7/28/2019 Mohsin khan -520947804

1/43

A Study on

Mapping Training need of Employees: TrainingNeed Analysis In an organization

At

MONNET

(RAIGARH, C.G)

A PROJECT REPORT

Under the guidance of Mr. Nitin Sahay

__________________________

Submitted by Mr. Mohsin Khan

________________________ In partial fulfillment o f the requirement

for the award of the degree

Of

M B A

I N

Human Resource

7/28/2019 Mohsin khan -520947804

2/43

CONTENTS

*ACKNOWLEDGEMENT

*CERTIFICATE

* BONAFIED CERTIFICATE

*OBJECTIVE OF THE STUDY

*COMPANY PROFILE

*SUGGESTIONS

*BIBLIOGRAPHY

7/28/2019 Mohsin khan -520947804

3/43

ACKNOWLEDGEMENT

I would like to express my gratitude towards all those who gave

me the possibility to complete this project. I want to thank finance

department Monnet, raigarh for providing support for necessary research

work and to use the departmental data. Further I want to thank HR

Officer Miss. Neelam Jaiswal, Monnet Raigarh and my placement head

of college Mr. Basant Satpathy who permitted and encouraged me to go

ahead with my project work..

Especially I want to thank all my colleagues during this

project for their support that helped me a lot in my project work.

7/28/2019 Mohsin khan -520947804

4/43

OBJECTIVE OF THE STUDY

To know about company.

To know firms operating efficiency.

To understand effects of the credit policy on working

capital.

To understand how working capital contribute profit

maximization.

To understand significance of working capital in the

company.

7/28/2019 Mohsin khan -520947804

5/43

7/28/2019 Mohsin khan -520947804

6/43

7/28/2019 Mohsin khan -520947804

7/43

7/28/2019 Mohsin khan -520947804

8/43

Envisioning Growth

Enriching Lives.

SPONGE IRON

STEEL POWER

MINING

FERRO ALLOYS

7/28/2019 Mohsin khan -520947804

9/43

Snapshot Monnet GroupEngaged into 3 major Business Verticals:

- Sponge Iron & Steel- Mining (Coal)- Power Generation

Second largest coal based sponge iron producer in India.

Coal Mining: One of the established players in Mining Businessright from conceptualization to operations (Mining, Washing &Testing and Delivery).

Currently operating the single largest underground coal mine inIndia

o In the process of developing additional coal and iron oremines.

An integrated and a cost competitive set of operationso Focus on Forward & Backward integration o One of the most cost competitive companies.

Captive Power Capacity of 150 MW (240 MW by Q4FY11) & a pipeline of additional captive capacities and IPPs under execution.

Consistently shown strong growth - Over the last 7 years, MIELhas achieved:

o Revenue CAGR of 35%o EBIDTA CAGR of 37%o PAT CAGR of 45%

Balanced cash flows driven by Steel, Power and Mining

7/28/2019 Mohsin khan -520947804

10/43

Plans to augment power generation

capacity to

3000 MW by 2015

660 MW in Orissa: At the existing/ adjacent site of 1050 MW Power Plant at Angul Orissa.

300 MW in Chhattisgarh:

Close to the existing facilities and in proximity to theexisting Underground Mine.

Over 1,000 MW in Coastal Area.

Monnet Power Company Limited (MPCL)

7/28/2019 Mohsin khan -520947804

11/43

Forayed into Power Segment through a subsidiary of MonnetIspat & Energy Limited.

Presently setting-up first power project of 1,050 MW which

would help in accessing low cost fuel supply through its captivecoal mines.

Blackstone International bought 12.5% equity stake in 1050 MWIPP, project at Angul, Orissa.

Further rollout of capacity to 3,000 MW by 2015.

One amongst the 12 MoUs signed for power projects and thesecond fastest in terms of development.

Pithead power project requiring negligible cost on transportation of raw material (coal).

Emerging Power Scenario in India

7/28/2019 Mohsin khan -520947804

12/43

Indian power demand will rise from 120 GW as on date to335 GW in 2017

o $600 billion opportunity to emerge across the value chain by2017

o The sector has the potential to present an annual EBITDA

pool of $135 billion to $160 billion by 2017o Largest value creation opportunity residing in generation

Demand Drivers:o Rapid growth in the manufacturing sector o High growth in residential consumption (14%)o Increased grid connectivity of villages through inclusion

schemes like RGGVY and Bharat Nirman

Opportunity to meet demand suppressed by load shedding

Steel Business Scenario India today is the 3rd largest producer of steel globally during CY09.

7/28/2019 Mohsin khan -520947804

13/43

Producing about 63 mn tonnes of steel a year, today Indiaaccounts for approx. 6% of the worlds total.

India was amongst the only two countries, out of the top ten producers of crude steel, to record a positive growth during CY09.

Presently, Indian steel capacity is about 75 mn tonnes, which isexpected to increase over 100 mn tonnes by FY 12

Indian steel demand to rise to 123 mn tonnes by FY 21 supported by an average GDP growth of 8%.

Sponge Iron Business Scenario India has a total installed capacity of 33.3 MM MTPA of which25.3 MM MTPA is coal-based capacity and the rest is gas

based *

Coal-based sponge iron manufacturing, is a highly fragmented business with more than 200 players in the space

7/28/2019 Mohsin khan -520947804

14/43

o MIEL is the 2nd largest coal-based sponge ironmanufacturers in India, 2nd to Jindal Steel & Power

o Sponge iron prices have corrected sharply post lastcommodity run

Introduction

7/28/2019 Mohsin khan -520947804

15/43

Since the beginning of the twentieth century and especially after World War II, training

programs have become widespread among organizations in the United States, involving more

and more employees and also expanding in content. In the 1910s, only a few large companies

such as Westinghouse, General Electric, and International Harvester had factory schools that

focused on training technical skills for entry-level workers. By the 1990s, forty percent of the

Fortune 500 firms have had a corporate university or learning center. In recent decades, as the

U.S. companies are confronted with technological changes, domestic social problems and global

economic competition, training programs in organizations have received even more attention,

touted as almost a panacea for organizational problem.

The enormous expansion in the content of training programs over time has now largely been

taken for granted. Now people would rarely question the necessity of training in conversational

skills. However, back to the 1920s, the idea that organizations should devote resources to

training employees in such skills would have been regarded as absurd. Such skills clearly were

not part of the exact knowledge and methods that the employee will use on his particular job or

the job just ahead of him. Nevertheless, seventy years later, eleven percent of U.S. organizations

deem communications skills as the most important on their priority lists of training, and many

more regard it as highly important. More than three hundred training organizations specialize in

communications training (Training and Development Organizations Directory, 1994).

Previous studies on training have largely focused on the incidence of formal training and the

total amount of training offered. This study, however, draws attention to the enormous expansion

7/28/2019 Mohsin khan -520947804

16/43

in the content of training with an emphasis on the rise of personal development training (or

popularly known as the "soft skills" training, such as leadership, teamwork, creativity,

conversational skills and time management training). Personal development training can be

defined as training programs that aim at improving one's cognitive and behavioral skills in

dealing with one self and others. It is intended to develop one's personal potential and is not

immediately related to the technical aspects of one's job tasks. Monahan, Meyer and Scott (1994)

describe the spread of personal development training programs based on their survey of and

interviews with more than one hundred organizations in Northern California. "Training programs

became more elaborate; they incorporated, in addition to technical training for workers and

human relations training for supervisors and managers, a widening array of developmental,

personal growth, and self-management courses. Courses of this nature include office

professionalism, time management, individual contributor programs, entrepreneur, transacting

with people, and applying intelligence in the workplace, career management, and structured problem solving. Courses are also offered on health and personal well-being, including safe

diets, exercise, mental health, injury prevention, holiday health, stress and nutrition."

Training Excuses

Training is one element many corporations consider when looking to advance people and offer

promotions. Although many employees recognize the high value those in management place on

training and development, some employees are still reluctant to be trained. It is not uncommon to

hear excuses regarding why someone has not received training.

Some people are just comfortable in what they are doing. Some fail to see the value of training

because they really believe that they already know it all. And while that might be true, the

knowledge value of training and development is not the only perk.

Training and development offers more than just increased knowledge. It offers the added

advantage of networking and drawing from others experiences. When you attend a seminar or

event with others who have jobs that are much like yours, you have the added benefit of sharing

from life experience. The seminar notes or the conference leader might not give you the key

nugget you take back and implement in the workplace. Your best piece of advice for the day

might come from the peer sitting beside you.

7/28/2019 Mohsin khan -520947804

17/43

Another common excuse is that there is not enough money budgeted to pay for training. Who

said that training always carries a heavy enrollment fee? Training can be free. You can set up

meetings with peers who are in similar positions and ask how they are doing their jobs. Follow

someone for a day to see how he organizes or manages his work and time. The cost to you is a

day out of your normal routine, so the only drawback may be working a little harder on an

assignment to catch up from a day out of the office. You usually dont think twice about taking a

day of vacation, so why should a day of training be any different?

Time is another often-heard excuse when training and development is mentioned. Have you

considered that training and development might actually give you more time? Often the

procedures, ideas, short cuts, and timesaving hints learned in training and development sessions

equal more time in the long run. Have you heard the old saying that you have to spend money to

make money? Well, in a sense, the same is true for training and development. You have to

devote some time to training and development to make you more productive in the long run.

What is Training in terms of organization?

7/28/2019 Mohsin khan -520947804

18/43

Transferring information and knowledge to employers and equipping employers to

translate that information and knowledge into practice with a view to enhancing

organization effectiveness and productivity, and the quality of the management of people.

It also means that in organizational development, the related field of training and development (T

& D) deals with the design and delivery of workplace learning to improve performance.

Difference between Training and Learning

There is a big difference:

'Training' implies putting skills into people, when actually we should be developing

people from the inside out, beyond skills , i.e., facilitating learning.

So focus on facilitating learning , not imposing training.

Emotional maturity, integrity, and compassion are more important than skills and

processes. If you are in any doubt, analyze the root causes of your organization's

successes and your failures - they will never be skills and processes.

Enable and encourage the development of the person - in any way that you can.

Give people choice - we all learn in different ways, and we all have our ownstrengths and potential, waiting to be fulfilled.

Talk about learning , not training. Focus on the person, from the inside out, not the outside in ;

and offer opportunities for people to develop as people in as many ways you can.

7/28/2019 Mohsin khan -520947804

19/43

A Brief Critique of Previous Approaches to Employee Training

It is a classic question in the training field, first raised by human capital theorists, that why firms

train their employees. Many attempts have been made to address this question, but the question

of why firms provide general-skill training has not been fully understood. There have been two

main theoretical approaches towards employee training, namely, the human capital approach andthe technology-based approach. The human capital approach regards training as investment in

human capital. Training is provided only when the benefit from productivity gains is greater than

the cost of training. The technology-based approach regards training as a skill formation process.

According to this approach, the expanded training in the contemporary period is driven by the

rapidly changing technologies and work reorganization. These two approaches are popular in

academic and policy discussions. What they have in common is that they assume an instrumental

logic and technical rationality behind training decisions. Training is provided because it satisfies

the functional needs of an organization. Studies with these approaches have largely overlooked

the content of employee training, as if all kinds of training programs equally contribute to human

capital accumulation or skill formation. Moreover, personal development training becomes a

puzzle if viewed from these approaches, because it does not seem to follow from an instrumental

logic or technical rationality.

The Puzzle about Personal Development Training

The puzzle about personal development training comes in the following four ways. First, it is not

innately or immediately related to the technical aspects of specific job tasks . Second, prior

need analysis is rarely conducted for such training, despite suggestions to do so in many

training handbooks . Third, organizations and trainers seldom conduct evaluations of

behavior or outcome changes brought out by such training . Evaluation, when there is one, is

often about how one feels about the training or what one has learned. The evaluation

questionnaire is often called a "smile sheet," as trainees often respond happily to the questions.

But the impact of the training remains uncertain. Fourth, the rapid expansion of personal

development training has taken place in the absence of scientific evidence of any link between

such training and improvement in organizational bottom lines.

Core Argument

7/28/2019 Mohsin khan -520947804

20/43

So, why have organizations increasingly engaged in personal development training? It is because

that the rise of the participatory citizenship model of organization over time has driven the

expansion of personal development training in organizations. This argument is based on an

institutional perspective towards organizations. It is distinct from previous approaches to training

in two ways. First, it recognizes that training is not only provided to satisfy functional needs of

firms, but is also shaped by the shared understanding about individuals and organizations, which

is called "organizational model" in this study and is independent of the functional needs. Second,

training decisions are not only affected by the internal conditions of an organization, but are also

affected by the dominant ideologies and practices in the organizational field.

Importance of Developing a Role in Training

Developing a national role in training is important for an employers' organization for several

reasons.

First, it enables the organization to contribute to the development of a country's human capital,

through its influence on education policies and systems and training by public training

institutions, to better serve business needs. It also enables it to influence employers in regard to

the need for them to invest more in training and employee development - which employers

should recognize as one key to their competitiveness in the future.

Second, it provides an important service to members, especially in industrial relations in respect

of which sources of training for employers in developing countries are few. Third, it is an

important source of income provided the organization can deliver relevant quality training.

Fourth, it compels its own staff to improve their knowledge without which they cannot offer

training to enterprises through their own staff. Fifth, the knowledge required for training

increases the quality of other services provided by the organization - policy lobbying, advisory

and representation services. Sixth, it contributes to better human relations at the enterprise level

and therefore to better enterprise performance, by matching corporate goals and peoplemanagement policies. Finally, it improves the overall image of the organization and invests it

with a degree of professionalism, which can lead to increased membership and influence. Many

entrepreneurs seem to view employee training and development as more optional than

essential...a viewpoint that can be costly to both short-term profits and long-term progress. The

7/28/2019 Mohsin khan -520947804

21/43

primary reason training is considered optional by so many business owners is because it's viewed

more as an expense than an investment. This is completely understandable when you realize that

in many companies, training and development aren't focused on producing a targeted result for

the business. As a result, business owners frequently send their people to training courses that

seem right and sound good without knowing what to expect in return. But without measurable

results, it's almost impossible to view training as anything more than an expense.

Now contrast that approach to one where training's viewed as a capital investment with

thoughtful consideration as to how you're going to obtain an acceptable rate of return on your

investment. And a good place to start your "thoughtful consideration" is with a needs analysis.

As it relates to training and development, needs analysis is really an outcome analysis--what do

you want out of this training? Ask yourself, "What's going to change in my business or in the

behavior or performance of my employees as a result of this training that's going to help my

company?" Be forewarned: This exercise requires you to take time to think it through and focus

more on your processes than your products.

As you go through this analysis, consider the strengths and weaknesses in your company and try

to identify the deficiencies that, when corrected, represent a potential for upside gain in your

business. Common areas for improvement in many companies is helping supervisors better

manage for performance. Many people are promoted into managerial positions because they're

technically good at their jobs, but they aren't trained as managers to help their subordinatesachieve peak performance. Determining your training and development needs based on targeted

results is only the beginning. The next step is to establish a learning dynamic for your company.

In today's economy, if your business isn't learning, then you're going to fall behind. And a

business learns as its people learn. Your employees are the ones that produce, refine, protect,

deliver and manage your products or services every day, year in, year out. With the rapid pace

and international reach of the 21st century marketplace, continual learning is critical to your

business's continued success.

To create a learning culture in your business, begin by clearly communicating your expectation

that employees should take the steps necessary to hone their skills to stay on top of their

professions or fields of work. Make sure you support their efforts in this area by supplying the

7/28/2019 Mohsin khan -520947804

22/43

resources they need to accomplish this goal. Second, communicate to your employees the

specific training needs and targeted results you've established as a result of your needs analysis.

Third, provide a sound introduction and orientation to your company's culture, including your

learning culture, to any new employees you hire. This orientation should introduce employees to

your company, and provide them with proper training in the successful procedures your company's developed and learned over time.

Every successful training and development program also includes a component that addresses

your current and future leadership needs. At its core, this component must provide for the

systematic identification and development of your managers in terms of the leadership style that

drives your business and makes it unique and profitable. Have you spent time thoughtfully

examining the style of leadership that's most successful in your environment and that you want to

promote? What steps are you taking to develop those important leadership traits in your people?

Financial considerations related to training can be perplexing, but in most cases, the true

budgetary impact depends on how well you manage the first three components (needs analysis,

learning and leadership). If your training is targeted to specific business results, then you're more

likely to be happy with what you spend on training. But if the training budget isn't related to

specific outcomes, then money is more likely to be spent on courses that have no positive impact

on the company.

In many organizations, training budgets are solely a function of whether the company is enjoying

an economic upswing or enduring a downturn. In good times, companies tend to spend money on

training that's not significant to the organization, and in bad times, the pendulum swings to the

other extreme and training is eliminated altogether. In any economic environment, the training

expense should be determined by the targeted business results you want, not other budget-related

factors.

To help counter this tendency, sit down and assess your training and development needs once or

twice a year to identify your needs and brainstorm how to achieve your desired results

effectively and efficiently.

7/28/2019 Mohsin khan -520947804

23/43

Your employees are your principle business asset. Invest in them thoughtfully and strategically,

and you'll reap rewards that pay off now and for years to come.

Beyond Training: Training and Development

Training is generally defined as "change in behavior" - yet, how many trainers and managers

forget that, using the term training only as applicable to "skills training"? What about the human

element? What about those very same people we want to "train"? What about their individual

beliefs, backgrounds, ideas, needs and aspirations?

In order to achieve long-term results through training, we must broaden our vision to include

people development as part of our strategic planning. Although training covers a broad range of subjects under the three main categories (skills, attitude, knowledge), using the term "training"

without linking it to "development" narrows our concept of the training function and leads us to

failure.

When we limit our thinking, we fall into the trap of:

a. Classifying people into lots and categories

b.

Thinking of "trainees" as robots expected to perform a job functionc. Dismissing the individual characteristics of people and the roles they play

d. Focusing only on "what needs to be done" without adequately preparing the trainees

involved to accept and internalize what is being taught.

We are dealing with human thoughts, feelings and reactions which must be given equal attention

than to the skill itself. We thus create a double-focus: people development and skills training.

These two simultaneous objectives will give us the right balance and guide our actions to reach

our goal.

To clarify our training and development objectives, and identify our criteria for success, we must

ask ourselves a few questions:

Do we expect an automatic, faultless job performance?

7/28/2019 Mohsin khan -520947804

24/43

Does attitude count?

Does goodwill count?

Do loyalty and dedication count?

Does goal-sharing count?

Does motivation count?

Do general knowledge and know-how count? Do people-skills count?

Does an inquisitive mind count?

Does initiative count?

Does a learning attitude count?

Does a sense of responsibility count?

Do team efforts count?

Do good work relations count? Does creative input count?

Do we want employees to feel proud of their role and contribution?

How can we expect such qualities and behavior if we consider and treat our personnel as "skills

performers"? However, we could achieve the desired results if we address the personal

development needs of the employees involved.

When we plan for both "training" and "development", we achieve a proper balance between theneeds of the company and those of the trainees. The synergy created takes us to new levels, to a

continuing trend of company growth.

Our consideration of the people involved results in work motivation, goal-sharing, and a sense of

partnership. Not only do the employee-trainees perform at the desired levels, but they offer to the

company and its customers their hidden individual gifts and talents, and this reflects itself in the

quality of service. Customers feel and recognize efficient performance, motivation and team-

work. They become loyal customers.

We can learn from the case of a small restaurant operator who had become desperate at the

negligent attitude of his servers, resulting in customer complaints. He decided to seek

professional expertise to help him replace his employees with "motivated, trained" people fresh

out of a waiter's training school.

7/28/2019 Mohsin khan -520947804

25/43

Following some probing questions it came to light that, besides hourly pay, he did not offer

much to attract and retain loyal and dedicated employees. Through professional consultation, he

came to realize that even if he paid higher wages to new "trained" employees, the problem would

persist because employees want more than wages from their work place. They want:

Organization and professional management

Information regarding the business and its customers

Recognition for their role in the company's success

Acknowledgement of their individual capacities and contributions

Positive discipline / fairness

A say in the way the business is run.

The restaurant operator realized that until then he had treated his employees as "plate carriers"

and this is exactly how they had behaved and performed. He was ready to change his mode of operation: he diverted his focus to the needs of his employees, re-structured his organisation,

planned new operational strategies, a human resources strategy, training and development

guidelines, disciplinary rules and regulations.

He communicated and shared these in a meeting with his employees and handed out the

employee handbook prepared for that purpose. He also reminded them of their responsibilities

towards the business, the customers, and themselves (taking charge of their own training,

development, and work performance). They were more than pleased when he asked them to

express their opinions, make comments and suggestions.

He was surprised at the immediate transformation that took place. He began receiving excellent

reviews from his customers, the employees worked as a team, their motivation sky-rocketed and

he never had to replace them! All this was accomplished by extending the previous concept of

training to that of training and people development.

Training and Development represents a complete whole that triggers the mind, emotions and

employees' best work performance. It is not only business managers and owners who must do

this shift in thinking, but Human Resources Directors and Training Managers (whose title should

be "Training and Development" Managers). By their actions, they should offer a personal

7/28/2019 Mohsin khan -520947804

26/43

example, coaching and guiding all the people in an organisation to think "beyond training" and

invest efforts in people:

Professional development

Personal development.

Contrary to what some managers think, people do not quit a place of work as soon as they have

grown personally and professionally through training and development programs - at least they

do not do so for a long while. They become loyal to their employer and help him/her grows

business-wise, which offers them more opportunities. They chart their own course for career

advancement within the broader framework of organizational growth.

Do we not call employees our "human resources asset"? Whatever their positions, each expect to

be treated as such; when they are, they give more than their physical presence at work.

Training & Evaluation

Training

Improving business performance is a journey, not a destination. Business performance rises and

falls with the ebb and flow of human performances. HR professionals lead the search for ways to

enhance the effectiveness of employees in their jobs today and prepare them for tomorrow. Over

the years, training programmes have grown into corporate with these goals in mind. Training programmes should enhance performance and enrich the contributions of the workforce. The

ultimate goal of training is to develop appropriate talent in the workforce internally.

7/28/2019 Mohsin khan -520947804

27/43

In India, training as an activity has been going on as a distinct field with its own roles, structures

and budgets, but it is still young. This field is however; expanding fast but controversy seems to

envelop any attempts to find benefits commensurate with the escalating costs of training.

Training has made significant contributions to development of all kinds. Training is essential;

doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness andwaste. The training apparatus and costs have multiplied but not its benefits. Dissatisfaction

persists and is growing at the working level where the benefits of training should show up most

clearly. This disillusionment shows in many ways reluctance to send the most promising

people for training, inadequate use of personnel after training etc. With disillusionment mounting

in the midst of expansion, training has entered a dangerous phase in its development.

Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight

into what training can or cannot do and skill in designing and carrying out training effectivelyand economically.

The searchlight of inquiry may make the task and challenges stand out too starkly, too simply.

Using experience with training in India and other rapidly developing countries has this advantage

at similar risk. The contribution that training can make to development is needed acutely and

obviously. At the same time, the limited resources available in these countries make this

contribution hard to come by. These lines are sharply drawn; on the one hand, no promise can be

ignored; on the other, no waste is permissible.

Much of the training provided today proceeds as if knowledge and action were directly related.

This assumption is itself a striking illustration of the wide gulf that separates the two. On a

continuum with personal maturation and growth at one end and improvement in performance of

predetermined tasks at the other, education lies near the former, and training near the later.

Focusing training on skill in action makes the task wide and complex. Training embraces an

understanding of the complex processes by which various factors that make up a situation

interact.

For every training strategy, no matter which, the proper focus right from the very outset is on one

or more people on-the-job-in-the-organization this whole amalgam. Wherever the focus

moves during the training programme, the starting point becomes the focus again at the end. The

7/28/2019 Mohsin khan -520947804

28/43

difference lies in what people have learned that they now apply. That difference, in terms of

more effective behavior is the measure of the efficacy of training.

The training process is made up of three phases:

Phase 1: Pre-training . This may also be called the preparation phase. The process starts with an

understanding of the situation requiring more effective behavior. An organizations concerns

before training lie mainly in four areas: Clarifying the precise objectives of training and the use

the organization expects to make of the participants after training; selection of suitable

participants; building favorable expectations and motivation in the participants prior to the

training; and planning for any changes that improved task performance will require in addition to

training.

Phase 2: Training . During the course of the training, participants focus their attention on thenew impressions that seem useful, stimulating and engaging. There is no guarantee that the

participants will in fact learn what they have chosen. But the main purpose remains: participants

explore in a training situation what interests them, and a training institutions basic task is to

provide the necessary opportunities.

Having explored, participants try out some new behavior. If they find the new behavior useful,

they try it again, check it for effectiveness and satisfaction, try it repeatedly and improve it.

Finally, they incorporate this new facet into their habitual behavior in the training situation. If they do not find it useful, they discard it, try some variant, or discontinue learning in this

direction. The intricate process of selection and testing is continuous and more or less conscious.

It is important that work organizations meanwhile prepare the conditions for improved

performance by their participants upon their return.

Phase 3: Post-training. This may be called the "follow up" phase. When training per se

concludes, the situation changes. When the participants return back to work from the training, a

process of adjustment begins for everyone involved. The newly learned skills undergo

modification to fit the work situation. Participants may find their organizations offering

encouragement to use the training and also support for continuing contact with the training

institution. On the other hand, they may step into a quagmire of negativity.

7/28/2019 Mohsin khan -520947804

29/43

More effective behavior of people on the job in the organization is the primary objective of the

training process as a whole. In the simplest training process, improvement is a dependent

variable, and participants and organizations independent variables.

The training process has the following major objectives:

1) Improvement in Performance

Training will be an important aid to managers for developing themselves as well as their

subordinates. It is not a substitute for development on the job, which comes from doing,

experiencing, observing, giving and receiving feedback and coaching. Research has shown that

80% of a persons development takes place on the job. However, training can contribute the vital

20% that makes the difference. Training can bring about an improvement in a persons:

Knowledge

Skills

Attitude

Thereby raising his potential to perform better on the job.

2) Growth

Training is also directed towards developing people for higher levels of responsibility thereby

reducing the need for recruiting people from outside. This would have the effect of improving

the morale of the existing employees.

3) Organizational Effectiveness

In company training provides a means for bringing about organizational development. It can be

used for strengthening values, building teams, improving inter-group relations and quality of

work life. The ultimate objective of training in the long run is to improve the companys

performance through people performing better.

Benefits of Training Evaluation

Evaluation has three main purposes:

7/28/2019 Mohsin khan -520947804

30/43

Feedback to help trainers understand the extent to which objectives are being met and the

effectiveness of particular learning activities as an aid to continuous improvement

Control to make sure training policy and practice are aligned with organizational goals and

delivering cost-effective solutions to organizational issues

Intervention to raise awareness of key issues such as pre-course and post-course briefing and the

selection of delegates Evaluation is itself a learning process. Training which has been planned

and delivered is reflected on. Views on how to do it better are formulated and tested .The

outcome may be to:

Abandon the training

Redesign the training new sequence, new methods, new content, new trainer

Redesign the preparation/pre-work new briefing material, new pre-course work

Rethink the timing of the training earlier or later in peoples career, earlier or later

in the training programme, earlier or later in the company calendar

Leave well alone

The following are the clear benefits of evaluation:

Improved quality of training activities

Improved ability of the trainers to relate inputs to output

Better discrimination of training activities between those that are worthy of support

and those that should be dropped

Better integration of training offered and on the job development

Better co-operation between trainers and line-managers in the development of staff

Evidence of the contribution that training and development activities are making to

the organization

Closer integration of training aims and organizational objectives

The Way Ahead

The development of learning organizations, working to harness the brainpower, knowledge and

experience of their people, reflects the fundamental importance of training and learning for those

organizations that hope to prosper in the new millennium. The rend towards a more

7/28/2019 Mohsin khan -520947804

31/43

"empowering" style of management and an increasing emphasis on self-development have

combined to bring about a move away from didactic instruction towards coaching and

facilitation and away from "trainer" towards "performance improvement consultant".

In the coming future, the following trends are likely to be seen:

Increased use of virtual reality, the internet and multi-media training

Emphasis on cross-cultural development

Remote learning to reflect changing patterns of work

The Training Role

Internal Training

The role of an employers' organization in training has to be viewed from different perspectives.

First and foremost it must be viewed from an "internal" point of view i.e. the training and

development of its own staff. This is essential to the effectiveness of the organization's training

7/28/2019 Mohsin khan -520947804

32/43

services as well as to the other services it provides members, all of which fall within the

following:

Influencing the legal and policy environment needed for business growth and

development

Direct services to members

This requires that the staff be trained in the areas of the organization's services and core

competencies which may include areas such as:

Industrial relations

Human resource management

Occupational safety and health

Information analysis and research for:

Influencing the policy environment

Transferring knowledge to members

Undertaking wage and other surveys

Training Services

This objective of training (i.e. to make its other services more effective) involves mostly the

acquisition of knowledge needed for staff to perform their functions. This is an important pre-

requisite to staff undertaking the second role of an employers' organization in training, which is

to provide training to members (and sometimes to nonmembers) in areas in which they expect

services. But unlike in the case of the first objective of training earlier referred to, this second

role or objective requires not only knowledge in the areas of training, but also training skills i.e.

in training techniques or methodologies. If staff do not develop training skills

They will be able to transfer knowledge But not the skills to apply the knowledge to particular situations which arise in

enterprises (productivity is increasingly the application of knowledge).

Examples include negotiation, workplace mechanisms to improve workplace relations and

human resource management policies and practices such as:

7/28/2019 Mohsin khan -520947804

33/43

Recruitment, selection, induction

Performance appraisal

Leadership and motivation

Employee retention

Wage and salary determination

The main objectives of this second training role (to provide training to members) are:

To provide members with the means to address labour - related problems and issues

To instill in enterprise managers the skills needed to improve their management of people

Where enterprises have a training department, to train their personnel.

It follows that the staff of employers' organizations are not themselves practitioners in people

management. They are trainers of those engaged in managing people and, occasionally of other trainers.

Influencing National Policies and Programmes

The third role is one to be discharged at the national level, and involves influencing national

educational and skills training policies and schemes. This could be affected in a variety of ways:

Through representation on the policy boards of national training institutions.

Identifying employers' education and skills needs and providing feed back from

employers. Employers' organizations could form executive training committees within

the organization such as the Education Committee in the Japan Federation of Employers'

Associations, the Industrial Education and Training Committee in the Korean Employers'

Federation and the Committee on Manpower and Development in the Singapore National

Employers' Federation. At the initiative of the New Zealand Employers' Federation the

School-Industry Links Development Board was established in 1990 to strengthen the

relationship between secondary schools and business. Unique pilot programmes werecommenced in 1992 on "Teacher Placement in Industry" and "Management Course for

Secondary School Principals".

7/28/2019 Mohsin khan -520947804

34/43

Influencing government, education and training authorities to correct inappropriate

policies and to commence preparing for the future education and training needs if HRD

policies are to have impact.

Initiating or promoting teacher education programmes to impart to them knowledge about

the role of business in society, the environment needed for business development etc.

Promoting closer links between employers and educational and training institutions. Influencing course content e.g. management course contents to include more human

relations management subjects, and even basic management in occupational safety and

health and environmental management.

Other Roles

A fourth role is for an employers' organization to raise awareness among employers of the need

for increased investment in the development of human capital as an essential condition for achieving competiveness.

A fifth role is in the training of personnel or human resource managers, given the fact that their

role still tends to be downgraded relative to other management functions such as finance,

marketing and production. This role could also be undertaken through training support given to

professional bodies like an institute of personnel management.

A sixth role for an employers' organization is the provision of advisory services to member companies by

Assisting trainers in enterprises to develop or improve their in-house training

programmes, especially in the areas of the employers' organization's expertise

Upgrading the knowledge of company trainers

Maintaining a directory of relevant training programmes/courses

Seventh, an employers' organization should be able to influence the provision of trainingincentives to be offered to employers, through the tax system or training levies. Numerous

examples in countries abound which can provide useful ideas to employers' organizations.

Eight, an employers' organization could develop training material to be used by enterprises for

in-house training.

7/28/2019 Mohsin khan -520947804

35/43

Understanding Employee Drives and Motivations - The First Step

towards Motivation at Work

However large or small a company or business is, it is employees at all levels that can make or

break it. This holds true not only for the people we hire on a regular basis, but also for temporary

and contracted workers. It is as important to research and study the needs, drives, andexpectations of people we hire or employ, and aim at responding to and satisfying those, as it is

with regard to customers.

In actual fact, considering the role each "employee" plays in a company's success, analyzing and

planning an adequate response to employees' motivations deserves first place in the order of

business.

Before going any further, let us shift our approach from grouping people under the genericcategory of "employee" to individual human beings and term them as "hired workers" or

"working partners". This is what they are. We must acknowledge them as human beings with

individual needs, drives, characteristics, personalities, and acknowledge their contribution to the

business success.

7/28/2019 Mohsin khan -520947804

36/43

Though each person has specific needs, drives, aspirations, and capabilities, at varying degrees

of intensity, people's basic needs are the same, as illustrated by Abraham Maslow in the

following model:

Self-

Actualization

Ego

Social Needs

Safety Needs

Physiological Needs

MASLOW'S HIERARCHY OF NEEDS

Maslow explains the Hierarchy of Needs as applied to workers roughly as follows:

Physiological Needs

Basic physical needs : the ability to acquire food, shelter, clothing and other basics to survive

Safety Needs : a safe and non-threatening work environment, job security, safe equipment and

installations

Social Needs: contact and friendship with fellow-workers, social activities and opportunities

Ego : recognition, acknowledgment, rewards

Self-Actualization : realizing one's dreams and potential, reaching the heights of one's gifts and

talents.

It is only when these needs are met that workers are morally, emotionally, and even physically

ready to satisfy the needs of the employer and the customers.

7/28/2019 Mohsin khan -520947804

37/43

Worker motivation must also be viewed from two perspectives:

1. Inner drives

2. Outer (external) motivators.

A person's inner drives push and propel him/her towards an employer, a particular job, career,

line of study, or other activity (such as travel or recreation). It is these drives that Maslow

delineates in his hierarchy of needs, and which we must understand and internalize, use as

guidelines in our efforts to help employees feel motivated.

The outer (external) motivators are the mirror image the employer or outside world offers in

response to the inner drives. In order to attract the "cream of the crop" of available workers, same

as in his/her dealings with customers, the employer not only tries to satisfy these basic needs, but

to exceed them - taking into consideration additional extraordinary needs individual workershave.

Most workers need to:

1. Earn wages that will enable them to pay for basic necessities and additional luxuries such

as the purchase of a home, or travel

2. Save for and enjoy old age security benefits

3.

Have medical and other insurance coverage4. Acquire friends at work

5. Win recognition

6. Be acknowledged and rewarded for special efforts and contributions

7. Be able to advance in life and career-wise

8. Have opportunities for self-development

9. Improve their skills, knowledge, and know-how

10. Demonstrate and use special gifts and abilities

11. Realize their ideals.

The employer responds to those needs by offering and providing:

1. Employment

2. Adequate pay

7/28/2019 Mohsin khan -520947804

38/43

3. Assistance to workers for their special needs (such as child care arrangements,

transportation, flexible work schedules)

4. Job security (to the degree possible)

5. Clear company policies

6. Clear and organized work procedures

7. A stable, just and fair work environment

8. A safe work environment

9. Medical coverage and other benefits

10. An atmosphere of teamwork and cooperation

11. Social activities

12. Reward and recognition programs

13. Incentive programs

14. Open lines of communication (formal and informal)

15. Systematic feedback

16. Training and development programs

17. Opportunities for promotion

18. Company/ business information

19. Information on customer feedback

20. Sharing of company goals and objectives a

21. Information on the market situation and industry

22. Future expectations

23. Plans for the future

24. Guidance and mentoring.

It is important that the employer discover other extraordinary needs applicants have before hiring

them and know beforehand whether he/she can satisfy those needs or not. An employee may

have:

Family responsibilities and be unable to work shifts, overtime, or weekends

Heavy financial responsibilities which he/she can meet only by working at two jobs,

leading to exhaustion, "sick leave", and deficient work performance

A desperate financial need for additional overtime and weekend remuneration

Premature expectations of swift promotions.

7/28/2019 Mohsin khan -520947804

39/43

Some other needs the employer can expect, for which company policies should be planned

accordingly:

If the company is in a remote location, all employees will have a need for more social

activities

Many single people look for dates and spouses at work

Some women may not be ready to work late shifts unless the employer provides

transportation back home

Some workers may have a problem with drug or alcohol abuse.

In addition to needs and drives, adult workers have expectations from their employer - they

expect:

A knowledgeable, experienced, expert employer

Clear and fair policies, procedures, and employment practices

Business integrity

Clear job descriptions

Two-way communications

Effective management and supervision

Positive discipline

Good company repute

Good customer relations

Company survival

Opportunities for personal growth

Company growth

A share in the company's success.

Business owners and managers are under constant scrutiny by the people they hire. Adult

workers care beyond the salary - they care to know to whom they entrust their fate, reputation,

and security . They consider their work as a major factor that shapes their lives and the lives of

those dear to them. Once they feel confident that the employer and their place of work is what

they wished for and expected, they are ready to contribute above and beyond "the call of duty".

7/28/2019 Mohsin khan -520947804

40/43

Most of these needs, expectations and aspirations are unexpressed - it is up to the employer to

develop a good system of company communications, employee relations, training and

development that will lead to an environment of openness, cooperation, teamwork, and

motivation that will benefit all the parties involved.

Cross-Training as a motivational and problem-solving Technique

Many managers, including human resources directors, mistakenly believe that employee

motivation can be won through monetary rewards or other perks. They learn soon enough that

such perks are taken for granted and that money is not the key to employee motivation. A

professional and unified management, in a good work environment, is the basis on which to

build employee motivation.

While high employee turnover reflects on low morale and lack of motivation, when seen fromanother angle, the absence of turnover quickly results in de-motivation since the possibility of

motion and forward-motion is taken away from employees. It is against human nature to remain

static, performing the same duties day in, day out, without expectations of change in routine or

opportunities for advancement.

Following a reading or lecture on the subject, managers sometimes implement "job enrichment"

in a misguided manner, adding unrewarded responsibilities on the shoulders of their supervisors

and employees. This results in a feeling of exploitation and has the reverse of the intended

effect.

An effective training technique which results in motivation is cross-training, when implemented

horizontally, upward and downward. Department heads, assistants and employees can cross-

train in different departments or within the department itself. With background support,

employees can have one day training in the role of department head ("King for the Day"). When

a General Manager is away, department heads can take roles replacing him, which is a form of

cross-training.

Cross-training should be carefully planned and presented as a learning opportunity. It should be

incorporated in a hotel's master yearly training plan, covering all positions and departments. It

should begin with supervisory level and filter down to entry-level positions. Housekeeping

7/28/2019 Mohsin khan -520947804

41/43

should cross-train in Front Office and vice-versa; Front Office in Marketing, Sales, Public

Relations, Food & Beverage, Banquets, Security; Marketing & Sales in Front Office, Food &

Beverage, Purchasing; Food & Beverage Service in the Culinary department and vice versa;

Human Resources in different departments and vice versa.

This technique achieves the following objectives:

Prevents stagnation

Offers a learning and professional development opportunity

Rejuvenates all departments

Improves understanding of the different departments and the hotel as a whole

Leads to better coordination and teamwork

Erases differences, enmity and unhealthy competition

Increases knowledge, know-how, skills and work performance Improves overall motivation

Leads to the sharing of organizational goals and objectives.

Sending people to work in another department at a moment's notice is not what cross-training is

about. This has to be an effective planned process. Employees must "buy" into the idea, be

encouraged to give feedback and make suggestions for improvement. They become "partners".

Departmental communications meetings can be used to share lessons learned. When employees

think "the grass is greener on the other side of the lawn" they soon realize their mistake after

exposure to other departments. They return to their job with a better attitude.

Cross-training can also be used to "shake up" supervisors or employees who have lapsed into

poor performance. Upon being moved to a different position or department, albeit temporarily,

they hear "warning bells", shape up and usually return to their positions as exemplary

performers.

Depending on the budget at hand and the objectives to be achieved, the time for cross-training

can vary from one day to a week or more. Details must be coordinated with the "receiving"

department head. The trainee is incorporated within the department's activities for the duration of

the cross-training (briefings, meetings, or obligations).

7/28/2019 Mohsin khan -520947804

42/43

A more sophisticated form of cross-training is job rotation, which usually involves extended

periods (from one month to six months). With job rotation, the employee's role is of a different

nature. He is not considered as trainee, but is responsible over certain job functions, for which

he has to prove himself.

Both cross-training and job rotation create a team of workers who are more knowledgeable, caneasily replace each other when needed and who gain new confidence regarding their professional

expertise. These two techniques lead to great motivation throughout the company.

Unionized properties face some difficulty in implementing such techniques due to the rigidity of

Union policies and labor agreements. It is up to management to win over Unions on this concept

and convince them of the benefits to employees' careers. Union representatives can be made to

understand that company-wide cross-training involves substantial investment in time, effort and

payroll. The benefits, however, are enjoyed by the three main stakeholders: employees,management and guests. Employees enjoy the rewards of added know-how, skills, career

opportunities and future security due to business success.

Problems for Employers' Organizations Developing Training Role

Several reasons account for the problems faced by employers' organizations in training their ownstaff, and in providing training to members. They include the following:

Unlike enterprises which can have their staff trained in management and other training

institutions, there are no courses and training institutions which are geared to the needs of

employers' organizations. This places a heavy responsibility on senior staff to train new

recruits and on staff to develop themselves. Therefore organizations often rely on the ILO

to conduct training programmes designed to serve the needs of employers' organizations,

and to provide staff with study tours to other employers' organizations.

Most organizations do not have skilled trainers i.e. persons who have been trained as

trainers.

Inadequate training material

7/28/2019 Mohsin khan -520947804

43/43

Inadequate information/knowledge relating to labor-related subjects needed to attract

enterprises to the organization's training programmes.

The economic viability of having full time training staff. Due to financial constraints, an

employers' organization would generally have to keep full time training staff to a

minimum. Therefore staff with special skills providing advisory and representation

services should be trained as trainers to enable them to undertake some training in their

areas of expertise.

Organizational Change

Conventional organizational change, which typically encompasses training and development,

and 'motivation', mostly fails.

Why? Are the people stupid? Can they not see the need for change? Do they not realise that if the organization cannot make these changes then we will become uncompetitive. We will lose

market share. There will be job cuts. We will eventually go out of business. Can they not see it?

Actually probably not. Or more precisely, people look at things in a different way.

Bosses and organizations still tend to think that people whom are managed and employed and paid to do a job should do what they're told to do. We are conditioned from an early age to believe that the way to teach and train, and to motivate people towards changing what they do, isto tell them, or persuade them