reasonable solution or resolution of the
case. This method draws the participant into discussion with greater emotional
involvement. A unique advantage of this method over the case method is the

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procedure of obtaining information by questions one that often must take place in
actual business situations.

Role playing:
In this method the instructor assigns parts taken from case materials to group
members. The situation is usually one involving conflict between people. The role
players attempt to act parts as they would behave in a real life situation working
without a script or memorized lines and improving as they play the parts. The
development of empathy and sensitivity is one of the primary objectives of role
playing.

Sensitivity training:
This type of training is designed to increase the manager‟s understanding of
himself and of his own impact on others. The training talks the form of group
dissuasion and though a leader in the technique is present the group may decide on
the subject of discussion or suggest changes in procedure. In the course of the
dissuasion conflict hostility stress and frustrations may be purposely generated for
they later on become motivations for growth as well as food for learning. In the
short laboratory training aims at achieving behavioral effectiveness in transactions
with one‟s environment.

Autonomy training:
One of the latest approaches to management training called autonomy training is
aimed at developing the individual‟s ability to manager his own training. It
involves leaving the trainee almost entirely on his own. He has first to work out
what he would like to learn and then teach himself. The concept on which this
method rests is that with the tremendous speed at which new knowledge is
replacing the old it is impossible for a standardized course to cater to the mars of
individual training needs. So the managers must be trained to teach themselves
new skills as they go along.

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3.2.5 METHODS OF TRAINING
There are number of training programmes available. Some of them are new
methods, while others are improvements over the traditional methods. The commonly
used training programmes are discussed below;

3.2.5.1 On-the-job training method:
This is the most commonly used method. Under this method the individual is placed
on a regular job and taught the skills necessary to perform that job. On-the- job training
methods includes the following;

a. Job Rotation
b. Job instruction
c. Coaching

a. Job Rotation: This type of training involves the movement of the trainee from
one job to another. The trainee receives job knowledge and gains experience from
his supervisors in each of the different job assignments.

b. Job Instruction: Under this method which is also called training through step by
step the trainer explains to the trainee the way of doing the job, job knowledge, and
skills and allows him to do the job.

c. Coaching: The trainee is placed under a particular supervisor who provides
feedback to the trainee on his performance and offers him some suggestions for
improvements.

3.2.5.2 Off-the-job training methods:
Under this method, the trainee has no connection with the job and his attention is
focused upon learning the material related to his future job performance. The following
are the widely used methods;

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a. Role Playing
b. Vestibule Training
c. Lecture Method
d. Discussion
e. Programmed Instruction

a. Role Playing: This method of training involves action, doing and practice. The
participants plat the role of certain characters such as the production manager,
mechanical engineer and the like. This method helps in developing inter-personal
interactions and relations.

b. Vestibule Training: This type of training is commonly used for training
personnel for clerical and semi-skilled jobs. The training method consists of
stimulating the actual work conditions in a class room. The training period ranger
from days to a few weeks.

c. Lecture Method: This method is the most effective method for giving to trainees
the basic information on specific subject. The instructor gives the information in
the form of a talk. This method is direct and reduces cost and time involved in
training.

d. Discussion: The advantage of discussion over the lecture method is that it
provides two way communications and hence feedback is provided. This method is
used to train the clerical, professional and supervisory personnel. The success of
this method, however, depends on the leadership qualities of the person who leads
the group.

e. Progammed Instruction: The subject matter is presented in a series of units
from simple to more complex levels of instruction. The trainee goes through these
units by answering the questions or filling the blank. This method is both expensive
and time consuming.

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3.3 ROLE OF HUMAN RESOURCE MANAGERS AND DIRECTORS
Human Resources Generalists, Managers and Directors, depending on the size of
the organization may have overlapping responsibilities. In larger organizations, the
Human Resource Manager, and the Director have clearly defined roles in HR
management with progressively more authority and responsibility in the hands of the
Manager, the Director, and ultimately, the Vice President who have lead several
departments including administrations.

HR directors, and occasionally HR managers, may head several different
departments that are each led by functional or specialized HR staff such as the training
manager, the compensation manager, or the recruiting manager. HR staff members are
advocates for both the company and the people who work in the company. Consequently,
a good HR professional performs a constant balancing act to meet both needs
successfully.

3.4 TRAINING VS DEVELOPMENT
Training often has been referred to as teaching specific skills and behavior. Examples
of training are learning to fire a rifle, to shoot foul shots in basketball and to type. It is
usually reserved for people who have to be brought up to performing level in some
specific skills. The skills are almost always behavioral as distinct from conceptual or
intellectual.

Development, in contrast, is considered to be more general than training and more
oriented to individual needs in addition to organizational needs and it is most often aimed
toward management people. There is more theory involved with such education and
hence less concern with specific behavior than is the case with training. Usually, the
intent of development is to provide knowledge and understanding that will enable people
to carry out non-technical organizational functions more effectively, such as problem
solving, decision-making and relating to people.

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3.4.1 DISTINCTIONS BETWEEN TRAINING AND DEVELOPMENT

Learning Training Development
dimension
Meant for Operatives Executives
Focus Current job Current and future jobs
Scope Individual employee Work group or organization
Goal Fix current skill deficit Prepare for future work demands
Initiated by Management The individual
Content Specific job related information General knowledge
Time-frame Immediate Long term

3.4.2 A CHECKLIST TO AVOID TRAINING PITFALLS
 Attempting to teach too quickly: Trying to teach too quickly results in frustration.
It is not wise to push employees beyond their learning limits.
 Trying to teach too much: There are limits to the amount that one can learn. It is
recommended to teach segments of the job in sequential fashion in order to
develop a greater appreciation and understanding of the whole job.
 Viewing all trainees as the same: All employees are different. This must be
recognized when it comes to training. Since some workers learn faster or slower
than others, these differences must be accounted for in the training programme.
 Not providing time to practice: Practice makes perfect. There is no such thing as
natural-born skilled workers. Adequate practice time must be provided for
employees to develop their skills.
 Providing a pat on the back: It is always a good idea to reinforce employees
during the learning process. Encouragement, praise, and reward are highly
recommended.
 Not frightening the employee: As a supervisor, it is possible to know the job for
which the employee is training so thoroughly that a new employee may feel
inadequate or intimidated.

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3.5 LEARNING PRINCIPLES: THE PHILOSOPHY OF TRAINING
Training is essential for job success. It can lead to higher production, fewer
mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the
trainee and the organization, if managers understand the principles behind the training
process. To this end, training efforts must invariably follow certain learning-oriented
guidelines.

Modelling
Modelling is simply copying someone else‟s behavior. Passive class room
learning does not leave any room for modeling. If we want to change people, it would be
a good idea to have videotapes of people showing the desired behavior. The selected
model should provide the right kind of behavior to be copied by others. A great deal of
human behaviour to be copied by others. A great deal of human behaviour is learned by
modeling others. Children learn by modeling parents and older children, they are quite
comfortable with the process by the time they grow up. As expert put it “managers tend
to manage as they were managed!”

Motivation
For learning to take place, intention to learn is important. When the employee is
motivated, he pays attention to what is being said, done and presented. Motivation to
learn is influenced by the answers to questions such as: How important is my job is to
me? How important is the information? Will learning help me progress in the company?
etc. People learn quickly when the material is important and relevant to them. Learning is
usually quicker and long-lasting when the learner participates actively. Most people, for
example, never forget how to ride a bicycle because they took an active part in the
learning process!

Reinforcement
If a behavior is rewarded, it probably will be repeated. Positive reinforcement
consists of rewarding desired behaviors. People avoid certain behaviors that invite
criticism and punishment. A bank officer would to do a post graduate course in finance, if
it earns him increments and makes him eligible for further promotions. Both the external
rewards (investments, praise) and the internal rewards (a feeling of pride and
achievement) associated with desired behaviors compel subjects to learn properly. To be

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effective, the trainer must reward desired behaviors only. If he rewards poor
performance, the results may be disastrous: good performers may quit in frustration,
accidents may go up, and productivity may suffer. The reinforcement principle is also
based on the premise that punishment is less effective in learning than reward.
Punishment is a pointer to undesirable behaviors. When administered, it causes pain to
the employee. He may or may not repeat the mistakes. The reactions may be mild or
wild. Action taken to repeal a person from undesirable action is punishment. If
administered properly, punishment may force the trainee to modify the undesired or
incorrect behaviours.

Feedback
People learn best if reinforcement is given as soon as possible after training.
Every employee wants to know what is expected of him well he is doing. If he is off the
track, somebody must put him back on the rails. The errors in such cases must be
rectified immediately. The trainee after learning the right behaviour is motivated to do
things in a ‟right‟ way and earn the associated rewards. Positive feedback (showing the
trainee the right way of doing things) is to be preferred to negative feedback (telling the
trainee that he is not correct) when we want to change behaviour.

Spaced Practice
Learning takes place easily if the practice sessions are spread over a period of
time. New employees learn better if the orientation programme is spread over a two or
three day period, instead of covering it all in one day. For memorizing tasks, „massed‟
practice is usually more effective. Imagine the way schools ask the kids to say the Lord‟s
Prayer aloud. Can you memorize a long poem by learning only one line per day? You
tend to forget the beginning of the poem by the time you reach the last stanza. For
„acquiring‟ skills as stated by Mathis and Jackson, spaced practice is usually the best.
This incremental approach to skill acquisition minimizes the physical fatigue that deters
learning.

Whole Learning
The concept of whole learning suggests that employees learn better if the job
information is explained as an entire logical process, so that they can see how the various
actions fit together into the „big picture‟. A broad overview of what the trainee would be
doing on the job should be given top priority, if learning has to take place quickly.

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Research studies have also indicated that it is more efficient to practice a whole task all at
once rather than trying to master the various components of the task at different intervals.

Active Practice
„Practice makes a man perfect‟: so said Bacon. To be a swimmer, you should
plunge into water instead of simply reading about swimming or looking at films of the
worlds‟ best swimmers. Learning is enhanced when trainees are provided ample
opportunities to repeat the task. For maximum benefit, practice sessions should be
distributed overtime.

3.6 AREAS OF TRAINING
The areas of training in which training is offered may be classified into the following
categories:

Knowledge: Here the trainee learns about a set of rules and regulations about
the job, the staff and the products or services offered by the company.

Technical Skills: The employee is taught a specific skill (e.g., operating a
machine, handling computer, etc.) so that he can acquire that skill and contribute
meaningfully.

Social Skills: The employee is made to be learning about himself and others,
and to develop aright mental attitude towards the job, colleagues and the
company. The principal focus is on teaching the employee how to be a team
member and get ahead.

Techniques: This involves the application of knowledge and skill to various on-
the-job situations. In addition to improving the skills and knowledge of
employees, training aims at moulding employee attitudes: when administered
properly, a training programme will go a long way in obtaining employee loyalty,
support and commitment to company activities.

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3.7 PROCESS OF TRAINING

Training
Evaluation Training Need
Analysis

Training
Training Design
Implementation

3.7.1 Training Need Analysis (TNA)/ Training Need Identification

An analysis of training need is essential requirement to the design of effective
training. The purpose of training need analysis is to determine whether there is gap
between what is required for effective performance and present level of performance.

Training Need arises at three levels:

Organizational Level
Individual Level
Operational Level

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

Training Need

Organizational Level Individual Level Operational Level

Organizational Level
Training need analysis at organizational level focuses on strategic planning, business
need and goals. It starts with the assessment of internal environment of the organization
such as procedures, structures, policies, strength and weaknesses and external
environment such as opportunities and threats. After doing the SWOT analysis,
weaknesses can be dealt with the training interventions, while strengths can further be
strengthened with continued training. Threats can be reduced by identifying the areas
where training is required. And, opportunities can be exploited by balancing it against
costs. For this approach to be successful, the HR department of the company requires to
be involved in strategic planning. In this planning, HR develops strategies to be sure that
the employees in the organization have the required Knowledge, Skills and Attributes
(KSAs) based on the future KSAs requirement at each level.

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

Appraisal and performance review

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

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

BENEFITS OF NEED ASSESSMENT
Training programmes are designed to achieve specific goals that meet felt needs.
There are many benefits of need assessment.

a. Trainers may be informed about the broader need of the trainees.
b. Trainers are able to pitch their course inputs closer to the specific needs of the
trainees.
c. Assessment makes training department more accountable and more clearly
linked to other human resource activities, which make the training program
easier to sell to line managers.

3.7.2 Training Design
The design of the training program can be undertaken only when a clear training
objective have been produced. The training objective clears what goal has to be achieved
at the end training program i.e., what the trainees are expected to be able to do at the end
of their training. Training objectives assist trainers to design the training program.

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Organizational
resources, practices,
priorities, etc

Trainer Training Trainee
climate

Trainer’s skills Trainee’s learning style

M
Training Training Training Support Program
O
objective strategies tactics facilities design
N
I
T
Terminal Training topics On/Off the job O
objectives R

&

Enabling Breakup program contents into C
objectives subtopics or modules O
N
T
Categorize contents into R
Lesson objectives
information, knowledge, skills & O
attitudes L

Sequence the contents

Determining learning
outcomes for each topic

Constraints

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 The Trainer: Before starting a training program, a trainer analyzes his technical,
interpersonal, judgement skills in order to deliver quality content to trainers.

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

 Cost of Training: It is one of the important considerations in designing a training
programme. A training programme involves cost of different types. These may be
in the form of direct expenses incurred in the training, cost of training material to
be provided, arrangement of physical facilities and refreshment, etc. Besides these
expenses, the organization has to bear indirect cost in the form of loss of
production during training period. Ideally, a training programme must be able to
generate more revenues than the cost involved.

 Training Climate: A good training climate comprises of ambience, tone, feelings,
positive perception for training program, etc. Therefore, when the climate is
favorable nothing goes wrong but when the climate goes unfavorable, everything
goes wrong.

 Trainees’ Learning Style: The learning style, age, experience, educational
background of trainees must be kept in mind in order to get the right pitch to the
design of the program.

 Training Strategies: Once the training objective has been identified, the trainer
translates it into specific training areas and modules. The trainer prepares the
priority list of about what must be included, what could be included.

 Training Topics: After formulating a strategy, trainer decides upon the content to
be delivered. Trainers break the content into headings, topics and modules. These
topics and modules are then classified into information, skills, knowledge and
attitudes.

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 Sequence the Contents: Contents are then classified in the following manner;

 From simple to complex
 Topics are arranged in terms of their relative importance
 From known to unknown
 From specific to general
 Dependent relationship

 Training Tactics: Once the objectives and the strategy of the training program
becomes clear, trainer comes in the position to select most appropriate tactics or
methods or techniques. This method selection depends on the following factors;

 Trainees‟ background
 Time allocated
 Style preference of trainer
 Level of competency of trainer
 Availability of facilities and resources, etc

 Support Facilities: IT can be segregated into printed and audio visual. The various
requirements in a training program are white boards, flip charts, markers, etc.

 Constraints: The various constraints that lay in the trainers mind are;

 Time
 Accommodations, facilities and their availabilities
 Furnishing and equipments
 Budget
 Design of the training, etc

3.7.3 Training Implementation
To put training program into effect according to definite plan or procedure is
called training implementation. Training implementation is the hardest part of the system
because one wrong step can lead to the failure of the whole training program. Even the
best training program will fail due to one wrong action. Training implementation can be
segregated into:

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 Practical administrative arrangements
 Carrying out of the training

Once the staff, course, content, equipment, topics are ready, the training is
implemented. Completing training design does not mean that the work is done because
implementation phase requires continual adjusting, redesigning and refining. Preparation
is the most important factor to taste the success. Therefore following are the factors that
are kept in mind while implementing training program;

The Trainer: The trainers need to be prepared mentally before the delivery of
the content. Trainer prepares materials and activities well in advance. The trainer
also set grounds before meeting with participants by making sure that he is
comfortable with course content and is flexible in his approach.

Physical set-up: Good physical set-up is pre-requisite for effective and
successful training program because it makes the first impression participants.
Classrooms should not be very small or big but as nearly square as possible.
This will bring people together both physically and psychologically. Also, right
amount of space should be allocated to every participant.

Establishing rapport with participants: There are various ways by which a
trainer can establish good rapport with trainees by:

 Greeting participants- simple way to ease those initial tense moments
 Encouraging informal conversation
 Remembering their first name
 Pairing up the learners and have them familiarized with one another
 Listening carefully to trainees comments and opinions
 Telling the learners by what name the trainer wants to be addressed
 Getting to class before the arrival of learners
 Starting the class promptly at the scheduled time
 Using familiar examples
 Varying his instructional techniques

Reviewing the agenda: At the beginning of the training program it is very
important to review the program objective. The trainer must tell the participants
the goal of the program, what is expected out of trainers to do at the end of the

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program, and how the program will run. The following information needs to be
included:

 Kind of training activities
 Schedule
 Setting group norms
 Housekeeping arrangements
 Flow of the program
 Handling problematic situations

3.7.4 Training Evaluation
The process of examining a training program is called training evaluation. Training
evaluation checks whether training had the desired effect. Training evaluation ensures
that whether candidates are able to implement their learning in their respective
workplaces, or to the regular work routines.

Purposes of Training Evaluation
The main five purposes of training evaluation are;

 Feedback: It helps in giving feedback to the candidates by defining the
objectives and linking it to learning outcomes.
 Research: It helps in ascertaining the relationship between acquired
knowledge, transfer of knowledge at the workplace and training.

 Control: It helps in controlling the training program because if the training is
not effective, then it can be dealt with accordingly.

 Power Games: At times, the top management (higher authority employee)
uses the evaluative data to manipulate it for their own benefits.

 Interventions: It helps in determining that whether the actual outcomes are
aligned with the expected outcomes.

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3.8 Models of Training
Training is a sub-system of the organization because the departments such as
marketing and sales, HR, productions, finance, etc., depends on training for its
survival. Training is a transforming process that requires some input and in turn it
produces output in the form of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM
The three models of training are;

a) System Model
b) Transitional Model
c) Instructional System Development Model

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3.8.1 System Model Training

The system model consists of five phases and should be repeated on a regular
basis to make further improvements. The training should achieve the purpose of
helping employee to perform their work to required standards. The steps involved
in system model are as follows;

FEEDBACK

Evaluate

Execute

Develop

Design

Analyze

FEEDBACK

1) Analyze and identify the training needs i.e., to analyze the department, job,
employees requirement, who needs training, what do they need to learn, estimating
training cost, etc. The next step is to develop a performance measure on the basis of
which actual performance would be evaluated.

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2) Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents.

3) Develop- This phase requires listing the activities in the training program that will
assist the participants to learn, selecting delivery method, examining the training
material, validating information to be imparted to make sure it accomplishes all the
goals and objectives.

4) Implementing is the hardest part of the system because one wrong step can lead to
the failure of whole training program.

5) Evaluating each phase so as to make sure it has achieved its aim in terms if
subsequent work performance. Making necessary amendments to any of the previous
stage in order to remedy or improve failure practices.

3.8.2 Transitional Model
Transitional model focuses on the organization as a whole. The outer loop
describes the vision, mission and values of the organization on the basis of which
training model i.e., inner loop is executed.

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

 Values – is the translation of vision and mission into communicable ideals. It
reflects the deeply held values of the organization and is independent of current
industry environment. For example, values may include social responsibility,
excellent customer service, etc.

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Vision Mission

Implement Evaluate

Plan Objective

Realization Value

Unstructured

Experimentation

The vision, mission and values precede the objective in the inner loop. This model
considers the organization as a whole. The objective is formulated keeping these three
things in mind and then the training model is further implemented.

3.8.3 Instructional System Development (ISD) Model

ISD was made to answer the training problems. This model is widely used
now-a-days in the organization because it is concerned with the training need on the
job performance. Training objectives are defined on the basis of job responsibilities
and job description and on the basis of the defined objectives individual progress is
measured. This model also helps in determining and developing the favorable
strategies, sequencing the content, and delivering media for the types of training
objectives to be achieved. The Instructional System Model (ISD) comprises of five
stages:

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Analysis – This phase consist of training need assessment, job analysis and
target audience analysis.

Planning – This phase consist of setting goal of the learning outcome,
instructional objectives that measures behaviour of a participant after the
training, types of training material, media selection, method of evaluating the
trainee, trainer and the training program, strategies to impart knowledge i.e.,
selection of contents, sequencing of content, etc.

Development – This phase translates design decision into training material. It
consists of developing course material for the trainer including handouts,
workbooks, visual aids, demonstration props, etc., course material for the trainee
including handouts of summary.

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Execution – This phase focuses on logistical arrangements, such as arranging
speakers, equipments, benches, podium, food facilities, cooling, lightning,
parking and other training accessories.

Evaluation – The purpose of this phase is to make sure that the training
program has achieved its aim in terms of subsequent work performance. This
phase consists of identifying strengths and weaknesses and making necessary
amendments to any of the previous stage in order to remedy or improve failure
practices.

The ISD model is a continuous process that lasts throughout the training
program. It also highlights that feedback is an important phase throughout the
entire training program. In this model, the output of one phase is an input to the
next phase.

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CHAPTER -4
Data analysis and
interpretation

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GENERAL ANALYSIS
4.1 AGE WISE PROFILE OF RESPONDENTS
Table 4.1: Age wise profile of respondents.
Age Number of respondents Percentage(%)
Below 25 years 4 4%
25-35 years 4 4%
35-45 years 20 20%
Above 45 years 72 72%
Total 100 100

Figure 4.1 Age wise profile of respondents

120

100
100

80 72

60

40 40
40

20
20

0
below 25 years 25-35 years 35-45 years above 45 years total

Inference:

The figure 4.1 the age wise profile of respondents. From the figure it is noted that among
100 employees in KAL, 4% of employees were in the age below 25 and age in between
25-35 years. 20% of employees were in age group 35-45 and 72% were above 45 years.

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4.2 GENDER WISE PROFILE OF RESPONDENTS
Table 4.2: Gender wise profiles of respondents
Gender Number of respondents Percentage(%)
Male 72 72%
Female 28 28%
Total 100 100%

Figure 4.2 Gender wise profiles of respondents

Sales

28

male
female

72

Inference:

The figure 4.2 shows that the gender wise profile of respondents, among 100 employees
of KAL, 72% of them are male employees and 28% of employees are female.

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Training and Development in KAL

Training and Development in KAL

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