INTRODUCTION
PART: A A sound becomes music when trained person does it . Every organization needs to have well adjusted trained and expertise people to perform the activities that must be done. As job in today s dynamic organizations have become has increased. In adequate job performance are a decline in productivity are changes resulting out of the job redesigning or a technological break to require some type of training and development efforts. As the job becomes more complex the importance of employee development also increases.
In a rapid changing society, employees training and development is not an activity i.e. desirable but also an activity that an organization must commit resource to if it is to maintain a viable and knowledge work force. Meaning The team training refers to the programme that facilitated learning process, which results in development
Training is a process of learning a sequence programmed behaviour. It is application of knowledge it is gains people an awareness of the rules and procedure to guide their behaviour. It attempts to improve their performance on the current job or prepare then for an intended job. DEFINATION According to Flippo: Training is the act of increase of the knowledge and skills of an employee for doing a particular job . 1
According to Proctor and Thomson: Training is the intentional act of providing means for learning to take place . According to Planty, McCord and Efferson: Training is the continues, systematic developments among all the levels of the employees of that knowledge and those skills and attitudes which contributes to their welfare and that of the organization . According to Littlefield: Training is the process of increasing the skills and knowledge of employees for the purpose of improving, individual and organization performance . IMPORTANCE OF TRAINING OF EMPLOYEES:
No business firm has a choice of whether to train its employees or not the only choice is that of the method of training. It has been proud that the absence of a systematic training programme generally results higher training casts not only because if the considerable length ended learning period but also because of the likely hood that the employees will not learn the best operating methods. Training of the employees is useful to both the employees and employers in several ways: 1) INCREASE THE PRODUCT IVITY: It improves works styles and the performance of the workers. Better skilled workers increase quality and improve quality of output. Wastes are reduced planned training also reduce the learning time with a consequent increase in productivity. 2) IMPROVES SAFETY: More accidents are by the deficiencies in people than by deficiency in equipment and working condition. Personal deficiencies may arise due to luck of skills or ineptitude. Proper Training with emphasis upon selected safety points, reduce accidents it makes the worker safety points, reduce accidents it makes the worker safety conscious. It enables the work s to handle the machines more carefully and reduces chances of accidents. It
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saves the business from the liability for continues with out interruption due to break down of machines etc. 3) REDUCES SUPERVISION: Untrained employers are a source of constant worry to the immediate supervision, close supervision is not only the drain on the time and talents of the supervisors but also a strain on the emotions of the operating supervision but independence is not possible unless the employees are adequately trained. 4) INCREASE ORGANIZATIONAL STABILITY AND FLEXIBILITY: Trained employees add considerable value to an organization by increasing its stability and flexibility is the ability of an organization to lose personnel and yet continue to operate effectively, this require the existence of replacement will have to be trained in any event but systematic training under the tutelage of competent leadership is more desirable than self-training under emergency condition 5) ENSURES BETTER PLACEMENT: Training of employees help in spotting out promising men and in locating mistakes. The promising trainees are discovered the basis of their quick understanding of the instruction. 6) DEVELOPMENTS AND PROMOTION OF EMPLOYEES: Training of employees improves the skills of the workers and they advance in their jobs. Their increased competence secures them promotion and superior jobs. It leads to the self-development of the workers. They become available asset to the business. 7) Boosts Morale: Training of employees makes the worker perfect. He begins to do this work with greater proficiency from his job. Increased ability and capacity in doing the work ensures him with greater security and reduces labour absenteeism and turnover. It improves the morale of the workers.
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Advantages of Training: Training of workers is mutually beneficial to the both employers and employers. Besides increasing the economy and efficiency of the business, it improves the ability of workers.
1) Training of employees increases productivity and improves the performance of the employees. It provides them security against unemployment.
2) Training increases the quality and quantity of output by improving skills and improves profitability of the business.
3) Training increases reduces mistakes and accidents arising from human ignorance.
4) Training reduces mistakes in eliminating wastage.
5) Training broadens the knowledge of the employees regarding his job. He can prove to be a better worker.
6) Training improves morale and increases the job satisfaction of the employees.
7) Training leads to the development of workers and enables then to earn promotion within the organization or better outside organization.
8) Training helps in improving the organization stability and flexibility in the economy of the country.
LIMITATIONS:
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1) Training may interface with or dislocate the regular work of the business enterprise.
2) Training may stifle initiatives and self workers on external assistance.
reliance and increases the dependence of the
3) Highly competent teachers may not always be available to import training to worker. Need For Training: 1) To increase productivity: Instructions can help employees increase their level of performance. Increased human performance often directly leads to operational productivity and increased company profits.
2) To improve Quality: Quality increases may be in relation to a company product or service in reference to the intangible organizational employment atmosphere.
3) To help a company to fulfill its personal needs: Organizational that have a good internal educational program will have to make less manpower changes and adjustment in the event of sudden personnel alterations.
4) To improve Organizational Climate: An endless chain of positive reactions results from a well-planned training program. Increased morale may be due to many factors, but one of the important of them is the current state of the organizations educational endeavor.
5) To improve health and safety: Proper training can help industrial accidents. A super work environment leads to more stable mental attitudes in part of the employees.
6) Obsolescence Prevention: Training development program foster the initiative and creativity of the employees and helps to prevent manpower obsolescence, which may be due to age temperament or motivation. 5
7) Personal Growth: Employees on a person basis again individually from their expenses to educational expenses Steps in training program:
1) Discovering or, identifying the training needs 2) Getting ready for the job 3) Preparation of the learner 4) Presentation of operation and knowledge 5) Performance try-out 6) Follow up and evaluation of the program 1) Discovering or identifying training needs
Identification of training needs must contain three types of analysis
a) Organizational analysis b) Operation analysis c) Man analysis Organizational analysis centers primarily upon the determination of the organizations goals. The analysis of the organizational goals establishes the frame work in which training need can be defined more clearly
Operation analysis focuses on the task or job regardless of the employees during the job. This analysis includes the determination of the worker must do the specific worker behavior required if the jobs is to performed effectively.
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Man Analysis: - Reviews the knowledge attitudes and skills the incumbent in each position and determines what knowledge attitudes or skills he must acquire and what alteration in his behavior. He must make if he is to contribute satisfactorily to the attainment of organizational objectives.
A) Task Descriptive Analysis: -
i) List the duties and responsibility or tasks of the job under consideration using the job descriptive as a guide.
ii) List the standards of work performance on the job.
B) Determining Training needs:
i) Determine what parts of job are giving the employees trouble where is he falling down in his performance
ii) Determine what kind of training is needed to overcome the specific difficulty or difficulties.
2) Getting ready for the Job: Under this step, it is to be decided who is to train the new comes or the older employees or supervisory staff, or all of them selected from different for the job, for he is the key figure in the entire program. This calls for a decision. 3) Preparation of the learner:
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This step consists: a) In putting the learned at ease so that we does not feel nervous because of the fact he is on new job
b) In stating the importance and ingredients of the job, and its relationship to work flow.
c) In explaining why he is being taught
d) In crating interest and encouraging question finding out what the leaner already knows about his job or other jobs.
e) In explaining the Why of the whole job and relating it to some jobs the worker already know.
f) In placing the learner as close to his normal working as possible and
g) In familiarizing him with the equipment material tools and trade terms. 4) Presentation of operation and knowledge: This is the important step in training program. The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations, the learn should be told of the sequence of the entire job, and why each step in its performance is necessary. The trainer should demonstrate or make use of audio-visual aids and should ask the trainee should repeat the operation. He should also be encouraged to ask questions in order to indicate that he really knows and understands the job. 5) Performance try-out: Under this, the trainee is asked to go through the job several times slowly, explaining his each step.
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Mistakes are corrected and if necessary, some complicated steps are done for the first time. The trainee is asked to do the job, gradually building up skill speed. The trainees are then tested and the effectiveness of training program evaluated.
This is usually done by,
a) Giving written or oral tests to trainees to ascertain how far they have learnt the techniques and principles taught to them and the scores obtained by them. b) Observing trainees on the job itself and administering performance tests to them. c) Finding out individual s or a group, reaction to the training program, which it is in progress and getting them fill up evaluation sheets. d) Arranging structured interviews with the participants or sending them questionnaire by mail. e) Eliciting the opinion or judgment of the top management about the trainees performance. f) Comparing the result obtained after the training with those secured before the training program in order to find out whether any material change has taken place in attitude opinion in the quality of output, in the deduction in scrap, breakage and supplies used and overhead costs. 6) Follow up:
This step is undertaken with a view to testing the effectiveness of training efforts. This consists in, a) Putting a trainee on his own b) Checking frequently to be sure that he followed instructions and c) Tapering off extra supervision and close follows up until he is qualified to work with normal supervision.
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TRAINING METHODS / TECHNIQUES:
The forms and types of employees training method are inter-related. It is difficult, if not impossible is more useful than the other
The best technique for one situation may not be best for different group or tasks; care must be used in adopting the techniques/methods to the learner and the job. 1) On-the-job training (JOT): Virtually every employee, from the clerk to company
president gets some on-the-job Training when he joins firm. That is way William Tracy calls, the most common the most widely used and accepted or the most necessary method of training employees the skills essential for acceptable for job performance
Employees are coached and instructed by skilled co workers by supervisors, by the special training instructors, they learn the job by observation and practice as well as occasionally handing it. It is learning by doing and it is most useful for jobs that are either difficult to stimulator can be learned quickly by watching and doing. There are variety of OJT methods, Such as coaching or under study job rotation and special assignments. Under coaching or under study method (which is also known as Internship and apprenticeship method) the Employee is trained on the job by his immediate superior.
a) Job Instruction Training (JIT): This method is also known as Training through stepby-step learning . It involves listing all necessary steps in the jobs, each in proper sequence. These shows that is to be done. The actual Training follows a four-step process beginning with 10
i. ii. iii.
Preparation of the trainee for instruction Preparation of the instructions giving essential information in a clear manner. Having the trainee try out jobs to show that he has understood the instructions, if there are any errors they are cored and
iv.
Encouraging questions and allowing the trainee to work along and the trainer follows up regularly.
b) Vestibule training (or training
center training): This method attempts to duplicate on the job
situations in a company classroom. Its is a classroom training which is often imparted with help the equipment and machines, which are identical with those in use in the place of work.
It is very efficient method of training semi-skilled personnel. Particularly when many employees have to be trained for the same kind of work at the same time. It is often used to train clerk, bank tellers, inspectors, machine operator, testers, typists etc., it is most useful when philosophic concepts, attitudes, thesis and problem solving abilities have to be learnt. Training is generally given in the form of lecture, conferences, case studies, role playing and discussion.
d) Training by experienced workmen: By this method training is imparted by experienced senior fellow workers. It is useful for departments in which workmen advance through successi ve jobs perform a series of operations.
e) Training by supervisors: The worker s immediate supervisors impart such Training it provides to trainees too have an opportunity to judge the abilities and possibilities of trainees from the point of their job performance.
The success of both these methods depends upon the fact that; 11
i. ii.
The experienced supervisors must be good teachers; They should have incentives and sufficient time for carrying out the training programs and
iii.
They should be provided with an accurate account of the training needs of the trainees they are to teach.
iv.
Demonstrations and examples (Or Learning by seeing)
In the demonstration methods, the trainer describes and displays something, as when he teaches and employee how to do something by actually performing the activity himself and going through a step-by-step explanation of why And what he is doing.
Demonstrations are very effective in teaching because it is much easier to show a person how to do a job than to tell him or ask him gather in formation from the reading materials. Demonstrations are often used in combination with lecture. Pictures, text materials discussions etc. Teaching example is effective in mechanical operations or interpersonal relationship, for job duties and responsibilities, for information standards, supervisory expectations and the like.
Demonstrations are particularly effective in the training for the acquisition of skills; but there usefulness is limited when it is a question of training management personnel. In a demonstration, the emphasis is primarily on known how, the principles and theory of a job must, therefore, be taught by some other method.
f) Simulation: Simulation is a technique, which duplicates, as merely as possible the actual conditions encountered on a job. The Vestibule training methods is examples of business simulations. Simulation techniques have been most widely used in the aeronautical industry.
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g) Apprenticeships: For training in crafts trades in technical areas, apprenticeship training is the oldest and most commonly used methods, especially where proficiency in a job is the result of relatively long training period of 2 years to 3 years for person of superior ability and from 4 years to 5 years for others. The field in which apprenticeships training is offered are numerous and range from the job of a draughts man, a mechanist, a printer, a tool maker, a pattern designer, a mechanic, a carpenters, weavers, fitters, jewelers die-sinkers, engravers and electricians. A major part of training time is spent on-the-job productive work. Each apprentice is given a program of assignments according to a per-determined schedule, which provides for efficient training in trade skills. 2) Off-the-Job-Methods: Under this method of Training, trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can
place his entire concentration learning by job rather than spending his time in performing it. Off the job training methods are as follows: a) Role-playing: It is defined as a method of human interaction that involves realistic behavior in imaginary situation. This method of training involves action, doing and practice. The participants play the role of certain characters such as the production manager, mechanical engineer, superintendent s maintenance engineers, quality control inspections, foreman, and workers and like. This method is mostly used for developing interpersonal and relations. b) Lecture Methods: The lecture is traditional direct method of instruction. The instructor. Organizes the material and gives it to a group of trainees in the form of talk. To be effective, the lecture must motivate and create interest among the trainees. An advantage of lecture method is that it is direct and can be used for large group of 13
trainees. Thus cost and time involved are reduced. The major limitation of the lecture method is that it does not provide for transfer training effectively. c) Conference or Discussions: It is a method in training the clerical professional and supervisory personnel. This method involves a group of people who pose ideas, examine and share facts, ideas and data, test assumptions, and draw conclusions, all of which contribute to the improvement of job performance. Discussions have the distinct advantage over the lecture method in that the discussion involves-two-way communication and hence feedback is provided. The participants feel free to speak in small group; the success of this method depends on the leadership of the person who leads the group. d) Programmed instruction: In recent years this method has become popular. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to more complex planned levels of instructions. The trainee goes through these units by answering questions or filling the blanks. This method id expensive and time consuming.
HRD INTRODUCT ION: Human resource development is a dynamic and evolving field in the world of business. It is goal of this publication to provide a resource through which HRD practitioners and students can understand the field and grasp its simplicity. It is within that simplicity that an 14
appreciation of the complexity of HRD can be realized. An introductory book such as this should only provide an overview; other more focused publications will provide the crystallization. For example, when entering a community for the first time, its landmarks, citizens, and complexity often seem overwhelming to the newcomer. But after familiarizing oneself with its, uniqueness, its roads, streets, building and people, it does not appear as threatening or complex. In fact, if given time, even the most alien community can taken on the characteristics of home . The same is true for a new professional field. We have tried to simplify HRD in such a way that it becomes less complicated to the newcomer. If, after studying the following chapters, readers feel better able to understand the field, its areas, roles, unique competencies, and relationships to other human resources area, then the book has indeed accomplished its mission. But one must remember, it is the HRD practitioners themselves who will ultimately provide the learning activities and insights through which the performance improvement of other will occur. Thus, it is their responsibili ty to master their craft in order for others within the organization to master theirs. Simultaneously, our goals provide the details, descriptions, and facts necessar y to enable the HRD practitioner to develop an individual development strategy for becoming more professional in the field. Training and Development Today and Tomorrow
We are entering a world where the old rules no longer apply. The opening quote in the bestseller Rising Sun by Michael Crichton (1992) sums up how rapidly the future is changing and becoming unpredictable. Given the commitment to the continuous changes taking place in all types of organization, like their host human resource (HR) functions, change will the only certainty for training functions and those responsible for training and development initiatives in their organizations. Training functions will have to run differently as organizations expect more evidence that they are contributing to organizations expect more evidence that they are contributing to traditionally been done, many have responded by calling for redefining the mission of training, renaming training (i.e., witness the recent movement to referring to training 15
and development professionals as performance consultants
Robinson & Robinson 1995),
and even firing or getting rid of in house training altogether because it is not cost-effective ( see Furnham 1997 for a more detailed discussion of this last point). In short, the pressure is on for trainers and training functions to reinvent, reengineer, revitalize, remake, and improve what they do (Shandler 1996)
DEFINATION According to Edwin B. Flippo Training is an act of increasing the knowledge skill of an employee for doing a particular job .
PART: B
INTRODUCT ION TO RSEARCH TOPICS A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT
Organization and individual should develop and progress simultaneously for their survival and attainment of mutual goals. So every modern management has to develop the organization through 16
Human Resource Development. Hence every organization needs to have well-trained and experienced people to perform the activities that have to be done regularly. Thus every organization big or small, productive or non-productive, economic or social, old or newly established irrespective of their qualification, skill, suitability for the job etc., needs to have welltrained and experienced people. If the company is serious about training its workers, it shows that it also care for them . Nothing binds the entire workers to the company as effectively as opportunities to be trained, especially on skills beyond their daily operations. In fact, Training function is the corner stone of sound management. The complexities of modern industrialization and technological changes have very much increased the need of training. It fasters employee s self and development versatility. Thus Training plays a vital role in updating employees to complete and move further in the everchanging world.
BACKGROU ND OF THE STUDY
One of the important functions of the modern management is to get things done through people. He has to bring employees in contact with the organization in such a way that the objectives of both the groups are achieved. The most significant resource of any organization is often said to be its people. Hence Human resources play a crucial role in the development process of modern management.
Human Resource Management (HRM) is a process of bringing people and organizations together so that the goals are met. It is that part of the management process which is concerned with the management of human resources in an organization. Recognizing the importance of the human element in the production process PETER.F.DRUCKER had remarked, Man, of all the resources available to man, can grow and develop . 17
In short HRM may be defined as The art of processing, develop and maintaining competent workforce to achieve the goals of an organization in an efficient and effective manner .
Thus HRM is a management function that helps managers to recruit, select, train and develop members for an organization. Training is one of the most important parts of HRM. The HRM s main objective is to provide the organization with well-trained and well-motivated employees besides to help the organization to reach its goal.
REVIEW OF LITERATURE The researchers wants the impacts of training and development on employees versatility, the effectiveness of training programme, needs and importance of training, training programmes steps involved in training programmes, conclusion and suggestion regarding the employees training in ARMSTRONG .,
HULTMAN Glenn (1984): In the study Managerial work, organizational perspective and the training of managers, discusses as empirical and theoretical issues are planned organizational change and the training of managers, nothing that, though managers are often viewed as people of action leadership research suggests the opposite. A discussion utilizing research an managerial work and organizational perspective is used to present the phenomenon of leadership and leader competence in new perspective which considers whether further research in to managerial work and skills and organizational perspective can insights that such
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research on the relationship between the working condition of participates and the nature of education approach in management training is recommended. Goddard Robert. W (1985): In his study the Pyfmalion effect personnel journal describe the Pygmalion effects or the behavioral science principle that states that an employee success is directly related to the company s expectations. Good management. Training practice is discussed such as recognizing employees potential for improved performance. Showing confidence in the staff maintaining an in going dialog setting high performance standards complimenting criticizing constructively and with empathy, helping people advance and over coming self defeating personal present. Toddy (1988): In his study effect of stimulus variability on trainee comes Enhanci ng behavior modeling training . Based on findings of this study is suggested that the conventional wisdom of using low variability and strictly give stimuli in training contests should be recognized. The value of negative feeling and non-exemplar information demonstrated here clearly warrants further eptutal and empirical work. In Addition the inverse relationship and transfer, firms the important if training designers linking their evaluation criteria with objectives. Zhigho (1989): In his study An exploratory study of the impact of a western management training program says their base program contributed mostly to their position of management knowledge followed by the boarding perspectives finding western management science and important of managerial abilities and indents were in general, satisfied with the education process on terms of popular, quality of teaching Academic subjects in functional areas such as getting subjects in functional areas such as marketing, financial management and function management were a regarded by the respondents more useful than those general area (for ex: managerial economics, strategy and policy). Samuel (1990): In his study current level of training programs: the findings the study includes, administrator recognized the growing importance, the value the increased emphasis on training, but inconsistently supported the training except training programs intended to Concentrate towards technological aspects as has management personnel. And minimal amount of training were directed towards developing employee attitudes. 19
Jett (1994): In his study The Global skills, knowledge and attitudes senior executives will require by the year 2005 says in his conclusion, by the year senior executive will be facing a variety of internal and external organizational changes in a rapidly external organizational changes global business environment require a foundation of global business skills and knowledge need a posses a tolerance for other culture, be required to be continuous leaders, need to be able to conduct business in a second language need to have gained experience outside their native country, need to be able to develop creative solution rapidly for situtionsarising in unfamiliar global business environments need to posses a global perspective and need to be effectively use the expertise of others. Robert Carroll (1994): In his study EMPOWERMENT THE MANAGEMENT TEAM
INTERFACE says that the overall study results that all the team have participated in setting the team goals and commits but almost always in response to overall goes set by management, Companies have management. Companies have generally recognized the need for team training and have reopened by training most team leaders and members. They have not always followed up after the initial training.
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RESEARCH DESIGN AND METHODOLOGY
TITLE OF THE STUDY: A STUDY ON EFFECTIVNESS OF THE TRAINING AND DEVELOPMENT PROGRAM
AT ARMSTRONG S LTD. BANGALORE
SIGNIFICANE OF THE STUDY
The study is based on measuring the effectiveness of training programmes conducted at ARMSTRONG sLtd. As in any other company the Company also conducts various training programmes to their employees in various fields.
Effectiveness of training and practice has been continuously set by problem despite considerable innovations and changes on research and experiment. Thus a survey was conducted to know the employee s perception and the company s dedication towards training programs. STATEMENT OF PROBLEM:
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Ø The study was conducted at ARMSTRONG, Bangalore. Ø The study also focuses on the employee perception towards training programmes at ARMSTRONG. Ø The study also focuses on evaluating the effectiveness of training and practices through the project summary. The survey was aimed at knowing the employees satisfaction and company s dedication towards the training programmes and its outcomes for the progress of the company. OPERATIONAL DEFINITIONS TRAINING:
Training refers to the teaching and learning activities carried on the primary purpose of helping members of an organization, to acquire and apply the knowledge, skills, abilities and attitudes needed by a particular job and organization. EVALUATION OF TRAINING:
Training Evaluation is defined as Any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation mainly leads to controlling and correcting the training programmes. Objective of the study: 1. To study the various training and development practices in ARMSTRONG. 2. To study the loop holds within the training and development practices. 3. To evaluate the effectiveness of the existing training and development practices. 4. To give suggestion and recommendation for effective training program. 5. To find out the rule of management in the training program. 6. Popularity of the method used. 7. To make improvements in the training program. 22
8. Interest and involvement of the trainees/ trainers.
SCOPE OF THE STUDY Ø The study was conducted at ARMSTRONG S LIMITED, Bangalore. Ø The scope of the study was limited to Employees only. Ø The study was conducted to reveal the employee perception towards management and the training programmes conducted. Research Methodology
This is a systematic way to solve the research problems and it is important component for the study without which the research may not be able to obtain the facts and figures of the employees.
The following shows the methodology of the study. RESEARCH DESIGN: The Research and Design includes an outline of the study. It contains information s stating the objective of the study, sample size and techniques used for data collection, tools used to analyze the data & limitations of the study. The study was a descriptive and quantitative type of study. Information was gathered from various sources like textbooks, Magazines, Journals, Internet, Manuals, and Internet web site. The approach to the study was through a survey conducted to the Executives. SAMPLING DESIGN:
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The survey conducted for selected respondents in a selection process is called Sample Survey. Sampling is a tool, which helps to know the characteristics of the universe or population by examining only part of it. The total numbers of employees is 89. Thus the sample size selected was 50 respondent s distributed in various departments of the ARMSTRONG s Ltd. As the objective of the study is to draw inferences about the company the researcher had adopted a Simple Random Sampling.
AN OVERVIEW OF SAMPLING DESIGN
Research Design
Descriptive nature
and
Quantitative
in
Universe
Finite in nature and consists of a finite number of employees who have attended the training
programmes Sampling Unit 50 respondents from various
departments Sampling Technique Instrument for Data Collection Sample Random Sampling Questionnaire Schedule
(A) UNIVERSE Is a set of objectives that are to be studied. It can be infinite or finite in nature. In this study the universe is finite in nature as the study focuses on a finite number of employees who have attended the training programmes. (B) SAMPLING UNIT: 24
The sampling unit of the study is 50 employees of ARMSTRONG s Ltd. (C) SIZE OF SAMPLE: The number of items to be selected from the universe contributes a sample size. In this study the sample size was 50 employees of ARMSTRONG s Ltd. (D) Data collection tools:
1. Questioner 2. Personal interview 3. Observation method (E) Secondary Data: Secondary data is collected through company brochures and website
Secondary data was collected from Newspaper, Magazines, ARMSTRONG Internet web site, Journals, Textbooks, Company records, etc. (F) SAMPLING TECHNIQUE: This study has made use simple random sampling technique called as Probability Sampling. TOOLS AND TECHNIQUES USED FOR DATA COLLECTION DATA COLLECTION DATA BASE: The study is based on primary data and secondary data.
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PRIMARY DATA: This is a primary source where the actual collection of data is done. In order to collect first hand information a questionnaire was designed to elicit responses from the employees of ARMSTRONG. So as to collect the accurate information easily, the contents of the questionnaire have been made simple, specific and brief. This also helps to secure the respondent s co-operation. Thus the questionnaire is well structured by making use of options for every question. A copy questionnaire has been furnished in the annexure. Information was also gathered through discussions with various staff members and also through direct observation. The employees were also encouraged to make suggestions, pertinent to the study.
SECONDARY DATA: The secondary data mainly depended upon the company records. Theoretical part of the study was extracted from different author books. Organizational manual, prospectus and annual reports were scrutinized and required data was collected. For additional information, the ARMSTRONG s Internet website was accessed . FIELD WORK: The researcher has applied a structured questionnaire so as to gain maximum insights from respondents. The study was carried out during the month of April and May 2007. The completed data was checked, numbered and tabulated according to the employees response using percentage which was essential for the study, which helps, in proper analysis of the data, graphs, tables and pie-chart are used for easy and quick interpretation. The primary data was analyzed using MS Excel package, which gave study a more professional and accurate points of views.
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Limitations of the study The study deals in relation to the objectives of the study. However it does not claim the completeness and total accuracy in its findings. The main reason being the studies heavily dwells upon the primary data, which is basically elected upon the responded.
1. Sample may be bias 2. Sample may be pro management or against management 3. In case of the worker the questioner is filled in the presence of other workers so there is probability of influencing the answers of each other while answering the question.
PROFILE OF THE COMPANY
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ARMSTRONG S LTD ARMSTRONG s Ltd. is India s premier information enabling company. Leveraging its expertise in total technology solutions, ARMSTRONG s offers value added services in key area such as system integration, networking consultancy and a wide range of support is among the leading players in all the segments comprising the domestic IT products, solutions and related services business, which includes PCs, servers, networking products, imaging and communication products. Continuously meeting the ever increasing customer expectations and applications, its focus on integrated enterprise solutions has strengthened the ARMSTRONG SSO s (System Support Organization) capabilities in supporting installation types of ranging from single to large, multi location, multi vendor and multi platform spread across India. The
SSO, comprising a direct support force of over 1600 + members, is operational at 170 + locations across the country and is largest such human resources of its kind in the IT business. A majority of the SSO members have been specially trained in a variety of supporting solutions, the company key focus area.
ARMSTRONG s Ltd. manufacturing facilities are ISO 9001
2000 and ISO 14001
certified and adhere to stringent quality standard and global processes. With the largest installed PC base in the country, four indigenously developed and manufactured PC brands Infiniti, Busy bee, Beanstalk and the Ezeebee and its robust manufacturing facilities, ARMSTRONG s aims to further leverage its dominance in the PC market. It has been consistently rated at Top player in PC industry by IDC. The Infiniti line of business computing products is incorporated with leading edge products from world leader such as Intel. A fully integrated and business ready family of servers and workstations, the Infiniti Global Line is targeted at medium and large companies to help them to manage their enterprise related applications. It has considerable dominance in verticals like finance, government, and education and research. The Frontline Division of ARMSTRONG s has an extensive network of over 1000 resellers across 300 cities. Frontline Division has actively promoted the penetration of PCs in the home and the small office/home office (SOHO) segments, through Beanstalk PCs, Toshiba Laptops and Dragon Speech. 28
Recognition Systems.
Constant evolution which changing time has helped ARMSTRONG s retains its leadership and profitability for all stakeholders. In 1992, ARMSTRONG formed a joint venture company, ARMSTRONG, Hp with the international computer giant, Hewlett Packed (HP), and precipitated a technological leap by achieving world class manufacturing expertise in the country for HP s RISC/UNIX based business servers and workstations. In 1997, ARMSTRONG and its joint venture partner, HP, re-organized their joint business activities in India through the buying back of HP s 26 per cent of equity in ARMSTRONG HP by the ARMSTRONG promoters.
Last year, ARMSTRONG entered into an alliance with SUN Microsystems to be their Enterprise Distributor for entire range of SUN products. Combing the latest technology and best practices from SUN, with 27 years of customers relationship and pan Indian sales and services expertise of ARMSTRONG, it aims to leverage the relationship to offer complete spectrum of IT to the end user. ARMSTRONG has closely seen the IT industry rise from scratch, and has actively participated in its participated in its progress. During the twentyseven year journey, it has picked
up valuable lessons in serving the IT needs of the Indian customer and gathered domain expertise to successfull y service various businesses.
ARMSTRONG InfiNet, 100% subsidiary focuses on the ever-growing segment in Imaging, Telecom and Communication products, solutions and services. ARMSTRONG InfiNet s products through alliances with leaders. Including mobile communication products from Nokia, Duprinters from Duplo, LCD projectors from InFocus, Mass Mailing solutions from Pitney Bowes and voice and telecommunication solutions from Ericcion. It has exclusive sales 29
and support partnership with Toshiba Corporation, Japan, for sales and servicing of its imaging and photocopier products. The managed Network Service offerings for corporate include VPN s, ASP offerings, Co Location/housing, CDNs, help desks, 24/7 network operations center monitoring and a host of value added networking services. Consumer service includes dialup PSTN/ISDN Internet access, Valuation calling and VoIP telephony devices.
As a leading information enabler, ARMSTRONG s has long standing relationship with world technology leaders such as SUN for enterprise computing solutions, Intel and AMD for PCS and PC servers, Microsoft, Novell and SCO for operating systems and software solutions, Toshiba Corp, for business automation equipment Oracle, Sybase and Informix for RDMS platform, EMC, Veritas for storage solutions. The aim is to straddle the entire landscape of information enabling technology for more comprehensively, effectively and competitively.
Technology Leadership
ARMSTRONG s Ltd. is known to be the harbinger of technology in the country. Right from our inception we have attempted to pioneer the technology introductions in the country either through our R & D or through partnership with the world technology leaders. Using our own R & D we have
Ø Created our own UNIX & RDBMS capabili ty (in 80s) Ø Developed firewalls for enterprise and personal system security Ø Launched our own range of enterprise storage products Ø Launched our own range of networking products
30
We strive to understand the technology from the view of supporting it post installation as well. This is one of the key ingredients that go into our strategic advantage.
ARMSTRONG s has to its claim several technology pioneering initiatives. Some of them are:
Ø Country s first Desktop PC BusyBee in 1985 Ø Country s first branded home PC Beanstalk in 1995 Ø Country first Pentium 4 based PC at sub 40 k price point Ø Country s first Media Center PC
Vision Statement Together we create the enterprises of tomorrow Mission Statement To provide world-class information technology solutions and services to enable our customers to serve their customer better . Quality Policy We deliver defect-free products, service and solutions to meet the requirements of our external and internal customers, the first time, the every time. Management Objectives To fuel initiatives and foster activity by allowing individuals freedom of action and innovation in attaining defined objectives.
31
People Objectives To help people in ARMSTRONG s Ltd. Share in the company s successes, which they make possible, to provide job security based on their performance, to recognize their individual achievements, and helps them gain a series of satisfaction and accomplishment from their work. Core Values
Ø We shall uphold the dignity of the individual Ø We shall honor all commitments Ø We shall be committed to Quality, Innovation and Growth in every endeavor Ø We shall be responsible corporate citizens
ABOUT ARMSTRONGINFINET LTD.
ARMSTRONG INFINET Ltd., is 100% subsidiary of ARMSTRONG s Ltd, is the Flagship company of the 8000 core ARMSTRONG Corporation, the No. 1 IT Conglomerate in India. ARMSTRONG Infinet focuses on the ever growing segment in Imaging, Telecom and communication products, solutions and services ARMSTRONG Infinet s products portfolio covers a range of other office automation and communication products through alliance with world leaders Including mobile communication products from Nokia, Duprinters from Duplo,
LCD projectors from InFocus, Mass Mailing solutions from Pitney Bowes and voice and telecommunication solutions from Ericssion. It has exclusive sales and support partnership with Toshiba Corporation, Japan, for sales and servicing of its imaging and photocopier products.
ARMSTRONG Infinet Ltd is the Internet Infrastructure initiative of the ARMSTRONG group, India s premier information technology group. Through the pioneering presence of the ARMSTRONG group companies and the vast experience of the markets, ARMSTRONG Infinet has propelled itself to the path of Total Technology Integration ARMSTRONG Infinet
32
has established state of the art ATM / Frame Relay IP based network infrastructure across 43 cities in the country and offers an entire range of managed services.
Its portfolio of services include virtual private networks (VPNs), Broadband Internet access; Hosting and Co-location services, designing and deploying disaster recovery solutions and Business Continuity solutions, Applications services, Managed security services and NOC services all these services are delivered with a Turnkey approach that includes delivering Infinet s core service, third party hardware and networks provisioning, maintenance activities and project management.
ARMSTRONG Infinet comes with the promise of delivering the committed quality of service backed by significant investments in infrastructure, network management solutions and its round the clock centralized customer support call center. This holds even more when we consider the leverage Infinet draws from its parent company s unparalleled experience in networking. A remarkably rich lineage of two and a half decades that is being deployed to integrate your enterprise communications is a seamless fashion. Organization Structure
ARMSTRONG S LTD.
ARMSTRONG ARMSTRONG
ARMSTRONG ARMSTRONG
ARMSTRONG
ARMSTRONG
Nokia
Technologies
Infinet (DAD)
DSL Software 33
Comment (Lap Top D)
s (Computer)
PRODUCT PROFILE
1. Toshiba Photocopier 2. Toshiba Projector 3. Interactive White Board 4. Video Conference Equipment (Tand Barg) 5. EPABX (Ericssion) Toshiba Photocopier I) TOSHIBA (PHOTOCOPIER E STUDIO 160) All-in-One Solution
1. Printing Function
Print Engine Resolution Paper Supply Available print paperweight Interface
: : : :
600 x 600 dpi 550 Sheet cassette 6.4 80 gr/m2
Parallel
2. Copier Functions
Copying Process
:
Indirect electrostatic Photographic method
Type Resolution
: :
Desktop 600 dpi x 600 dpi 34
Copying Speed
:
16 CPM (A4) 10 CPM (A3)
Multiple copying Basic Features
:
1 to 999 copies
Ø Interrupt Ø Energy saver Ø Dual page copying Ø Edge erase Ø Image shift Ø Automatic cassette change Ø Weekly timer
3. Post scrip and network printing Print Engine Resolution : 600 x 600 dpi (real) 1200 x 600 dpi (with smoothing) Standard Interface Major Features : Parallel
Ø Duplex printing (with optional ADU) Ø Watermark Ø M up printing Ø Mixed size printing Ø Alternation Ø Magazine sort (Cover page)
35
4. Fax Function
Usable circuit Printing Speed Printing resolution Features
: : :
Public switched telephone network 16 PPM (A4) Max 16 x 15.4 Dots/mm
Ø Broad casting Ø One touch dialing Ø Delayed transmission Ø Group dialing Ø Polling Ø Mail box (F code)
5. Internet Features Fax / Network Manage ment functions
Ø ITU T (Full mode / simple mode) Ø Internet Fax Send Ø Internet Fax Receive Ø Relay send Ø Broad Cast
Toshiba data projector Extended graphic adopter 36 : Th P 790 / 791 (XGA)
3000 ANSI Specifications Weight : Bright 3000 ANSI : 4.2 Kg
High brightness of 3000 ANSI lumens for the vivid image reproduction at the highest level of its class.
Two way digital key stone correction functions able to accumulate projection from above and below at an angle of 15 o and diagonally in the horizontal direction at one angle of 10 o to the left to right. Features 1. Located with uniquely digital feature including picture in and 10 x digital zoom 2. Comes with a most controlled laser remote control that allows hand both PC and Projector Interactive White Board (IWB) Interactive white boards are the waves of the future in presentation materials. An interactive whiteboard is a touch sensitive projector screen and provides four presentation tools in one unit. It can be used as: held operation of
Ø Whiteboard Ø Projection Screen Ø Electronic Copy board Ø When used in conjunction with a computer and projector it becomes fully
interactive. Features
Ø Write over applications Ø Access functions easily with the Floating Tools
37
Ø Record your activity Ø Write over video Ø Type with the on screen keyboard Ø Save in Notebook software Ø Print and E mail notes Ø Display devices for Video Conferencing
Telecom Products Telecom operations of ARMSTRONG Infinet Ltd provide voice, data and video solutions for the enterprise segment. Partnering with world leaders like Ericssion, Tandberg and Samsung.
Ericssion has more 40 % market share in mobility worldwide and is spearing the mobility revolution. The latest offerings include Mobile Extension in PBX systems, which bring the PBX dial tone to the mobile phones making communication possible anytime. Frost and Sullivan awarded ARMSTRONG Ericssion with their Best marketing strategy award for PBX year 2002 . They have rated ARMSTRONG telephony market in India Ericssion as No. 2 players in Enterprise
COMPANY > History ARMSTRONG s Ltd is one of the pioneers in the Indian IT market, with its origins in 1976. For over quarter of a century, we have developed and implemented solutions for multiple market segments, across a range of technologi es in India. We have been in the forefront in introducing new technologies and solutions. The highlights of the ARMSTRONG saga are summarized below:
38
YEAR
HIGHLIGHTS - Foundation of the Company laid - Introduces microcomputer-based programmable calculators with wide acceptance in the scientific / education community - Launch of the first microcomputer-based commercial computer with a
1976
1677
ROM-based Basic interpreter - Unavailability of programming skills with customer results in ARMSTRONG developing bespoke applications for their customers - Initiation of application development in diverse segment such as textiles, sugar, paper, cement, transport - Formation of Far East Computers Ltd., a pioneer in the Singapore IT market, for SI (System Integration) solutions - Software Export Division formed at Chennai to support the bespoke application development needs of Singapore - ARMSTRONG launches an aggressive advertisement campaign with the theme even a typist can operate to make the usage of computers popular in the SME (Small & Medium Enterprises) segment. This proposition
1978
1980
1981
1983
involved menu-based applications for the first time, to increase ease of operations. The response to the advertisement was phenomenal . - ARMSTRONG develops special program generators to speed up the development of applications - Bank trade unions allow computerization in banks. However, a computer can only run one application such as Savings, Bank, Current account, and
1985
Loans etc. - ARMSTRONG sets up core team to develop the required software ALPM
(Advanced Ledger Posting Machines) . The team uses reusable code to reduce development efforts and produce more reliable code. ALPM 39
becomes the largest selling software product in Indian banks - ARMSTRONG designs and launches Unix PC clones - ARMSTRONG promotes 3rd party PC applications nationally - Zonal offices of banks computerization - Purchase specifications demand the availability of RDMS products on the 1986 supplied solution (Unify, Oracle). ARMSTRONG arranges for such products to be its platform. - ARMSTRONG assists customers to migrate from flat-file based systems to RDMS - ARMSTRONG enters into a joint venture with Hewlett Packard - ARMSTRONG assists ARMSTRONG to introduce new service: Systems Integration, IT consulting, packaged support services (basicline, team line) 1991 - ARMSTRONG establishes a Response Centre for HP products, which is connected to the HP Response Centre in Singapore. - There is a vertical segment focus on Telecom, Manufacturing and Financial Services - ARMSTRONG acquires and executes the first offshore project from IBM 1994 Thailand - ARMSTRONG sets up core group to define software development methodologies - Starts execution of Information System Planning projects 1995 - Execution projects for Germany and Australia - Begins Help desk services - Sets up the STP (Software Technology Park) at Chennai to execute 1996 software projects for international customers - Becomes national Integration partner for SAP 40 and general insurance companies adopt based computers and IBM
1997 1998
- Kolkata and Noida STPs set up - ARMSTRONG buys back HP stake in ARMSTRONG Hewlett Packard - Chennai and Coimbatore development facilities get ISO 9001 certification - Acquires and sets up fully owned subsidiaries in USA and UK - Sets up fully owned subsidiary in Australia - ARMSTRONG ties up with Broad as an integration partner - Sets up fully owned subsidiary in Australia - Chennai and Coimbatore development facilities get SEI Level 4
1999
certification 2000 - Bags Award for Top PC Vendor In India - Becomes the 1st IT Company to be recommended for latest version of ISO 9001: 2000 - Bags MAIT s Award for Business Excellence - Rated as No. 1 IT Group in India 2001 - Launched Pentium IV PCs at below Rs. 40,000 - IDC rated ARMSTRONG s No. 1 Desktop PC Company of 2001 - Declared as Top PC Vendor by Dataquest - ARMSTRONG s & Sun Microsystems enters into a Enterprise Distribution 2002 Agreement - Realigns business, increasing focus on domestic IT, Communication & Imaging products, solutions & related services - Become the first vendor to register sales of 50,000 PCs in a quarter - First Indian company to be numerous in the commercial PC market - Enters into partnership with AMD 2003 - Launched Home PC for Rs 19,999 - ARMSTRONG s Info Structure Service Division received ISO 9001:2000 certification - Launched Infiniti Mobile Desktop on Intel Platform 41
- Launched Infiniti PCs, Workstations & Servers on AMD platform
- 1st to announce PC price cut in India, post duty reduction, offers Ezeebee at Rs. 17990 - IDC India-DQ Customer Satisfaction Audit rates ARMSTRONG as No. 1 Brand in Desktop PCs - Maintains No. 1 position in the Desktop PC segment for year 2003 - Enters into partnership with Port Wise to support & distribute security & VPN solutions in India 2004 - Partner with Microsoft & Intel to launch Beanstalk Neo PC - Becomes the 1st company to cross 1 lack unit milestone in the Indian Desktop PC market - Partners with Union Bank to make PCs more affordable, introduces lowest ever EMI for PC in India - Launche d RP2 systems to overcome power problem for PC users - Registers a market share of 13.7% to become No. 1 Desktop PC company for year 2004 - Crosses the landmark of $ 1 billion in revenue in just nine months - Launch of ARMSTRONG PC for India, a fully functional PC priced at Rs.9, 990/- Rated as the No.1 Desktop PC company by IDC India - The Most Customer Responsive Company 2005 - IT Hardware Category by The Economic Times Avaya Global Connect. - Top 50 fastest growing Technology Companies in India & Top 500 fastest Growing Technology Companies in Asia Pacific by Deloitte & Touché . By Deloitte & Touché - 7th IETE Corporate in Asia 2005 for performance excellence in the field 42 Dataquest - Best Employer 2005 with five star ratings by IDC India Dataquest. 2005
of Computers & Telecommunication System by IETE. - Best Bhoomi Brand 2005 by 360 magazine - In the PC category - In the LCD Monitor category. - India s No.1 vendor for sales of A3 size Toshiba Multi Functional Devices for the year 04 05 by IDC. - Toshiba Super Award 2005 towards business excellence in distribution of Toshiba Multifunctional products, - Strategic Partner in Excellence Award by In focus Corporation for projectors. - Most valued Business Partner Corporation in 2005. - 75,000 + machines produced in a single month - ARMSTRONG s in partnership with Toshiba expands its retail presence in India by unveiling shopToshiba - ARMSTRONG s & Nokia announce a long term distribution strategy - ARMSTRONG the leader in Desktops PCs unvells India s first segment specific of notebooks brand 2006 (till June) ARMSTRONG Leap tops - IDBI selects ARMSTRONG as SI partner for 100 branches ICT infrastructure rollout - ARMSTRONG s showcases Computer Solutions for the Rural Markets in India - ARMSTRONG Support wins the DQ Channels-2006 GOLD Award for Best After Sales Service on a nationwide customer satisfaction survey conducted by IDC - ARMSTRONG AND ZEE growth in India - ARMSTRONG s First in India to Launch the New Generation of High 43 Dish TV team up to DTH TV to its next level Award for projectors by In focus
Performance Server Platforms Powered by Intel Dual Processor
Core Xeon 5000
INTRODUCTION TO TRAINING IN ARMSTRONG
ARMSTRONG like any other organization too followed traditional methods of Training like the conventional method of picking up a few programmes and then short listing it to various fields like General Management, Behavioral science, Communication skills, Team building, ISO 9000, TQM, Improving Quality of life, MS Office etc., Based on the short listed programmes an annual calendar was prepared and announced. But this traditional method had many drawbacks as the following: · · ·
Having planned and organized programmes the managers had to wait anxiously for nominations. The managers also faced problems in getting nominations. People who could be spared would be rushed to the programmes and not the needy.
All the above drawbacks gave arise to a new approach. Thus in Bangalore unit of ARMSTRONG, a new approach was attempted to give thrust to What the Company needs for future and not what the Individual wants and also to satisfy ISO 9000 requirements . ARMSTRONG Training Framework Training Practices
Training Instruments Technical Skills Training
Training Needs 44 Analysis
Training Infrastructure Training Administration
Quality Training Soft Skills Training
Having the proper training instrument, infrastructure and administration in place ARMSTRONG outlines its training practice which helps in addressing the training needs of its employees. We believe in the overall development of an individual and hence equal and deliver the best in any given circumstance. Training Practices - Identifying the Training needs by focusing on future efficiencies and the business requirement. - Familiarization Program for the new joiners (Experienced level people) with a dedicated team of professional s on a monthly basis. - Comprehensive Induction Program for the New Joinees (Freshers) - Management Development Program for middle management without a formal management degree. - Mandatory Quality Training for all the employees. - Technical Training Programs for the Software professionals based on the Project requirement. - Orientation Program for Employees heading for an overseas assignment. - Post Training Development Plan (PTDP) includes Comprehensive evaluation through refresher courses, Quizzes - Creation of a skill database. Training Need Analysis
45
The Training needs is analyzed depending on the skill required, performance appraisal and the manager s recommendations
Skill Analysis - Skill Gap Bridging: Training in related skills/Case tools - Re-skilling requirements: For future enhancement of the employee knowledge and the needs of the markets Performance Appraisal Skill Up-gradation: Advanced training in a particular skill or training on advanced versions of a product/application Skill Broadening: Multi-Skilling
Manager s Recommendation Behavioral & Personal Development Training Role Based: Project Management , Quality systems, etc.
Technical Training
Training is provided by in-house experts or certified trainers in area s related to Systems Analysis & Design, Programming Language, Applications/Software Packages, Networking, Hardware Platforms, Systems Administration etc, depending on the skills required by the employee. Quality Training
Philip Crosby s
Quality Education system, has been found to be effective tools in fulfilling the
individual s need/commitment to improve and enabling the individual to respond to the organizations need/commitment to improve. Every employee is given training in QES methodology.
46
Being a CMM Level 4 Certified and ISO 9001 organization, the employees are trained on Software Quality systems including aspects like Configuration Management, Documentation Standards/Systems etc that ensure the delivery of quality software products and services. Soft skills Training Personal and behavioral development of the employees is a major emphasis of the management and regular training in Communication Skill, Leadership, time and Stress management, Etiquette, team building is provided to the employees. This not only helps in the employees developing an overall personality but also helps our employees in adapting to the requirements of the any project. Training Administration
ARMSTRONG has Training Center s supervised by Training Center Head with in-house facility augmented by external faculty. It is ensured that Project Managers are also part of the faculty imparting Project Management training. Training Infrastructure
We have dedicated Conference & Training Rooms for the Training Depts. in each of the development Center s. These are equipped with the latest multimedia and interactive training tools. We also make use of CD-based training modules & associated software for increasing the reach of training base. Our Libraries are equipped with the latest books, journals, magazines, CD s on a wide variety of topics ranging from IT to Strategic Management . Training Instruments
47
Focused group discussions, Case Analysis, Role Plays, Video Shows, Business Games, Individual Exercises, Lecture Sessions are some of the Training instruments employed by ARMSTRONG Insys in their Training Programs.
To demonstrate a small example of ARMSTRONG s commitment towards Training
We have been holding the ARMSTRONG Insys Management Development Programme at XLRI Jamshedpur [one of India s Premier Business Schools] for 13 years in succession now. This is a 15-day to 1 month Programme for middle level managers covering all the functional areas which this helps our employees across functions to get a holistic
management picture. This is not only restricted to class room lectures, the participants have to take up a solid Action Plan and are empowered to take personal responsibility for improving the way we work.
SALIENT FEATURES OF COMPUT ERIZED TRAINING MANAGEMENT SYSTEM:
I. Nominations for all in-house Programmes are made online. II. Training record updation and attendance are online for in house programmes. III. Sponsoring to external seminar and workshop through Center for Training and Development (CTD) and hence recorded and made available on-line. MODES OF TRAINING: The ARMSTRONG organization has two modes of training for its employees. They are Inhouse Training and Institutional Training. INHOUSE TRAINING: 48
This is a mode of training arranged within the company for both Executives and Non-Executives. Here the Company takes the whole responsibility of arranging the training programmes like selecting the fields and topics for the training programmes, arranging efficient faculties, notifying the required employees for training. This mode of training programmes is provided to both the Executives and Non-Executives
INSTITUTIONAL TRAINING: This is a mode of training held outside the organization in various institutions or other organizations. Here the Company sponsors for its employees to attend the training
programmes. This mode of training is mainly provided to the Executives.
OBJECT IVES OF TRAINING: ·
To examine the adequacy of the present system of training executives and non executives vis-à-vis the requirements in various business and functional areas, Quality, marketing, materials, Finance, Personnel, Services Management etc.,
· ·
To recommend structures and other training programmes or seminars to the executives and non-executives to meet the challenges in their work area. The contents and duration of training programmes both internal/external should be designed optimally so as to improve the potential of the individuals to cope with future business trends of the company.
·
Each structures programmes should have inbuilt module for feedback, evaluation and action plan for implementation and provide for follow-up and review mechanism so as to ensure accountability.
49
·
The training needs of the executives and Non-Executives both technical and managerial could be satisfied keeping in view the objectives of the company
CALENDER OF TRAINING PROGRAMMES FOR THE MONTH OF OCTOBER 2006 GENERAL PROGRAMMES · · · · · · · · · · · · · ·
Team building Improving Quality of life Communication skills General Safety I Can Women in Industry Safety-First Aid Training Company Standardization Enhanced Productivity through Elimination of Hidden costs Emotional Intelligence Creativity at Work place Safety superiors Safety Environmental Awareness Safety Assembly and Testing staff
TECHNICAL PROGRAMMES · ·
Gemba Kaizen TQM 50
· · · ·
Six Sigma Bench Marking Concurrent Engineering Innovation Project Management ISO 9001-2001 awareness
IMPORTANCE OF TRAINGING AT ARMSTRONG ARMSTRONG has been giving a lot of importance to Training and Development of its employees and executives by providing opportunities for them to get trained through out their career not only in their chosen technical field but also in other fields like General Management, Computer skills, Communication skills, Behavioral Science. The Company last year spent approximately Rs.420 lakhs towards Training and Development expenses.
The company has included Training as one of the parameters in their Memorandum of Understanding with the ministry. As per it, every employee has to be trained for at least 2.2 days in a year and at least 36% of the employees have to be covered by training every year. State-of the Art training aids to conduct all kinds of training programmes.
The results after consolidation were such that there were programmes for which only a few had indicated the need but there were programmes for which a large number of people had a need. Hence, first it was decided to sponsor people to courses conducted by outsiders. Then after it was decided to conduct the in-house programmes inviting experts from outside.
To fulfill the needs of technical programmes with specific requirements a committee of advisors from Technical departments was formed. The committee was made responsi ble for deciding the content of each programmes ad the subject expert.
Regarding the in house programmes the CTD department is supposed to firm up the programmes for a month and put it online the previous month. Nominations are also made online by the departments. A week before the starting dates of the programmes. The 51
coordinators in charge in CTD checks the online status of nomination across BG complex. Here the executives of the company are also given chances of indicating programmes other than recommended by the committees. The reporting and reviewing officers were asked to vet these programmes and were fed to MRPII system to be stored in a file called Training and Development need file .
52
ANALYSIS AND INTERPRETATION OF DATA
EVALUATION OF TRAINING PROGRAMMES
The company uses a feedback form at the end of the training session to collect the employee s opinion that helps in evaluating the effectiveness of training. The responses to the feedback also reveal the satisfaction of dissatisfaction of the employees towards the training programmes.
The training programmes are basically conducted for a full day handled by a single faculty or by two or more faculties.
The feedback forms are of two types: 1. Single faculty feedback form 2. Multiple faculty feedback form This feedback form tries to extract the opinions regarding a) Communication effectiveness b) Quality of Examples c) Interaction between faculty and participants d) Use of teaching aids e) Usefulness of training and participants f) Releventness of the programmes contents The feedback form is the best tool to measure the effectiveness of training programmes as it gives quick responses of the held programmes on the same day.
Table 1: The Executives Grades of the Respondents 53
Executive Grade
Number Respondents
of
Percentage
E1
7
14%
E2
15
30%
E3
12
24%
E4
8
16%
Graph
1: The
E5
5
10%
Executive Grades of the Respondent s
E6 Total
3 50
6% 100%
50 40 30 20 10
54
Analysis:
0
E1 E2 E3 E4 E5 E6 Total
Out
of
50
respondent s 14% of E1, 30% of E2, 24% of E3, 16% of E4,
Number of Respondents
Percentage
10% of E5, 6% of E6 respectively Inference: The Graph indicates that 30% of the respondents belong to the Executive Grade 2and very few respondent s belong to the Executive Grade
Table 2: Number of years of service of the respondents in ARMSTRONG s. Ltd Serial Number Year of Service Number Respondents 1 5-10 26 52% of Percentage
2
11-15
11
22%
Graph 2: Number
3
16-20
6
12%
5:10 1 1 :1 5
4
25 more Total
years
and 7 50
14% 12%
14% 100%
1 6 :2 0 2 5 y e a rs a n d m o re
52% 22%
55
of years of service of the respondents in ARMSTRONG s. Ltd
Analysis: Out of 50 respondent s the 52% of 5
10 years of service, 22% of 11-15 of service,
12% of 16-20 years, and 14% of 25 years & above.
Inference: More than 50% of the respondents have 5-10 years of experience and very few belong to the service category 25 years and more. This implies that the project study was mainly focused to the low experienced peopled to get the latest information of training programmes.
Table 3: The Age group of the respondents of ARMSTRONG employees
Age in Years 20-30 yrs
Number of Respondents 22
Percentage 44%
31-40 yrs
14
28%
41-50 yrs
8
16%
51-60 yrs Total
6 50 56
12% 100%
Graph 3: The Age group of the respondents of ARMSTRONG employees
Age group of the respondents
Total
50 100% 6 8 16% 14 28% 22 44%
51- 60 yrs
12%
41 - 50 yrs
Number of Respondents Percentage
31- 40 yrs
20 - 30 yrs
Analysis: From the Table 3 it can be analyzed that 44% of 20-30 yrs, 28% of 31-40 yrs, 16% of 41-50 yrs, 12% of 51-60 yrs respondents of the age group. Inference: The Graph indicates that 44% of the respondents belong to the age group of 20 30 years and very few respondents belong to the age group of 51-60 years. This implies that the study has mainly focused on respondents of low age to get fresh data.
57
Table 4: Number of respondents who have attended the training programmes.
Number of Respondents Training attended Percentage
Training not attended Percentage
50
50
100%
0
0
Graph 4: Number of respondents who have attended the training programmes.
58
Number of respondents having attended the training programmes
Percentage 100%
Analysis: From the Table 4 it can be analysed 100% of the respondents have attended the training programme. Inference: The graph indicates that all the 50 respondents have attended the training programmes. This implies that the ARMSTRONG s Ltd. has well structured and regular training programmes for all the employees in various fields.
Table 5: The Training Mode preferred by the respondents of the ARMSTRONG s. Ltd
59
Modes of Training
Respondents
Percentage
In House Training
13
26%
Institutional Training
37
74%
Total
50
100%
Graph 5: The Training Mode preferred by the respondents of the ARMSTRONG.
60
Mode of Training preferred
26%
74%
In House Training Institutiona l Training
Analysis: From the Table 5 it can be analyses that the respondents prefer 26% of In House Training & 74% of Institutional Training. Inference: The Graph indicates that 74% of the respondents prefer institutional training than In-house training. The preference given to In-house training is 26% only.
Table 6: Frequency of Training Programmes attended by the employees
Reasons
Respondents
Percentage 61
Monthly
11
16%
Quarterly
20
40%
Half Yearly
14
28%
Yearly
5
16%
Total
50
100%
62
Graph 6: Frequency of training Programmes attended by the employees
16%
16%
Monthly Quarterly Half Yearly 28% 40% Yearly
Analysis: From the Table 6 it can be analyses that 16% of Monthly, 40% of Quarterly, 28% of Half Yearly, 16% of Yearly Training Programmes are attended by the respondents. Inference: The Graph indicates that 40% of the respondents have attended the training programmes quarterly (once in 3 months) and few have attended the yearly training programmes. This implies that the company gives more importance for regular quarterly training programmes than the yearly training programmes.
Table 7: The Benefits derived and un-derived by the general training modules.
63
Training Models
Attended Responde nts Percenta ge 62% 34% 48% 32% 26% 32%
Benefited Responde nts 46 50 50 50 48 48 Percent age 92% 100% 100% 100% 96% 96%
Unbenefited Respond ents 4 0 0 0 1 2 Percenta ge 8% 0% 0% 0% 4% 4%
Team Building Improving Quality of life Safety Practices 7 Habits of highly effective people Domestic Enquiry Creativity at work place Emotional Intelligence Women Industry in
31 17 24 16 13 16
15
30%
50
100%
0
0%
12
24%
50
100%
0
0%
Graph 7: The Benefits derived and un-derived by the general training modules
64
Benefits and unbenefits of General Training Modules 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11
Unbenefited Benefited Attended
Analysis: From the Table 7 it can be analyses that 92% are Benefited & 8% are Unbenefited from the Team Building, 100% are Benefited in Improving Quality of life, 100% are Benefited from the Safety Practices, 100% are Benefited from the 7 Habits of highly effective people, 96% are Benefited & 4% are Unbenefi ted from Domestic Enquiry, 96% are Benefited & 4% are Unbenefited from the Creativity at work place, 100% are Benefited from the Emotional Intelligence, 100% are Benefited from the Women in Industry by the general Training modules. Inference: The graph shows that a good percentage of the respondents have attended the training programmes and when talking of the benefits all the respondents have derived good benefits from all the training programmes. Most of the employees have derived 100% benefits from programmes like Improving Quality of life. Safety Training, Good food practices Emotional Intelligence and Women in Industry. Only a few employees of 2-4% has not derives benefits from programmes other then mentioned above.
Table 8: The Benefits derived and un-derived by the Technical training modules:
65
Training Models
Attended Responde nts Percenta ge 40% 42% 28% 24% 24% 34% 22%
Benefited Responde nts 50 48 49 50 50 48 50 Percent age 100% 96% 98% 100% 100% 96% 100%
Unbenifited Respond ents 0 2 1 0 0 2 0 Percenta ge 0% 4% 2% 0% 0% 4% 0%
Gemba Kaizen TQM Six Sigma Bench Marking Concurrent Engineering Innovation Project Management ISO 9001:2001
20 21 14 14 14 17 11
awareness
13
26%
48
96%
2
4%
Graph 8: The Benefits derived and un-derived by the Technical training modules:
66
Benefits and unbenefits of Technical Training modules 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11
Analysis: From the Table 8 it can be analyses out of the respondents 100% are Benefited from the Gemba Kaizen, 96% are Benefited & 4% are Unbenefited from the TQM, 98% are Benefited & 2% are Unbenefited from the Six Sigma, 100% are Benefited from the Bench Marking, 100% are Benefited from the Concurrent Engineering, 96% are Benefited & 4% are Unbenefited from the Innovation, 100% are Benefited from the Project Manage ment, , 96% are Benefited & 4% are Unbenifited from the ISO 9001:2001 awareness. Inference: The Graph shows that a good percentage of the respondents have attended the training programmes and when talking of the benefits all the respondents have derived good benefits from all the training programmes Most of the employees have derived 100% benefits from Programmes like Gemba Kaizen, benchmarking, concurrent engineering, project management. Only a few employees of 2-4% has not derives benefits from few programmes other then mentioned above.
Unbenifited Benifited Attended
Table 9: Level of Employee Satisfaction with the Training programmes.
67
Reasons
No of Respondents
Percentage
Highly Satisfied
7
14%
Satisfied
27
54%
Not Sure
9
18%
Dissatisfied
5
10%
Highly Satisfied
2
4%
Total
50
100%
Graph 9: Level of Employee Satisfaction with the Training programmes.
68
Employee Satisfaction Level
10% 18%
4%
14%
Highly Satisfied Satisfied Not Sure Dissatisfied
54%
Highly Satisfied
Analysis: From the Table 9 it can be analyses that the respondents are14% of Highly Satisfied, 54% of Satisfied, 18% of Not Sure, 10% of Dissatisfied, 4% of Highly Satisfied with the Training Programme. Inference: The Graph Indicates that 54% of the respondents are satisfied and a very less number of respondents are dissatisfied with the training programmes. 9% of the respondents are not able to decide whether they are satisfied or dissatisfied with the training programmes. Table 10: Confidence level in managing the work attending the training programmes.
69
Reasons
Number Respondents
of
Percentage
Highly Confident
6
12%
Confident
30
60%
Not Sure
10
20%
Unconfident
3 2 50
6% 4% 100%
Highly Unconfident Total
Graph 10: Confidence level in managing the work attending the training programmes.
70
No of respondents
6% 20%
4%
12%
Highly confident confident Not sure Unconfident Highly Unconfident
60%
Analysis: From the Table 10 it can be analyses that the respondents are 12% of Highly Confident, 60% of Confident, 20% of Not sure, 6% of Unconfident, 4% of Highly Unconfident with managing work after attending the Training Programme. Inference: The Graph indicates that 60% of the respondents are confident in managing their work after attending the training programmes, 12% of the respondents are highly confident and only 4% are not highly. This implies that the training programmes arranged in the organization have good impact on its employees.
Table 11: Improvement Level of Knowledge through Training Programmes
Number Reasons Respondents 71
of
Percentage
Highly Improved
7
14%
Improved
30
60%
Not Sure
7
14%
Unimproved
2
4%
Highly Unimproved Total
4
8%
50
100%
Graph 11: Improvement Level of Knowledge through Training Programmes
72
Improvement Level of Knowledge through Training Programmes
4% 8% 14%
14%
Highly Improved Improved Not Sure Unimproved Highly Unimproved
60%
Analysis: From the Table 11 it can be analyses that the respondent s of improvement level of Knowledge are 14% of Highly Improved, 60% of Improved, 14% of Not Sure, 4% of Unimproved, 8% of Highly Unimproved Inference: The graph indicates 60% of the employees knowledge have been improves after attending the training programmes and only 2-4% of employees respond that there is no change in knowledge before and after attending the training programmers. The response of the employee implies that the training programmes has put maximum efforts to improve its employees knowledge through training programmes
Table 12: Providing opportunity to the employees to express their work related problems.
73
Reasons
Number Respondents
of
Percentage
Highly Agree
5
10%
Agree
15
30%
Not Sure
11
22%
Disagree
8
16%
Highly Disagree
11
22%
Total
50
100%
Graph 12: Providing opportunity to the employees to express their work related problems.
74
Oppurtunity for problem expression
Highly Disagree 22%
highly Agree 10%
Disagree 16% Not Sure 22%
Agree 30%
Analy sis: From the Table12 it can be analyses that the respondent s are 10% of Highly Agree, 30% of Agree, 22% of Not Sure, 16% of Disagree, 22% of Highly Disagree with the providing opportunity to the employees to express their work. Inference: The Graph indicates that 30% of the employees feel that they are provided an opportunity to express their problems of work. 22% of the employees are of the opinion that they are not provided any opportunity to express work related problems.
Table 13: Role of Training programmes in fetching up faster promotion for the employees.
75
Reasons
Number of Respondents
Percentage
Highly Fetch
4
8%
Fetch 3 6%
Not Sure 14 28%
Do not fetch 11 22%
Highly Don t fetch 18 36%
Total
50
100%
Graph 13: Role of Training programmes in fetching up faster promotion for the employees.
76
Fetching up of faster promotions
60 50
No of respondents
50 40 30 20 10 0 highly Fetch Fetch not sure Do not Fetch Highly Don't fetch Total 4 8% 3 6% 14 28% 18 11 22% 36% 100% No of Respondents Percentage
Analysis: From the Table 13 it can be analyses that the respondents are 8% of Highly Fetch, 6% of Fetch, 28% of Not Sure, 22% of Do not fetch, 36% of Highly Don t fetch with the Training programme in fetching up faster promotion of the employees.
Inference: The Graph shows that 36% of the employees are of the opinion that the training programmes do not fetch faster promotions. Only 6-8% of the employees respond that Training programmes help in fetching faster promotions. 28% of the respondents are not sure. This implies that training programmes do not influence for fetching up faster promotions.
Table 14: Role of the training programmes in Performance Appraisal 77
Reasons
Number Respondents
of
Percentage
Highly Agree
4
8%
Agree
22
44%
Not Sure
9
18%
Disagree
3
6%
Highly Disagree
12
24%
Total
50
100%
Graph 14: Role of the training programmes in Performance Appraisal
78
Training programmes role in performance appraisal
24% 6% 18%
8%
44%
Highly Agree Agree Not Sure Disagree Highly Disagree
Analysis: From the Table 14 it can be analyses that out of the 50 respondents 8% are Highly Agree, 44% are Agree, 18% are Not Sure, 6% are Disagree, and 24% are Highly Disagree with the Training Programme in Performance Appraisal.
Inference: The graph identifies that 44% of the employees accept that training programmes play role in performance appraisal and 6-24% of the employees do not accept it. 18% of the employees are not sure whether the training programmes play a role in performance appraisal or not.
79
Table 15: Relevance of Training programmes to the employee s respective jobs.
Reasons
Number Respondents
of
Percentage
Highly Relevant
10
20%
Relevant
24
48%
Not Sure
8
16%
Irrelevant
3
6%
Highly Irrelevant
5
10%
Total
50
100%
Graph 15: Relevance of Training programmes to the employee s respective jobs.
80
Relevance of training programmes
10% 6%
20%
16%
Highly Relevent Relevent not sure Irrelevant Highly Irrelevant
48%
Analysis: From the table it can be analyses that out of the 50 respondents 20% are Highly Relevant, 48% are Relevant, 16% are Not Sure, 6% are Irrelevant, and 10% are Highly Irrelevant with respect to the relevance of Training Programmes.
Inference: The graph indicates that 20-48% of the employees respond that Training programmes are relevant to their jobs. A very few employee s of 10% say the training programmes are not relevant to their jobs. This implies that the training programmes of ARMSTRONG are made relevant to the employee s job.
Table 16: Role of training programmes in personality development
81
Reasons
Number Respondents
of
Percentage
Highly Agree
7
14%
Agree 30 60%
Not Sure 6 12%
Disagree
2
4%
Highly Disagree 6 12%
Total
50
100%
Graph 16: Role of training programmes in personality development 82
Role of Training programmes in Personality Development
4% 12% Highly Agree Agree Not Sure Disagree 60% Highly Disagree
12%
14%
Analysis: From the Table 16 it can be analyses that out of 50 respondents 14% are Highly Agree, 60% are Agree, 12% are Not Sure, 4% are Disagree, and 12% are Highly Disagree with the Training Programme in personality Development
Inference: The graph implies that 60% of the employees accept that training Programmes play an important role in Personality Development. Only 4-12% of the employees do not accept the role of training programmes in personality development.
Table 17: Aware of self-strengths and weaknesses through training programmes.
83
Reasons
Number Respondents
of
Percentage
Highly Aware
7
14%
Aware
27
54%
Not Sure
9
18%
Not Aware
3
6%
Highly Not Aware
4
8%
Total
50
100%
84
Graph 17: Aware of self-strengths and weaknesses through training programmes.
Aware of self strengths and weaknesses
6% 18%
8%
14%
Highly Aware Aware Not sure NotAware Highly not aware
54%
Analysis: From the Table 17 it can be analyses that out of 50 respondents 14% are Highly Aware, 54% are Aware, 18% are Not Sure, 6% are Not Aware, and 8% are Highly Not Aware with the self strengths and weakness through training programmes. Inference: The graph indicates that 14-54% of the respondents have become aware of their strengths and weaknesses after attending the training programmes. Only 6-8% of the respondent s say that they find no change even after attending the training programmes. Table 18: Management support towards training its employees.
Number Reasons Respondents 85
of Percentage
Highly Agree
9
18%
Agree
28
56%
Not Sure
6
12%
Disagree
3
9%
Highly Disagree
4
8%
Total
50
100%
Graph 18: Management support towards training its employees.
86
Management support towards training its employees
9% 8% 12% Highly Agree Agree Not Sure Disagree 56% Highly Disagree
18%
Analysis: From the Table 18 it can be analyses that out of 50 respondents 18% are Highly Agree, 56% are Agree, 12% are Not Sure, 9% are Disagree, and 8% are Highly Disagree with the Management Support towards training its employees. Inference: The graph indicates that 18-56% of the employees of the opinion that management support towards training its employees is good and only a few employees of some 8% say that management support towards training its employees is poor. This implies that the relationship of the employees with that of the management is good.
Table 19: Training programmes meeting the needs of the organization.
Number Reasons Respondents 87
of Percentage
Highly Agree
18
16%
Agree
26
52%
Not Sure
10
20%
Disagree
3
6%
Highly Disagree
3
6%
Total
50
100%
Graph 19: Training programmes meeting the needs of the organization.
88
6% 6% 20%
Highly Agree 16% Agree Not Sure Disagree
52%
Highly Disagree
Analysis: From the Table 19 it can be analyses that out of 50 respondents 16% are Highly Agree, 52% are Agree, 20% are Not Sure, 6% are Disagree, and 6% are Highly Disagree with the Training Programmes meeting the needs of the organization. Inference: It can be interpreted that 525 of the employees agree that the training given by the company is meeting the Organizational needs by providing the organization with productive employees.
Table 20: Level of Interaction with the training faculties.
89
Reasons
Number Respondents
of
Percentage
Highly Agree
9
18%
Agree
31
62%
Not Sure
5
10%
Disagree
2
4%
Highly Disagree
3
6%
Total
50
100%
Graph 20: Level of Interaction with the training faculties.
90
6% 4% 10% 18% Highly Agree Agree Not Sure Disagree Highly Disagree 62%
Analysis: From the table it can be analyses that out of 50 respondents 18% are Highly Agree, 62% are Agree, 10% are Not Sure, 4% are Disagree, and 6% are Highly Disagree with the Level of Interaction with the Training faculties. Inference: The Graph shows that 62% of the employees agree that they had good interaction with the training faculties. 4 - 6% of employees disagree that they had good interaction with the training faculty.
Table 21: Response to the feedback forms given at the end of the training session.
91
Reasons
Number Respondents
of
Percentage
Yes
41
68%
No
19
32%
Total
50
100%
Graph 21: Response to the feedback forms given at the end of the training session.
92
32% Yes No 68%
Analysis: From the Table 21 it can be analyses that out of 50 respondents 68% are yes and 32% are No with response to the feedback forms given at the end of the training session. Inference: The graph shows that 68% of the employees agree that they have responded to the feed back forms given at the end of the training programmes.
Table 22: Interested in attending more training programmes.
Number 93
of Percentage
Respondents Reasons
Yes
48
96%
No
2
4%
Total
50
100%
Graph 22: Interested in attending more training programmes.
94
Employees intrested in attending more training programmes
96% 4%
Yes
No
Analysis: From the data it can be analyses that out of 50 respondent s 96% are Yes and 4% are No with Interested in attending more training programmes. Inference: The graph shows that 96% of the respondents require more training programmes in various fields. The rest 4% of them are not interested in attending more training programmes. This shows that employees are interested in attending the training programmes in various fields.
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
95
Findings:
1. All the 50 respondents consider that Training plays a very important role in the organizations. 2. It was found that the organizations arrange well-experienced and resourced people to handle the training programmes. 3. It was also found that employees working in shifts are not able to attend the training programmes 4. Training is imparted with the sole reason of meeting the organizational needs. 5. Majority of the employees are satisfied with the training programmes. 6. According to the responses it was confirmed that Training was positively relevant with nature of the job. 7. Employees are of the opinion that training should be held for every quarter of the year, If not at least for every half year. 8. The survey also revealed that the employee s receive full support from the manage ment for attending the training programmes. 9. Majority of the respondents have agreed the following positive changes after attending the training programmes. · · · · · Increased the confidence level in managing the work better. Overall personality development. Aware of self strengths and weakness pertaining to job Maintenance of good relationship between the management and its employees. Discussion of problems about the job.
10. Respond ents are of the opinion that they require more training programmes in various fields. 11. Having good interaction with the training faculty and responding to the feed forms exposes the employee s interest in attended the training programmes.
96
RECOMMENDATIONS
· Most of my project respondents had a short experience of service which means that they have still 60% of their years of service in ARMSTRONG. And hence the company should provide good and relevant training programmes to derive the best results from the manpower so as to meet the needs of the organization. · As 74% of respondent s have chosen Institutional mode of training, the company should give training to its employees in their selected mode. importance of In-house mode of training to its employees. · Most of the employees are satisfied with the present training programmes. Hence the company should further update the training programmes with latest advancemans and continue the satisfaction level. · The study remains that most of the employees are aware of the training programmes conducted at ARMSTRONG, but the number of programmes attended is minimum. This shows that though they are aware of the programmes, it becomes necessar y to encourage them to attend more number of programmes in a year rather than in their entire tenure at ARMSTRONG. A mandatory annual number of programmes to be attended should be prepared and updated. · The employees seem to agree that the training as a positive effect like improvement in personality development, increase in confidence in managing their work providing opportunity to discuss the problems related to work. Accordingly the employees should be made to focus on the other benefits of training rather than only for promotion. · Majority of the employees have also accepted the fact that the training programmes conducted are relevant to their job. This helps them to discuss the pros and cons of the job in detail and makes the employees manage their work easily and efficiently. · The surveyed employees happily expressed that the management provided them full support to attend the training programmes. Providing full support by the management is just not enough, it is also necessary for the management to discuss the training 97 It should also enhance the
objectives with its employees and encourage them for attending more number of training programmes. · Good interaction with the training faculty has made the employees feel comfortable to discuss their problems pertaining to job. · To achieve successful results from the Training programmes the Company has to periodically evaluate the training programmes based on various factors like production factors, general observation, human resource factor, performance tests, cost value relationship etc., · To obtain Successful Evaluation the Company has to Support throughout the evaluation process with the help of various factors like human resources, time, finance, equipment and availability of data source, records etc., · The company should also open communication channels among top management, participants and those involved in providing data etc., and there should be an existence of sound management process
CONCLUSION
Training is an investment-more we do better we perform
Training is one of the important activities to understand that a specific training activity is only one event or phase in the total management education and development process. So the company should take special care while framing training programme.
The study reveals that the company has a good team of training personnel, Training each department. The performance after training programme must be self-motive and must create confidence in the employees. 98
Training is only one of many factors, which influence the performance of organizational units and affecting as many areas of activity as possible. Some of the respondents are satisfied regarding this programme.
Effectiveness of Training has a tremendous value for further course planning, especially for improving the performance and selecting the right methods of teaching and training, it also help in practical applications.
Hence, Effectiveness of Training program plays an important role in the organization whether Government or Non-government. Thus recognizing the need and purpose of employee training programme helps to build up the image of the company.
BIBLIOGR APHY
BOOKS: C.B. MAMORIA AND S.V. GANKAR. Personal Management, Himalaya Publications N.G. NAIR & LATHA NAIR. 1999 Personnel Management and Industrial Relations. S. Chand & company Ltd New Delhi Page no. 146 185.
Dr. P. Subba Rao. 1999 Essentials of Human Resource Management and Industrial Relations: Himalaya Publications House Mumbai. Page No.245 323
99
S.A. Stugis Hiller (Editor) 1996 How to Manage People, Jaico Publishing house. Mumbai. Page No. 252 255 & 307 315
K. Ashwathappa 1999 Human Resource and Personal Management. Tata Mc Graw-Hill Publishing Company Ltd., New Delhi Page No. 189-221. David A. DECENZO and STEPHEN P. ROBBINS 1988 Personnel and Human Resource Management, Third Edition, PHI New Delhi Page No. 260. C.R. Dolley Training within industry in US , Tavistook publication 1969 REPORT S: Annual Report Web Sites: www.Armstronginfinet.com www.google.com
London
ANNEXURE QUESTIONN AIRE
QUESTIONAI RE FOR STUDYING THE DEVELOPMENT AT ARMSTRONG S LTD. EFFECTIVENESS OF TRAINING AND
Hello sir/Madam, I am Manjunatha L doing MBA in KSOU University, be thankful to you, if you kindly spare few valuable minutes for filling the following questionnaire. The information provided by you will be exclusively used for my project work only. I. PERSONAL PROFILE a) Name: b) Designation: c) Executive grade: d) Department: e) Service in ARMSTRONG: 100
a) 5-10yrs c) 21-25yrs e) 30yrs more
b) 11-20yrs d) 26-30yrs
f) Age group: a) 20-30yrs c) 41-50yrs3 II PROJECT DETAILS Q1) Have you ever attended any Training Programmes conducted in Armstrong during the last 2years? Yes · No b) 31-40yrs d) 51-60yrs
If answer to question 1 is NO please discontinue, If YES please proceed with filling the questionnaire.
Q2) How often have you attended the training programmes? Monthly Quarterly Half Yearly Yearly
Q3) How many training programmes have you attended so far? 1 2 3 4 5&more
Q4) Which mode of training do you prefer? In-house training Institutional training
Q5) Have you attended the following Training modules & how you rate them? GENERAL TRAINING PROGRAMMES TRAINING MODULES ATTENDED YES/NO HAS BENEFITED 101 HAS UNBENEFITED
Team Building Improving quality of life Safety practices 7 habits of Highly effective people Domestic enquiry Creativity at work place Emotional Intelligence Women in Industry TECHNICAL TRAINING PROGRAMMES TRAINING MODULES Gemba Kaizen TQM Six Sigma Bench Marking Concurrent Engineering Innovation Project Management ISO 9001:2000 awareness ATTENDED YES/NO HAS BENEFITED HAS UNBENEFITED
*Please use the following scale for rating the following questions* 1. Highly agree 2. Agree 3. Not Sure 4. Disagree 5. Agree Q6) Are you satisfied with the training programmes at Armstrong? 1 2 3 4 5
Q7) Did you feel more confident in managing the work after attending the training programmes? 1 2 3 102 4 5
Q8) Did the training programmes improve your knowledge in different fields of work? 1 2 3 4 5
Q9) Did the training programmes offer you an opportunity to express your problem about the job? 1 2 3 4 5
Q10) whether the training programmes has helped you fetch faster promotion? 1 2 3 4 5
Q11) Are the training programmes a part of the performance appraisal? 1 2 3 4 5
Q12) Were the training programmes relevant to your job? 1 2 3 4 5
Q13) Did the training programmes helped for your personality development? 1 2 3 4 5
Q14) Are you aware of your strength and weaknesses after attending the training programmes? 1 2 3 4 5
5) Does the management provides you full support to attend the training programmes? 1 2 3 4 5
Q16) Did the training programmes help you to reach your personal goals and also the organizational goals? 1 2 3 4 5
Q17) Did you have good interaction with the training faculty? 1 2 3 103 4 5
Q18) Have you responded to the feedback forms given at the end of the training sessions? 1 2 3 4 5
Q19) Do you feel you need more training in any other particular field? 1 2 3 4 5
Q20) Do you interested in attending more training programmes. YES NO
Q21) Training programmes meeting the needs of the organization.
104
105
106
107
108
doc_216865002.pdf
PART: A A sound becomes music when trained person does it . Every organization needs to have well adjusted trained and expertise people to perform the activities that must be done. As job in today s dynamic organizations have become has increased. In adequate job performance are a decline in productivity are changes resulting out of the job redesigning or a technological break to require some type of training and development efforts. As the job becomes more complex the importance of employee development also increases.
In a rapid changing society, employees training and development is not an activity i.e. desirable but also an activity that an organization must commit resource to if it is to maintain a viable and knowledge work force. Meaning The team training refers to the programme that facilitated learning process, which results in development
Training is a process of learning a sequence programmed behaviour. It is application of knowledge it is gains people an awareness of the rules and procedure to guide their behaviour. It attempts to improve their performance on the current job or prepare then for an intended job. DEFINATION According to Flippo: Training is the act of increase of the knowledge and skills of an employee for doing a particular job . 1
According to Proctor and Thomson: Training is the intentional act of providing means for learning to take place . According to Planty, McCord and Efferson: Training is the continues, systematic developments among all the levels of the employees of that knowledge and those skills and attitudes which contributes to their welfare and that of the organization . According to Littlefield: Training is the process of increasing the skills and knowledge of employees for the purpose of improving, individual and organization performance . IMPORTANCE OF TRAINING OF EMPLOYEES:
No business firm has a choice of whether to train its employees or not the only choice is that of the method of training. It has been proud that the absence of a systematic training programme generally results higher training casts not only because if the considerable length ended learning period but also because of the likely hood that the employees will not learn the best operating methods. Training of the employees is useful to both the employees and employers in several ways: 1) INCREASE THE PRODUCT IVITY: It improves works styles and the performance of the workers. Better skilled workers increase quality and improve quality of output. Wastes are reduced planned training also reduce the learning time with a consequent increase in productivity. 2) IMPROVES SAFETY: More accidents are by the deficiencies in people than by deficiency in equipment and working condition. Personal deficiencies may arise due to luck of skills or ineptitude. Proper Training with emphasis upon selected safety points, reduce accidents it makes the worker safety points, reduce accidents it makes the worker safety conscious. It enables the work s to handle the machines more carefully and reduces chances of accidents. It
2
saves the business from the liability for continues with out interruption due to break down of machines etc. 3) REDUCES SUPERVISION: Untrained employers are a source of constant worry to the immediate supervision, close supervision is not only the drain on the time and talents of the supervisors but also a strain on the emotions of the operating supervision but independence is not possible unless the employees are adequately trained. 4) INCREASE ORGANIZATIONAL STABILITY AND FLEXIBILITY: Trained employees add considerable value to an organization by increasing its stability and flexibility is the ability of an organization to lose personnel and yet continue to operate effectively, this require the existence of replacement will have to be trained in any event but systematic training under the tutelage of competent leadership is more desirable than self-training under emergency condition 5) ENSURES BETTER PLACEMENT: Training of employees help in spotting out promising men and in locating mistakes. The promising trainees are discovered the basis of their quick understanding of the instruction. 6) DEVELOPMENTS AND PROMOTION OF EMPLOYEES: Training of employees improves the skills of the workers and they advance in their jobs. Their increased competence secures them promotion and superior jobs. It leads to the self-development of the workers. They become available asset to the business. 7) Boosts Morale: Training of employees makes the worker perfect. He begins to do this work with greater proficiency from his job. Increased ability and capacity in doing the work ensures him with greater security and reduces labour absenteeism and turnover. It improves the morale of the workers.
3
Advantages of Training: Training of workers is mutually beneficial to the both employers and employers. Besides increasing the economy and efficiency of the business, it improves the ability of workers.
1) Training of employees increases productivity and improves the performance of the employees. It provides them security against unemployment.
2) Training increases the quality and quantity of output by improving skills and improves profitability of the business.
3) Training increases reduces mistakes and accidents arising from human ignorance.
4) Training reduces mistakes in eliminating wastage.
5) Training broadens the knowledge of the employees regarding his job. He can prove to be a better worker.
6) Training improves morale and increases the job satisfaction of the employees.
7) Training leads to the development of workers and enables then to earn promotion within the organization or better outside organization.
8) Training helps in improving the organization stability and flexibility in the economy of the country.
LIMITATIONS:
4
1) Training may interface with or dislocate the regular work of the business enterprise.
2) Training may stifle initiatives and self workers on external assistance.
reliance and increases the dependence of the
3) Highly competent teachers may not always be available to import training to worker. Need For Training: 1) To increase productivity: Instructions can help employees increase their level of performance. Increased human performance often directly leads to operational productivity and increased company profits.
2) To improve Quality: Quality increases may be in relation to a company product or service in reference to the intangible organizational employment atmosphere.
3) To help a company to fulfill its personal needs: Organizational that have a good internal educational program will have to make less manpower changes and adjustment in the event of sudden personnel alterations.
4) To improve Organizational Climate: An endless chain of positive reactions results from a well-planned training program. Increased morale may be due to many factors, but one of the important of them is the current state of the organizations educational endeavor.
5) To improve health and safety: Proper training can help industrial accidents. A super work environment leads to more stable mental attitudes in part of the employees.
6) Obsolescence Prevention: Training development program foster the initiative and creativity of the employees and helps to prevent manpower obsolescence, which may be due to age temperament or motivation. 5
7) Personal Growth: Employees on a person basis again individually from their expenses to educational expenses Steps in training program:
1) Discovering or, identifying the training needs 2) Getting ready for the job 3) Preparation of the learner 4) Presentation of operation and knowledge 5) Performance try-out 6) Follow up and evaluation of the program 1) Discovering or identifying training needs
Identification of training needs must contain three types of analysis
a) Organizational analysis b) Operation analysis c) Man analysis Organizational analysis centers primarily upon the determination of the organizations goals. The analysis of the organizational goals establishes the frame work in which training need can be defined more clearly
Operation analysis focuses on the task or job regardless of the employees during the job. This analysis includes the determination of the worker must do the specific worker behavior required if the jobs is to performed effectively.
6
Man Analysis: - Reviews the knowledge attitudes and skills the incumbent in each position and determines what knowledge attitudes or skills he must acquire and what alteration in his behavior. He must make if he is to contribute satisfactorily to the attainment of organizational objectives.
A) Task Descriptive Analysis: -
i) List the duties and responsibility or tasks of the job under consideration using the job descriptive as a guide.
ii) List the standards of work performance on the job.
B) Determining Training needs:
i) Determine what parts of job are giving the employees trouble where is he falling down in his performance
ii) Determine what kind of training is needed to overcome the specific difficulty or difficulties.
2) Getting ready for the Job: Under this step, it is to be decided who is to train the new comes or the older employees or supervisory staff, or all of them selected from different for the job, for he is the key figure in the entire program. This calls for a decision. 3) Preparation of the learner:
7
This step consists: a) In putting the learned at ease so that we does not feel nervous because of the fact he is on new job
b) In stating the importance and ingredients of the job, and its relationship to work flow.
c) In explaining why he is being taught
d) In crating interest and encouraging question finding out what the leaner already knows about his job or other jobs.
e) In explaining the Why of the whole job and relating it to some jobs the worker already know.
f) In placing the learner as close to his normal working as possible and
g) In familiarizing him with the equipment material tools and trade terms. 4) Presentation of operation and knowledge: This is the important step in training program. The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations, the learn should be told of the sequence of the entire job, and why each step in its performance is necessary. The trainer should demonstrate or make use of audio-visual aids and should ask the trainee should repeat the operation. He should also be encouraged to ask questions in order to indicate that he really knows and understands the job. 5) Performance try-out: Under this, the trainee is asked to go through the job several times slowly, explaining his each step.
8
Mistakes are corrected and if necessary, some complicated steps are done for the first time. The trainee is asked to do the job, gradually building up skill speed. The trainees are then tested and the effectiveness of training program evaluated.
This is usually done by,
a) Giving written or oral tests to trainees to ascertain how far they have learnt the techniques and principles taught to them and the scores obtained by them. b) Observing trainees on the job itself and administering performance tests to them. c) Finding out individual s or a group, reaction to the training program, which it is in progress and getting them fill up evaluation sheets. d) Arranging structured interviews with the participants or sending them questionnaire by mail. e) Eliciting the opinion or judgment of the top management about the trainees performance. f) Comparing the result obtained after the training with those secured before the training program in order to find out whether any material change has taken place in attitude opinion in the quality of output, in the deduction in scrap, breakage and supplies used and overhead costs. 6) Follow up:
This step is undertaken with a view to testing the effectiveness of training efforts. This consists in, a) Putting a trainee on his own b) Checking frequently to be sure that he followed instructions and c) Tapering off extra supervision and close follows up until he is qualified to work with normal supervision.
9
TRAINING METHODS / TECHNIQUES:
The forms and types of employees training method are inter-related. It is difficult, if not impossible is more useful than the other
The best technique for one situation may not be best for different group or tasks; care must be used in adopting the techniques/methods to the learner and the job. 1) On-the-job training (JOT): Virtually every employee, from the clerk to company
president gets some on-the-job Training when he joins firm. That is way William Tracy calls, the most common the most widely used and accepted or the most necessary method of training employees the skills essential for acceptable for job performance
Employees are coached and instructed by skilled co workers by supervisors, by the special training instructors, they learn the job by observation and practice as well as occasionally handing it. It is learning by doing and it is most useful for jobs that are either difficult to stimulator can be learned quickly by watching and doing. There are variety of OJT methods, Such as coaching or under study job rotation and special assignments. Under coaching or under study method (which is also known as Internship and apprenticeship method) the Employee is trained on the job by his immediate superior.
a) Job Instruction Training (JIT): This method is also known as Training through stepby-step learning . It involves listing all necessary steps in the jobs, each in proper sequence. These shows that is to be done. The actual Training follows a four-step process beginning with 10
i. ii. iii.
Preparation of the trainee for instruction Preparation of the instructions giving essential information in a clear manner. Having the trainee try out jobs to show that he has understood the instructions, if there are any errors they are cored and
iv.
Encouraging questions and allowing the trainee to work along and the trainer follows up regularly.
b) Vestibule training (or training
center training): This method attempts to duplicate on the job
situations in a company classroom. Its is a classroom training which is often imparted with help the equipment and machines, which are identical with those in use in the place of work.
It is very efficient method of training semi-skilled personnel. Particularly when many employees have to be trained for the same kind of work at the same time. It is often used to train clerk, bank tellers, inspectors, machine operator, testers, typists etc., it is most useful when philosophic concepts, attitudes, thesis and problem solving abilities have to be learnt. Training is generally given in the form of lecture, conferences, case studies, role playing and discussion.
d) Training by experienced workmen: By this method training is imparted by experienced senior fellow workers. It is useful for departments in which workmen advance through successi ve jobs perform a series of operations.
e) Training by supervisors: The worker s immediate supervisors impart such Training it provides to trainees too have an opportunity to judge the abilities and possibilities of trainees from the point of their job performance.
The success of both these methods depends upon the fact that; 11
i. ii.
The experienced supervisors must be good teachers; They should have incentives and sufficient time for carrying out the training programs and
iii.
They should be provided with an accurate account of the training needs of the trainees they are to teach.
iv.
Demonstrations and examples (Or Learning by seeing)
In the demonstration methods, the trainer describes and displays something, as when he teaches and employee how to do something by actually performing the activity himself and going through a step-by-step explanation of why And what he is doing.
Demonstrations are very effective in teaching because it is much easier to show a person how to do a job than to tell him or ask him gather in formation from the reading materials. Demonstrations are often used in combination with lecture. Pictures, text materials discussions etc. Teaching example is effective in mechanical operations or interpersonal relationship, for job duties and responsibilities, for information standards, supervisory expectations and the like.
Demonstrations are particularly effective in the training for the acquisition of skills; but there usefulness is limited when it is a question of training management personnel. In a demonstration, the emphasis is primarily on known how, the principles and theory of a job must, therefore, be taught by some other method.
f) Simulation: Simulation is a technique, which duplicates, as merely as possible the actual conditions encountered on a job. The Vestibule training methods is examples of business simulations. Simulation techniques have been most widely used in the aeronautical industry.
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g) Apprenticeships: For training in crafts trades in technical areas, apprenticeship training is the oldest and most commonly used methods, especially where proficiency in a job is the result of relatively long training period of 2 years to 3 years for person of superior ability and from 4 years to 5 years for others. The field in which apprenticeships training is offered are numerous and range from the job of a draughts man, a mechanist, a printer, a tool maker, a pattern designer, a mechanic, a carpenters, weavers, fitters, jewelers die-sinkers, engravers and electricians. A major part of training time is spent on-the-job productive work. Each apprentice is given a program of assignments according to a per-determined schedule, which provides for efficient training in trade skills. 2) Off-the-Job-Methods: Under this method of Training, trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can
place his entire concentration learning by job rather than spending his time in performing it. Off the job training methods are as follows: a) Role-playing: It is defined as a method of human interaction that involves realistic behavior in imaginary situation. This method of training involves action, doing and practice. The participants play the role of certain characters such as the production manager, mechanical engineer, superintendent s maintenance engineers, quality control inspections, foreman, and workers and like. This method is mostly used for developing interpersonal and relations. b) Lecture Methods: The lecture is traditional direct method of instruction. The instructor. Organizes the material and gives it to a group of trainees in the form of talk. To be effective, the lecture must motivate and create interest among the trainees. An advantage of lecture method is that it is direct and can be used for large group of 13
trainees. Thus cost and time involved are reduced. The major limitation of the lecture method is that it does not provide for transfer training effectively. c) Conference or Discussions: It is a method in training the clerical professional and supervisory personnel. This method involves a group of people who pose ideas, examine and share facts, ideas and data, test assumptions, and draw conclusions, all of which contribute to the improvement of job performance. Discussions have the distinct advantage over the lecture method in that the discussion involves-two-way communication and hence feedback is provided. The participants feel free to speak in small group; the success of this method depends on the leadership of the person who leads the group. d) Programmed instruction: In recent years this method has become popular. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to more complex planned levels of instructions. The trainee goes through these units by answering questions or filling the blanks. This method id expensive and time consuming.
HRD INTRODUCT ION: Human resource development is a dynamic and evolving field in the world of business. It is goal of this publication to provide a resource through which HRD practitioners and students can understand the field and grasp its simplicity. It is within that simplicity that an 14
appreciation of the complexity of HRD can be realized. An introductory book such as this should only provide an overview; other more focused publications will provide the crystallization. For example, when entering a community for the first time, its landmarks, citizens, and complexity often seem overwhelming to the newcomer. But after familiarizing oneself with its, uniqueness, its roads, streets, building and people, it does not appear as threatening or complex. In fact, if given time, even the most alien community can taken on the characteristics of home . The same is true for a new professional field. We have tried to simplify HRD in such a way that it becomes less complicated to the newcomer. If, after studying the following chapters, readers feel better able to understand the field, its areas, roles, unique competencies, and relationships to other human resources area, then the book has indeed accomplished its mission. But one must remember, it is the HRD practitioners themselves who will ultimately provide the learning activities and insights through which the performance improvement of other will occur. Thus, it is their responsibili ty to master their craft in order for others within the organization to master theirs. Simultaneously, our goals provide the details, descriptions, and facts necessar y to enable the HRD practitioner to develop an individual development strategy for becoming more professional in the field. Training and Development Today and Tomorrow
We are entering a world where the old rules no longer apply. The opening quote in the bestseller Rising Sun by Michael Crichton (1992) sums up how rapidly the future is changing and becoming unpredictable. Given the commitment to the continuous changes taking place in all types of organization, like their host human resource (HR) functions, change will the only certainty for training functions and those responsible for training and development initiatives in their organizations. Training functions will have to run differently as organizations expect more evidence that they are contributing to organizations expect more evidence that they are contributing to traditionally been done, many have responded by calling for redefining the mission of training, renaming training (i.e., witness the recent movement to referring to training 15
and development professionals as performance consultants
Robinson & Robinson 1995),
and even firing or getting rid of in house training altogether because it is not cost-effective ( see Furnham 1997 for a more detailed discussion of this last point). In short, the pressure is on for trainers and training functions to reinvent, reengineer, revitalize, remake, and improve what they do (Shandler 1996)
DEFINATION According to Edwin B. Flippo Training is an act of increasing the knowledge skill of an employee for doing a particular job .
PART: B
INTRODUCT ION TO RSEARCH TOPICS A STUDY ON EFFECTIVENESS OF TRAINING AND DEVELOPMENT
Organization and individual should develop and progress simultaneously for their survival and attainment of mutual goals. So every modern management has to develop the organization through 16
Human Resource Development. Hence every organization needs to have well-trained and experienced people to perform the activities that have to be done regularly. Thus every organization big or small, productive or non-productive, economic or social, old or newly established irrespective of their qualification, skill, suitability for the job etc., needs to have welltrained and experienced people. If the company is serious about training its workers, it shows that it also care for them . Nothing binds the entire workers to the company as effectively as opportunities to be trained, especially on skills beyond their daily operations. In fact, Training function is the corner stone of sound management. The complexities of modern industrialization and technological changes have very much increased the need of training. It fasters employee s self and development versatility. Thus Training plays a vital role in updating employees to complete and move further in the everchanging world.
BACKGROU ND OF THE STUDY
One of the important functions of the modern management is to get things done through people. He has to bring employees in contact with the organization in such a way that the objectives of both the groups are achieved. The most significant resource of any organization is often said to be its people. Hence Human resources play a crucial role in the development process of modern management.
Human Resource Management (HRM) is a process of bringing people and organizations together so that the goals are met. It is that part of the management process which is concerned with the management of human resources in an organization. Recognizing the importance of the human element in the production process PETER.F.DRUCKER had remarked, Man, of all the resources available to man, can grow and develop . 17
In short HRM may be defined as The art of processing, develop and maintaining competent workforce to achieve the goals of an organization in an efficient and effective manner .
Thus HRM is a management function that helps managers to recruit, select, train and develop members for an organization. Training is one of the most important parts of HRM. The HRM s main objective is to provide the organization with well-trained and well-motivated employees besides to help the organization to reach its goal.
REVIEW OF LITERATURE The researchers wants the impacts of training and development on employees versatility, the effectiveness of training programme, needs and importance of training, training programmes steps involved in training programmes, conclusion and suggestion regarding the employees training in ARMSTRONG .,
HULTMAN Glenn (1984): In the study Managerial work, organizational perspective and the training of managers, discusses as empirical and theoretical issues are planned organizational change and the training of managers, nothing that, though managers are often viewed as people of action leadership research suggests the opposite. A discussion utilizing research an managerial work and organizational perspective is used to present the phenomenon of leadership and leader competence in new perspective which considers whether further research in to managerial work and skills and organizational perspective can insights that such
18
research on the relationship between the working condition of participates and the nature of education approach in management training is recommended. Goddard Robert. W (1985): In his study the Pyfmalion effect personnel journal describe the Pygmalion effects or the behavioral science principle that states that an employee success is directly related to the company s expectations. Good management. Training practice is discussed such as recognizing employees potential for improved performance. Showing confidence in the staff maintaining an in going dialog setting high performance standards complimenting criticizing constructively and with empathy, helping people advance and over coming self defeating personal present. Toddy (1988): In his study effect of stimulus variability on trainee comes Enhanci ng behavior modeling training . Based on findings of this study is suggested that the conventional wisdom of using low variability and strictly give stimuli in training contests should be recognized. The value of negative feeling and non-exemplar information demonstrated here clearly warrants further eptutal and empirical work. In Addition the inverse relationship and transfer, firms the important if training designers linking their evaluation criteria with objectives. Zhigho (1989): In his study An exploratory study of the impact of a western management training program says their base program contributed mostly to their position of management knowledge followed by the boarding perspectives finding western management science and important of managerial abilities and indents were in general, satisfied with the education process on terms of popular, quality of teaching Academic subjects in functional areas such as getting subjects in functional areas such as marketing, financial management and function management were a regarded by the respondents more useful than those general area (for ex: managerial economics, strategy and policy). Samuel (1990): In his study current level of training programs: the findings the study includes, administrator recognized the growing importance, the value the increased emphasis on training, but inconsistently supported the training except training programs intended to Concentrate towards technological aspects as has management personnel. And minimal amount of training were directed towards developing employee attitudes. 19
Jett (1994): In his study The Global skills, knowledge and attitudes senior executives will require by the year 2005 says in his conclusion, by the year senior executive will be facing a variety of internal and external organizational changes in a rapidly external organizational changes global business environment require a foundation of global business skills and knowledge need a posses a tolerance for other culture, be required to be continuous leaders, need to be able to conduct business in a second language need to have gained experience outside their native country, need to be able to develop creative solution rapidly for situtionsarising in unfamiliar global business environments need to posses a global perspective and need to be effectively use the expertise of others. Robert Carroll (1994): In his study EMPOWERMENT THE MANAGEMENT TEAM
INTERFACE says that the overall study results that all the team have participated in setting the team goals and commits but almost always in response to overall goes set by management, Companies have management. Companies have generally recognized the need for team training and have reopened by training most team leaders and members. They have not always followed up after the initial training.
20
RESEARCH DESIGN AND METHODOLOGY
TITLE OF THE STUDY: A STUDY ON EFFECTIVNESS OF THE TRAINING AND DEVELOPMENT PROGRAM
AT ARMSTRONG S LTD. BANGALORE
SIGNIFICANE OF THE STUDY
The study is based on measuring the effectiveness of training programmes conducted at ARMSTRONG sLtd. As in any other company the Company also conducts various training programmes to their employees in various fields.
Effectiveness of training and practice has been continuously set by problem despite considerable innovations and changes on research and experiment. Thus a survey was conducted to know the employee s perception and the company s dedication towards training programs. STATEMENT OF PROBLEM:
21
Ø The study was conducted at ARMSTRONG, Bangalore. Ø The study also focuses on the employee perception towards training programmes at ARMSTRONG. Ø The study also focuses on evaluating the effectiveness of training and practices through the project summary. The survey was aimed at knowing the employees satisfaction and company s dedication towards the training programmes and its outcomes for the progress of the company. OPERATIONAL DEFINITIONS TRAINING:
Training refers to the teaching and learning activities carried on the primary purpose of helping members of an organization, to acquire and apply the knowledge, skills, abilities and attitudes needed by a particular job and organization. EVALUATION OF TRAINING:
Training Evaluation is defined as Any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation mainly leads to controlling and correcting the training programmes. Objective of the study: 1. To study the various training and development practices in ARMSTRONG. 2. To study the loop holds within the training and development practices. 3. To evaluate the effectiveness of the existing training and development practices. 4. To give suggestion and recommendation for effective training program. 5. To find out the rule of management in the training program. 6. Popularity of the method used. 7. To make improvements in the training program. 22
8. Interest and involvement of the trainees/ trainers.
SCOPE OF THE STUDY Ø The study was conducted at ARMSTRONG S LIMITED, Bangalore. Ø The scope of the study was limited to Employees only. Ø The study was conducted to reveal the employee perception towards management and the training programmes conducted. Research Methodology
This is a systematic way to solve the research problems and it is important component for the study without which the research may not be able to obtain the facts and figures of the employees.
The following shows the methodology of the study. RESEARCH DESIGN: The Research and Design includes an outline of the study. It contains information s stating the objective of the study, sample size and techniques used for data collection, tools used to analyze the data & limitations of the study. The study was a descriptive and quantitative type of study. Information was gathered from various sources like textbooks, Magazines, Journals, Internet, Manuals, and Internet web site. The approach to the study was through a survey conducted to the Executives. SAMPLING DESIGN:
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The survey conducted for selected respondents in a selection process is called Sample Survey. Sampling is a tool, which helps to know the characteristics of the universe or population by examining only part of it. The total numbers of employees is 89. Thus the sample size selected was 50 respondent s distributed in various departments of the ARMSTRONG s Ltd. As the objective of the study is to draw inferences about the company the researcher had adopted a Simple Random Sampling.
AN OVERVIEW OF SAMPLING DESIGN
Research Design
Descriptive nature
and
Quantitative
in
Universe
Finite in nature and consists of a finite number of employees who have attended the training
programmes Sampling Unit 50 respondents from various
departments Sampling Technique Instrument for Data Collection Sample Random Sampling Questionnaire Schedule
(A) UNIVERSE Is a set of objectives that are to be studied. It can be infinite or finite in nature. In this study the universe is finite in nature as the study focuses on a finite number of employees who have attended the training programmes. (B) SAMPLING UNIT: 24
The sampling unit of the study is 50 employees of ARMSTRONG s Ltd. (C) SIZE OF SAMPLE: The number of items to be selected from the universe contributes a sample size. In this study the sample size was 50 employees of ARMSTRONG s Ltd. (D) Data collection tools:
1. Questioner 2. Personal interview 3. Observation method (E) Secondary Data: Secondary data is collected through company brochures and website
Secondary data was collected from Newspaper, Magazines, ARMSTRONG Internet web site, Journals, Textbooks, Company records, etc. (F) SAMPLING TECHNIQUE: This study has made use simple random sampling technique called as Probability Sampling. TOOLS AND TECHNIQUES USED FOR DATA COLLECTION DATA COLLECTION DATA BASE: The study is based on primary data and secondary data.
25
PRIMARY DATA: This is a primary source where the actual collection of data is done. In order to collect first hand information a questionnaire was designed to elicit responses from the employees of ARMSTRONG. So as to collect the accurate information easily, the contents of the questionnaire have been made simple, specific and brief. This also helps to secure the respondent s co-operation. Thus the questionnaire is well structured by making use of options for every question. A copy questionnaire has been furnished in the annexure. Information was also gathered through discussions with various staff members and also through direct observation. The employees were also encouraged to make suggestions, pertinent to the study.
SECONDARY DATA: The secondary data mainly depended upon the company records. Theoretical part of the study was extracted from different author books. Organizational manual, prospectus and annual reports were scrutinized and required data was collected. For additional information, the ARMSTRONG s Internet website was accessed . FIELD WORK: The researcher has applied a structured questionnaire so as to gain maximum insights from respondents. The study was carried out during the month of April and May 2007. The completed data was checked, numbered and tabulated according to the employees response using percentage which was essential for the study, which helps, in proper analysis of the data, graphs, tables and pie-chart are used for easy and quick interpretation. The primary data was analyzed using MS Excel package, which gave study a more professional and accurate points of views.
26
Limitations of the study The study deals in relation to the objectives of the study. However it does not claim the completeness and total accuracy in its findings. The main reason being the studies heavily dwells upon the primary data, which is basically elected upon the responded.
1. Sample may be bias 2. Sample may be pro management or against management 3. In case of the worker the questioner is filled in the presence of other workers so there is probability of influencing the answers of each other while answering the question.
PROFILE OF THE COMPANY
27
ARMSTRONG S LTD ARMSTRONG s Ltd. is India s premier information enabling company. Leveraging its expertise in total technology solutions, ARMSTRONG s offers value added services in key area such as system integration, networking consultancy and a wide range of support is among the leading players in all the segments comprising the domestic IT products, solutions and related services business, which includes PCs, servers, networking products, imaging and communication products. Continuously meeting the ever increasing customer expectations and applications, its focus on integrated enterprise solutions has strengthened the ARMSTRONG SSO s (System Support Organization) capabilities in supporting installation types of ranging from single to large, multi location, multi vendor and multi platform spread across India. The
SSO, comprising a direct support force of over 1600 + members, is operational at 170 + locations across the country and is largest such human resources of its kind in the IT business. A majority of the SSO members have been specially trained in a variety of supporting solutions, the company key focus area.
ARMSTRONG s Ltd. manufacturing facilities are ISO 9001
2000 and ISO 14001
certified and adhere to stringent quality standard and global processes. With the largest installed PC base in the country, four indigenously developed and manufactured PC brands Infiniti, Busy bee, Beanstalk and the Ezeebee and its robust manufacturing facilities, ARMSTRONG s aims to further leverage its dominance in the PC market. It has been consistently rated at Top player in PC industry by IDC. The Infiniti line of business computing products is incorporated with leading edge products from world leader such as Intel. A fully integrated and business ready family of servers and workstations, the Infiniti Global Line is targeted at medium and large companies to help them to manage their enterprise related applications. It has considerable dominance in verticals like finance, government, and education and research. The Frontline Division of ARMSTRONG s has an extensive network of over 1000 resellers across 300 cities. Frontline Division has actively promoted the penetration of PCs in the home and the small office/home office (SOHO) segments, through Beanstalk PCs, Toshiba Laptops and Dragon Speech. 28
Recognition Systems.
Constant evolution which changing time has helped ARMSTRONG s retains its leadership and profitability for all stakeholders. In 1992, ARMSTRONG formed a joint venture company, ARMSTRONG, Hp with the international computer giant, Hewlett Packed (HP), and precipitated a technological leap by achieving world class manufacturing expertise in the country for HP s RISC/UNIX based business servers and workstations. In 1997, ARMSTRONG and its joint venture partner, HP, re-organized their joint business activities in India through the buying back of HP s 26 per cent of equity in ARMSTRONG HP by the ARMSTRONG promoters.
Last year, ARMSTRONG entered into an alliance with SUN Microsystems to be their Enterprise Distributor for entire range of SUN products. Combing the latest technology and best practices from SUN, with 27 years of customers relationship and pan Indian sales and services expertise of ARMSTRONG, it aims to leverage the relationship to offer complete spectrum of IT to the end user. ARMSTRONG has closely seen the IT industry rise from scratch, and has actively participated in its participated in its progress. During the twentyseven year journey, it has picked
up valuable lessons in serving the IT needs of the Indian customer and gathered domain expertise to successfull y service various businesses.
ARMSTRONG InfiNet, 100% subsidiary focuses on the ever-growing segment in Imaging, Telecom and Communication products, solutions and services. ARMSTRONG InfiNet s products through alliances with leaders. Including mobile communication products from Nokia, Duprinters from Duplo, LCD projectors from InFocus, Mass Mailing solutions from Pitney Bowes and voice and telecommunication solutions from Ericcion. It has exclusive sales 29
and support partnership with Toshiba Corporation, Japan, for sales and servicing of its imaging and photocopier products. The managed Network Service offerings for corporate include VPN s, ASP offerings, Co Location/housing, CDNs, help desks, 24/7 network operations center monitoring and a host of value added networking services. Consumer service includes dialup PSTN/ISDN Internet access, Valuation calling and VoIP telephony devices.
As a leading information enabler, ARMSTRONG s has long standing relationship with world technology leaders such as SUN for enterprise computing solutions, Intel and AMD for PCS and PC servers, Microsoft, Novell and SCO for operating systems and software solutions, Toshiba Corp, for business automation equipment Oracle, Sybase and Informix for RDMS platform, EMC, Veritas for storage solutions. The aim is to straddle the entire landscape of information enabling technology for more comprehensively, effectively and competitively.
Technology Leadership
ARMSTRONG s Ltd. is known to be the harbinger of technology in the country. Right from our inception we have attempted to pioneer the technology introductions in the country either through our R & D or through partnership with the world technology leaders. Using our own R & D we have
Ø Created our own UNIX & RDBMS capabili ty (in 80s) Ø Developed firewalls for enterprise and personal system security Ø Launched our own range of enterprise storage products Ø Launched our own range of networking products
30
We strive to understand the technology from the view of supporting it post installation as well. This is one of the key ingredients that go into our strategic advantage.
ARMSTRONG s has to its claim several technology pioneering initiatives. Some of them are:
Ø Country s first Desktop PC BusyBee in 1985 Ø Country s first branded home PC Beanstalk in 1995 Ø Country first Pentium 4 based PC at sub 40 k price point Ø Country s first Media Center PC
Vision Statement Together we create the enterprises of tomorrow Mission Statement To provide world-class information technology solutions and services to enable our customers to serve their customer better . Quality Policy We deliver defect-free products, service and solutions to meet the requirements of our external and internal customers, the first time, the every time. Management Objectives To fuel initiatives and foster activity by allowing individuals freedom of action and innovation in attaining defined objectives.
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People Objectives To help people in ARMSTRONG s Ltd. Share in the company s successes, which they make possible, to provide job security based on their performance, to recognize their individual achievements, and helps them gain a series of satisfaction and accomplishment from their work. Core Values
Ø We shall uphold the dignity of the individual Ø We shall honor all commitments Ø We shall be committed to Quality, Innovation and Growth in every endeavor Ø We shall be responsible corporate citizens
ABOUT ARMSTRONGINFINET LTD.
ARMSTRONG INFINET Ltd., is 100% subsidiary of ARMSTRONG s Ltd, is the Flagship company of the 8000 core ARMSTRONG Corporation, the No. 1 IT Conglomerate in India. ARMSTRONG Infinet focuses on the ever growing segment in Imaging, Telecom and communication products, solutions and services ARMSTRONG Infinet s products portfolio covers a range of other office automation and communication products through alliance with world leaders Including mobile communication products from Nokia, Duprinters from Duplo,
LCD projectors from InFocus, Mass Mailing solutions from Pitney Bowes and voice and telecommunication solutions from Ericssion. It has exclusive sales and support partnership with Toshiba Corporation, Japan, for sales and servicing of its imaging and photocopier products.
ARMSTRONG Infinet Ltd is the Internet Infrastructure initiative of the ARMSTRONG group, India s premier information technology group. Through the pioneering presence of the ARMSTRONG group companies and the vast experience of the markets, ARMSTRONG Infinet has propelled itself to the path of Total Technology Integration ARMSTRONG Infinet
32
has established state of the art ATM / Frame Relay IP based network infrastructure across 43 cities in the country and offers an entire range of managed services.
Its portfolio of services include virtual private networks (VPNs), Broadband Internet access; Hosting and Co-location services, designing and deploying disaster recovery solutions and Business Continuity solutions, Applications services, Managed security services and NOC services all these services are delivered with a Turnkey approach that includes delivering Infinet s core service, third party hardware and networks provisioning, maintenance activities and project management.
ARMSTRONG Infinet comes with the promise of delivering the committed quality of service backed by significant investments in infrastructure, network management solutions and its round the clock centralized customer support call center. This holds even more when we consider the leverage Infinet draws from its parent company s unparalleled experience in networking. A remarkably rich lineage of two and a half decades that is being deployed to integrate your enterprise communications is a seamless fashion. Organization Structure
ARMSTRONG S LTD.
ARMSTRONG ARMSTRONG
ARMSTRONG ARMSTRONG
ARMSTRONG
ARMSTRONG
Nokia
Technologies
Infinet (DAD)
DSL Software 33
Comment (Lap Top D)
s (Computer)
PRODUCT PROFILE
1. Toshiba Photocopier 2. Toshiba Projector 3. Interactive White Board 4. Video Conference Equipment (Tand Barg) 5. EPABX (Ericssion) Toshiba Photocopier I) TOSHIBA (PHOTOCOPIER E STUDIO 160) All-in-One Solution
1. Printing Function
Print Engine Resolution Paper Supply Available print paperweight Interface
: : : :
600 x 600 dpi 550 Sheet cassette 6.4 80 gr/m2
Parallel
2. Copier Functions
Copying Process
:
Indirect electrostatic Photographic method
Type Resolution
: :
Desktop 600 dpi x 600 dpi 34
Copying Speed
:
16 CPM (A4) 10 CPM (A3)
Multiple copying Basic Features
:
1 to 999 copies
Ø Interrupt Ø Energy saver Ø Dual page copying Ø Edge erase Ø Image shift Ø Automatic cassette change Ø Weekly timer
3. Post scrip and network printing Print Engine Resolution : 600 x 600 dpi (real) 1200 x 600 dpi (with smoothing) Standard Interface Major Features : Parallel
Ø Duplex printing (with optional ADU) Ø Watermark Ø M up printing Ø Mixed size printing Ø Alternation Ø Magazine sort (Cover page)
35
4. Fax Function
Usable circuit Printing Speed Printing resolution Features
: : :
Public switched telephone network 16 PPM (A4) Max 16 x 15.4 Dots/mm
Ø Broad casting Ø One touch dialing Ø Delayed transmission Ø Group dialing Ø Polling Ø Mail box (F code)
5. Internet Features Fax / Network Manage ment functions
Ø ITU T (Full mode / simple mode) Ø Internet Fax Send Ø Internet Fax Receive Ø Relay send Ø Broad Cast
Toshiba data projector Extended graphic adopter 36 : Th P 790 / 791 (XGA)
3000 ANSI Specifications Weight : Bright 3000 ANSI : 4.2 Kg
High brightness of 3000 ANSI lumens for the vivid image reproduction at the highest level of its class.
Two way digital key stone correction functions able to accumulate projection from above and below at an angle of 15 o and diagonally in the horizontal direction at one angle of 10 o to the left to right. Features 1. Located with uniquely digital feature including picture in and 10 x digital zoom 2. Comes with a most controlled laser remote control that allows hand both PC and Projector Interactive White Board (IWB) Interactive white boards are the waves of the future in presentation materials. An interactive whiteboard is a touch sensitive projector screen and provides four presentation tools in one unit. It can be used as: held operation of
Ø Whiteboard Ø Projection Screen Ø Electronic Copy board Ø When used in conjunction with a computer and projector it becomes fully
interactive. Features
Ø Write over applications Ø Access functions easily with the Floating Tools
37
Ø Record your activity Ø Write over video Ø Type with the on screen keyboard Ø Save in Notebook software Ø Print and E mail notes Ø Display devices for Video Conferencing
Telecom Products Telecom operations of ARMSTRONG Infinet Ltd provide voice, data and video solutions for the enterprise segment. Partnering with world leaders like Ericssion, Tandberg and Samsung.
Ericssion has more 40 % market share in mobility worldwide and is spearing the mobility revolution. The latest offerings include Mobile Extension in PBX systems, which bring the PBX dial tone to the mobile phones making communication possible anytime. Frost and Sullivan awarded ARMSTRONG Ericssion with their Best marketing strategy award for PBX year 2002 . They have rated ARMSTRONG telephony market in India Ericssion as No. 2 players in Enterprise
COMPANY > History ARMSTRONG s Ltd is one of the pioneers in the Indian IT market, with its origins in 1976. For over quarter of a century, we have developed and implemented solutions for multiple market segments, across a range of technologi es in India. We have been in the forefront in introducing new technologies and solutions. The highlights of the ARMSTRONG saga are summarized below:
38
YEAR
HIGHLIGHTS - Foundation of the Company laid - Introduces microcomputer-based programmable calculators with wide acceptance in the scientific / education community - Launch of the first microcomputer-based commercial computer with a
1976
1677
ROM-based Basic interpreter - Unavailability of programming skills with customer results in ARMSTRONG developing bespoke applications for their customers - Initiation of application development in diverse segment such as textiles, sugar, paper, cement, transport - Formation of Far East Computers Ltd., a pioneer in the Singapore IT market, for SI (System Integration) solutions - Software Export Division formed at Chennai to support the bespoke application development needs of Singapore - ARMSTRONG launches an aggressive advertisement campaign with the theme even a typist can operate to make the usage of computers popular in the SME (Small & Medium Enterprises) segment. This proposition
1978
1980
1981
1983
involved menu-based applications for the first time, to increase ease of operations. The response to the advertisement was phenomenal . - ARMSTRONG develops special program generators to speed up the development of applications - Bank trade unions allow computerization in banks. However, a computer can only run one application such as Savings, Bank, Current account, and
1985
Loans etc. - ARMSTRONG sets up core team to develop the required software ALPM
(Advanced Ledger Posting Machines) . The team uses reusable code to reduce development efforts and produce more reliable code. ALPM 39
becomes the largest selling software product in Indian banks - ARMSTRONG designs and launches Unix PC clones - ARMSTRONG promotes 3rd party PC applications nationally - Zonal offices of banks computerization - Purchase specifications demand the availability of RDMS products on the 1986 supplied solution (Unify, Oracle). ARMSTRONG arranges for such products to be its platform. - ARMSTRONG assists customers to migrate from flat-file based systems to RDMS - ARMSTRONG enters into a joint venture with Hewlett Packard - ARMSTRONG assists ARMSTRONG to introduce new service: Systems Integration, IT consulting, packaged support services (basicline, team line) 1991 - ARMSTRONG establishes a Response Centre for HP products, which is connected to the HP Response Centre in Singapore. - There is a vertical segment focus on Telecom, Manufacturing and Financial Services - ARMSTRONG acquires and executes the first offshore project from IBM 1994 Thailand - ARMSTRONG sets up core group to define software development methodologies - Starts execution of Information System Planning projects 1995 - Execution projects for Germany and Australia - Begins Help desk services - Sets up the STP (Software Technology Park) at Chennai to execute 1996 software projects for international customers - Becomes national Integration partner for SAP 40 and general insurance companies adopt based computers and IBM
1997 1998
- Kolkata and Noida STPs set up - ARMSTRONG buys back HP stake in ARMSTRONG Hewlett Packard - Chennai and Coimbatore development facilities get ISO 9001 certification - Acquires and sets up fully owned subsidiaries in USA and UK - Sets up fully owned subsidiary in Australia - ARMSTRONG ties up with Broad as an integration partner - Sets up fully owned subsidiary in Australia - Chennai and Coimbatore development facilities get SEI Level 4
1999
certification 2000 - Bags Award for Top PC Vendor In India - Becomes the 1st IT Company to be recommended for latest version of ISO 9001: 2000 - Bags MAIT s Award for Business Excellence - Rated as No. 1 IT Group in India 2001 - Launched Pentium IV PCs at below Rs. 40,000 - IDC rated ARMSTRONG s No. 1 Desktop PC Company of 2001 - Declared as Top PC Vendor by Dataquest - ARMSTRONG s & Sun Microsystems enters into a Enterprise Distribution 2002 Agreement - Realigns business, increasing focus on domestic IT, Communication & Imaging products, solutions & related services - Become the first vendor to register sales of 50,000 PCs in a quarter - First Indian company to be numerous in the commercial PC market - Enters into partnership with AMD 2003 - Launched Home PC for Rs 19,999 - ARMSTRONG s Info Structure Service Division received ISO 9001:2000 certification - Launched Infiniti Mobile Desktop on Intel Platform 41
- Launched Infiniti PCs, Workstations & Servers on AMD platform
- 1st to announce PC price cut in India, post duty reduction, offers Ezeebee at Rs. 17990 - IDC India-DQ Customer Satisfaction Audit rates ARMSTRONG as No. 1 Brand in Desktop PCs - Maintains No. 1 position in the Desktop PC segment for year 2003 - Enters into partnership with Port Wise to support & distribute security & VPN solutions in India 2004 - Partner with Microsoft & Intel to launch Beanstalk Neo PC - Becomes the 1st company to cross 1 lack unit milestone in the Indian Desktop PC market - Partners with Union Bank to make PCs more affordable, introduces lowest ever EMI for PC in India - Launche d RP2 systems to overcome power problem for PC users - Registers a market share of 13.7% to become No. 1 Desktop PC company for year 2004 - Crosses the landmark of $ 1 billion in revenue in just nine months - Launch of ARMSTRONG PC for India, a fully functional PC priced at Rs.9, 990/- Rated as the No.1 Desktop PC company by IDC India - The Most Customer Responsive Company 2005 - IT Hardware Category by The Economic Times Avaya Global Connect. - Top 50 fastest growing Technology Companies in India & Top 500 fastest Growing Technology Companies in Asia Pacific by Deloitte & Touché . By Deloitte & Touché - 7th IETE Corporate in Asia 2005 for performance excellence in the field 42 Dataquest - Best Employer 2005 with five star ratings by IDC India Dataquest. 2005
of Computers & Telecommunication System by IETE. - Best Bhoomi Brand 2005 by 360 magazine - In the PC category - In the LCD Monitor category. - India s No.1 vendor for sales of A3 size Toshiba Multi Functional Devices for the year 04 05 by IDC. - Toshiba Super Award 2005 towards business excellence in distribution of Toshiba Multifunctional products, - Strategic Partner in Excellence Award by In focus Corporation for projectors. - Most valued Business Partner Corporation in 2005. - 75,000 + machines produced in a single month - ARMSTRONG s in partnership with Toshiba expands its retail presence in India by unveiling shopToshiba - ARMSTRONG s & Nokia announce a long term distribution strategy - ARMSTRONG the leader in Desktops PCs unvells India s first segment specific of notebooks brand 2006 (till June) ARMSTRONG Leap tops - IDBI selects ARMSTRONG as SI partner for 100 branches ICT infrastructure rollout - ARMSTRONG s showcases Computer Solutions for the Rural Markets in India - ARMSTRONG Support wins the DQ Channels-2006 GOLD Award for Best After Sales Service on a nationwide customer satisfaction survey conducted by IDC - ARMSTRONG AND ZEE growth in India - ARMSTRONG s First in India to Launch the New Generation of High 43 Dish TV team up to DTH TV to its next level Award for projectors by In focus
Performance Server Platforms Powered by Intel Dual Processor
Core Xeon 5000
INTRODUCTION TO TRAINING IN ARMSTRONG
ARMSTRONG like any other organization too followed traditional methods of Training like the conventional method of picking up a few programmes and then short listing it to various fields like General Management, Behavioral science, Communication skills, Team building, ISO 9000, TQM, Improving Quality of life, MS Office etc., Based on the short listed programmes an annual calendar was prepared and announced. But this traditional method had many drawbacks as the following: · · ·
Having planned and organized programmes the managers had to wait anxiously for nominations. The managers also faced problems in getting nominations. People who could be spared would be rushed to the programmes and not the needy.
All the above drawbacks gave arise to a new approach. Thus in Bangalore unit of ARMSTRONG, a new approach was attempted to give thrust to What the Company needs for future and not what the Individual wants and also to satisfy ISO 9000 requirements . ARMSTRONG Training Framework Training Practices
Training Instruments Technical Skills Training
Training Needs 44 Analysis
Training Infrastructure Training Administration
Quality Training Soft Skills Training
Having the proper training instrument, infrastructure and administration in place ARMSTRONG outlines its training practice which helps in addressing the training needs of its employees. We believe in the overall development of an individual and hence equal and deliver the best in any given circumstance. Training Practices - Identifying the Training needs by focusing on future efficiencies and the business requirement. - Familiarization Program for the new joiners (Experienced level people) with a dedicated team of professional s on a monthly basis. - Comprehensive Induction Program for the New Joinees (Freshers) - Management Development Program for middle management without a formal management degree. - Mandatory Quality Training for all the employees. - Technical Training Programs for the Software professionals based on the Project requirement. - Orientation Program for Employees heading for an overseas assignment. - Post Training Development Plan (PTDP) includes Comprehensive evaluation through refresher courses, Quizzes - Creation of a skill database. Training Need Analysis
45
The Training needs is analyzed depending on the skill required, performance appraisal and the manager s recommendations
Skill Analysis - Skill Gap Bridging: Training in related skills/Case tools - Re-skilling requirements: For future enhancement of the employee knowledge and the needs of the markets Performance Appraisal Skill Up-gradation: Advanced training in a particular skill or training on advanced versions of a product/application Skill Broadening: Multi-Skilling
Manager s Recommendation Behavioral & Personal Development Training Role Based: Project Management , Quality systems, etc.
Technical Training
Training is provided by in-house experts or certified trainers in area s related to Systems Analysis & Design, Programming Language, Applications/Software Packages, Networking, Hardware Platforms, Systems Administration etc, depending on the skills required by the employee. Quality Training
Philip Crosby s
Quality Education system, has been found to be effective tools in fulfilling the
individual s need/commitment to improve and enabling the individual to respond to the organizations need/commitment to improve. Every employee is given training in QES methodology.
46
Being a CMM Level 4 Certified and ISO 9001 organization, the employees are trained on Software Quality systems including aspects like Configuration Management, Documentation Standards/Systems etc that ensure the delivery of quality software products and services. Soft skills Training Personal and behavioral development of the employees is a major emphasis of the management and regular training in Communication Skill, Leadership, time and Stress management, Etiquette, team building is provided to the employees. This not only helps in the employees developing an overall personality but also helps our employees in adapting to the requirements of the any project. Training Administration
ARMSTRONG has Training Center s supervised by Training Center Head with in-house facility augmented by external faculty. It is ensured that Project Managers are also part of the faculty imparting Project Management training. Training Infrastructure
We have dedicated Conference & Training Rooms for the Training Depts. in each of the development Center s. These are equipped with the latest multimedia and interactive training tools. We also make use of CD-based training modules & associated software for increasing the reach of training base. Our Libraries are equipped with the latest books, journals, magazines, CD s on a wide variety of topics ranging from IT to Strategic Management . Training Instruments
47
Focused group discussions, Case Analysis, Role Plays, Video Shows, Business Games, Individual Exercises, Lecture Sessions are some of the Training instruments employed by ARMSTRONG Insys in their Training Programs.
To demonstrate a small example of ARMSTRONG s commitment towards Training
We have been holding the ARMSTRONG Insys Management Development Programme at XLRI Jamshedpur [one of India s Premier Business Schools] for 13 years in succession now. This is a 15-day to 1 month Programme for middle level managers covering all the functional areas which this helps our employees across functions to get a holistic
management picture. This is not only restricted to class room lectures, the participants have to take up a solid Action Plan and are empowered to take personal responsibility for improving the way we work.
SALIENT FEATURES OF COMPUT ERIZED TRAINING MANAGEMENT SYSTEM:
I. Nominations for all in-house Programmes are made online. II. Training record updation and attendance are online for in house programmes. III. Sponsoring to external seminar and workshop through Center for Training and Development (CTD) and hence recorded and made available on-line. MODES OF TRAINING: The ARMSTRONG organization has two modes of training for its employees. They are Inhouse Training and Institutional Training. INHOUSE TRAINING: 48
This is a mode of training arranged within the company for both Executives and Non-Executives. Here the Company takes the whole responsibility of arranging the training programmes like selecting the fields and topics for the training programmes, arranging efficient faculties, notifying the required employees for training. This mode of training programmes is provided to both the Executives and Non-Executives
INSTITUTIONAL TRAINING: This is a mode of training held outside the organization in various institutions or other organizations. Here the Company sponsors for its employees to attend the training
programmes. This mode of training is mainly provided to the Executives.
OBJECT IVES OF TRAINING: ·
To examine the adequacy of the present system of training executives and non executives vis-à-vis the requirements in various business and functional areas, Quality, marketing, materials, Finance, Personnel, Services Management etc.,
· ·
To recommend structures and other training programmes or seminars to the executives and non-executives to meet the challenges in their work area. The contents and duration of training programmes both internal/external should be designed optimally so as to improve the potential of the individuals to cope with future business trends of the company.
·
Each structures programmes should have inbuilt module for feedback, evaluation and action plan for implementation and provide for follow-up and review mechanism so as to ensure accountability.
49
·
The training needs of the executives and Non-Executives both technical and managerial could be satisfied keeping in view the objectives of the company
CALENDER OF TRAINING PROGRAMMES FOR THE MONTH OF OCTOBER 2006 GENERAL PROGRAMMES · · · · · · · · · · · · · ·
Team building Improving Quality of life Communication skills General Safety I Can Women in Industry Safety-First Aid Training Company Standardization Enhanced Productivity through Elimination of Hidden costs Emotional Intelligence Creativity at Work place Safety superiors Safety Environmental Awareness Safety Assembly and Testing staff
TECHNICAL PROGRAMMES · ·
Gemba Kaizen TQM 50
· · · ·
Six Sigma Bench Marking Concurrent Engineering Innovation Project Management ISO 9001-2001 awareness
IMPORTANCE OF TRAINGING AT ARMSTRONG ARMSTRONG has been giving a lot of importance to Training and Development of its employees and executives by providing opportunities for them to get trained through out their career not only in their chosen technical field but also in other fields like General Management, Computer skills, Communication skills, Behavioral Science. The Company last year spent approximately Rs.420 lakhs towards Training and Development expenses.
The company has included Training as one of the parameters in their Memorandum of Understanding with the ministry. As per it, every employee has to be trained for at least 2.2 days in a year and at least 36% of the employees have to be covered by training every year. State-of the Art training aids to conduct all kinds of training programmes.
The results after consolidation were such that there were programmes for which only a few had indicated the need but there were programmes for which a large number of people had a need. Hence, first it was decided to sponsor people to courses conducted by outsiders. Then after it was decided to conduct the in-house programmes inviting experts from outside.
To fulfill the needs of technical programmes with specific requirements a committee of advisors from Technical departments was formed. The committee was made responsi ble for deciding the content of each programmes ad the subject expert.
Regarding the in house programmes the CTD department is supposed to firm up the programmes for a month and put it online the previous month. Nominations are also made online by the departments. A week before the starting dates of the programmes. The 51
coordinators in charge in CTD checks the online status of nomination across BG complex. Here the executives of the company are also given chances of indicating programmes other than recommended by the committees. The reporting and reviewing officers were asked to vet these programmes and were fed to MRPII system to be stored in a file called Training and Development need file .
52
ANALYSIS AND INTERPRETATION OF DATA
EVALUATION OF TRAINING PROGRAMMES
The company uses a feedback form at the end of the training session to collect the employee s opinion that helps in evaluating the effectiveness of training. The responses to the feedback also reveal the satisfaction of dissatisfaction of the employees towards the training programmes.
The training programmes are basically conducted for a full day handled by a single faculty or by two or more faculties.
The feedback forms are of two types: 1. Single faculty feedback form 2. Multiple faculty feedback form This feedback form tries to extract the opinions regarding a) Communication effectiveness b) Quality of Examples c) Interaction between faculty and participants d) Use of teaching aids e) Usefulness of training and participants f) Releventness of the programmes contents The feedback form is the best tool to measure the effectiveness of training programmes as it gives quick responses of the held programmes on the same day.
Table 1: The Executives Grades of the Respondents 53
Executive Grade
Number Respondents
of
Percentage
E1
7
14%
E2
15
30%
E3
12
24%
E4
8
16%
Graph
1: The
E5
5
10%
Executive Grades of the Respondent s
E6 Total
3 50
6% 100%
50 40 30 20 10
54
Analysis:
0
E1 E2 E3 E4 E5 E6 Total
Out
of
50
respondent s 14% of E1, 30% of E2, 24% of E3, 16% of E4,
Number of Respondents
Percentage
10% of E5, 6% of E6 respectively Inference: The Graph indicates that 30% of the respondents belong to the Executive Grade 2and very few respondent s belong to the Executive Grade
Table 2: Number of years of service of the respondents in ARMSTRONG s. Ltd Serial Number Year of Service Number Respondents 1 5-10 26 52% of Percentage
2
11-15
11
22%
Graph 2: Number
3
16-20
6
12%
5:10 1 1 :1 5
4
25 more Total
years
and 7 50
14% 12%
14% 100%
1 6 :2 0 2 5 y e a rs a n d m o re
52% 22%
55
of years of service of the respondents in ARMSTRONG s. Ltd
Analysis: Out of 50 respondent s the 52% of 5
10 years of service, 22% of 11-15 of service,
12% of 16-20 years, and 14% of 25 years & above.
Inference: More than 50% of the respondents have 5-10 years of experience and very few belong to the service category 25 years and more. This implies that the project study was mainly focused to the low experienced peopled to get the latest information of training programmes.
Table 3: The Age group of the respondents of ARMSTRONG employees
Age in Years 20-30 yrs
Number of Respondents 22
Percentage 44%
31-40 yrs
14
28%
41-50 yrs
8
16%
51-60 yrs Total
6 50 56
12% 100%
Graph 3: The Age group of the respondents of ARMSTRONG employees
Age group of the respondents
Total
50 100% 6 8 16% 14 28% 22 44%
51- 60 yrs
12%
41 - 50 yrs
Number of Respondents Percentage
31- 40 yrs
20 - 30 yrs
Analysis: From the Table 3 it can be analyzed that 44% of 20-30 yrs, 28% of 31-40 yrs, 16% of 41-50 yrs, 12% of 51-60 yrs respondents of the age group. Inference: The Graph indicates that 44% of the respondents belong to the age group of 20 30 years and very few respondents belong to the age group of 51-60 years. This implies that the study has mainly focused on respondents of low age to get fresh data.
57
Table 4: Number of respondents who have attended the training programmes.
Number of Respondents Training attended Percentage
Training not attended Percentage
50
50
100%
0
0
Graph 4: Number of respondents who have attended the training programmes.
58
Number of respondents having attended the training programmes
Percentage 100%
Analysis: From the Table 4 it can be analysed 100% of the respondents have attended the training programme. Inference: The graph indicates that all the 50 respondents have attended the training programmes. This implies that the ARMSTRONG s Ltd. has well structured and regular training programmes for all the employees in various fields.
Table 5: The Training Mode preferred by the respondents of the ARMSTRONG s. Ltd
59
Modes of Training
Respondents
Percentage
In House Training
13
26%
Institutional Training
37
74%
Total
50
100%
Graph 5: The Training Mode preferred by the respondents of the ARMSTRONG.
60
Mode of Training preferred
26%
74%
In House Training Institutiona l Training
Analysis: From the Table 5 it can be analyses that the respondents prefer 26% of In House Training & 74% of Institutional Training. Inference: The Graph indicates that 74% of the respondents prefer institutional training than In-house training. The preference given to In-house training is 26% only.
Table 6: Frequency of Training Programmes attended by the employees
Reasons
Respondents
Percentage 61
Monthly
11
16%
Quarterly
20
40%
Half Yearly
14
28%
Yearly
5
16%
Total
50
100%
62
Graph 6: Frequency of training Programmes attended by the employees
16%
16%
Monthly Quarterly Half Yearly 28% 40% Yearly
Analysis: From the Table 6 it can be analyses that 16% of Monthly, 40% of Quarterly, 28% of Half Yearly, 16% of Yearly Training Programmes are attended by the respondents. Inference: The Graph indicates that 40% of the respondents have attended the training programmes quarterly (once in 3 months) and few have attended the yearly training programmes. This implies that the company gives more importance for regular quarterly training programmes than the yearly training programmes.
Table 7: The Benefits derived and un-derived by the general training modules.
63
Training Models
Attended Responde nts Percenta ge 62% 34% 48% 32% 26% 32%
Benefited Responde nts 46 50 50 50 48 48 Percent age 92% 100% 100% 100% 96% 96%
Unbenefited Respond ents 4 0 0 0 1 2 Percenta ge 8% 0% 0% 0% 4% 4%
Team Building Improving Quality of life Safety Practices 7 Habits of highly effective people Domestic Enquiry Creativity at work place Emotional Intelligence Women Industry in
31 17 24 16 13 16
15
30%
50
100%
0
0%
12
24%
50
100%
0
0%
Graph 7: The Benefits derived and un-derived by the general training modules
64
Benefits and unbenefits of General Training Modules 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11
Unbenefited Benefited Attended
Analysis: From the Table 7 it can be analyses that 92% are Benefited & 8% are Unbenefited from the Team Building, 100% are Benefited in Improving Quality of life, 100% are Benefited from the Safety Practices, 100% are Benefited from the 7 Habits of highly effective people, 96% are Benefited & 4% are Unbenefi ted from Domestic Enquiry, 96% are Benefited & 4% are Unbenefited from the Creativity at work place, 100% are Benefited from the Emotional Intelligence, 100% are Benefited from the Women in Industry by the general Training modules. Inference: The graph shows that a good percentage of the respondents have attended the training programmes and when talking of the benefits all the respondents have derived good benefits from all the training programmes. Most of the employees have derived 100% benefits from programmes like Improving Quality of life. Safety Training, Good food practices Emotional Intelligence and Women in Industry. Only a few employees of 2-4% has not derives benefits from programmes other then mentioned above.
Table 8: The Benefits derived and un-derived by the Technical training modules:
65
Training Models
Attended Responde nts Percenta ge 40% 42% 28% 24% 24% 34% 22%
Benefited Responde nts 50 48 49 50 50 48 50 Percent age 100% 96% 98% 100% 100% 96% 100%
Unbenifited Respond ents 0 2 1 0 0 2 0 Percenta ge 0% 4% 2% 0% 0% 4% 0%
Gemba Kaizen TQM Six Sigma Bench Marking Concurrent Engineering Innovation Project Management ISO 9001:2001
20 21 14 14 14 17 11
awareness
13
26%
48
96%
2
4%
Graph 8: The Benefits derived and un-derived by the Technical training modules:
66
Benefits and unbenefits of Technical Training modules 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11
Analysis: From the Table 8 it can be analyses out of the respondents 100% are Benefited from the Gemba Kaizen, 96% are Benefited & 4% are Unbenefited from the TQM, 98% are Benefited & 2% are Unbenefited from the Six Sigma, 100% are Benefited from the Bench Marking, 100% are Benefited from the Concurrent Engineering, 96% are Benefited & 4% are Unbenefited from the Innovation, 100% are Benefited from the Project Manage ment, , 96% are Benefited & 4% are Unbenifited from the ISO 9001:2001 awareness. Inference: The Graph shows that a good percentage of the respondents have attended the training programmes and when talking of the benefits all the respondents have derived good benefits from all the training programmes Most of the employees have derived 100% benefits from Programmes like Gemba Kaizen, benchmarking, concurrent engineering, project management. Only a few employees of 2-4% has not derives benefits from few programmes other then mentioned above.
Unbenifited Benifited Attended
Table 9: Level of Employee Satisfaction with the Training programmes.
67
Reasons
No of Respondents
Percentage
Highly Satisfied
7
14%
Satisfied
27
54%
Not Sure
9
18%
Dissatisfied
5
10%
Highly Satisfied
2
4%
Total
50
100%
Graph 9: Level of Employee Satisfaction with the Training programmes.
68
Employee Satisfaction Level
10% 18%
4%
14%
Highly Satisfied Satisfied Not Sure Dissatisfied
54%
Highly Satisfied
Analysis: From the Table 9 it can be analyses that the respondents are14% of Highly Satisfied, 54% of Satisfied, 18% of Not Sure, 10% of Dissatisfied, 4% of Highly Satisfied with the Training Programme. Inference: The Graph Indicates that 54% of the respondents are satisfied and a very less number of respondents are dissatisfied with the training programmes. 9% of the respondents are not able to decide whether they are satisfied or dissatisfied with the training programmes. Table 10: Confidence level in managing the work attending the training programmes.
69
Reasons
Number Respondents
of
Percentage
Highly Confident
6
12%
Confident
30
60%
Not Sure
10
20%
Unconfident
3 2 50
6% 4% 100%
Highly Unconfident Total
Graph 10: Confidence level in managing the work attending the training programmes.
70
No of respondents
6% 20%
4%
12%
Highly confident confident Not sure Unconfident Highly Unconfident
60%
Analysis: From the Table 10 it can be analyses that the respondents are 12% of Highly Confident, 60% of Confident, 20% of Not sure, 6% of Unconfident, 4% of Highly Unconfident with managing work after attending the Training Programme. Inference: The Graph indicates that 60% of the respondents are confident in managing their work after attending the training programmes, 12% of the respondents are highly confident and only 4% are not highly. This implies that the training programmes arranged in the organization have good impact on its employees.
Table 11: Improvement Level of Knowledge through Training Programmes
Number Reasons Respondents 71
of
Percentage
Highly Improved
7
14%
Improved
30
60%
Not Sure
7
14%
Unimproved
2
4%
Highly Unimproved Total
4
8%
50
100%
Graph 11: Improvement Level of Knowledge through Training Programmes
72
Improvement Level of Knowledge through Training Programmes
4% 8% 14%
14%
Highly Improved Improved Not Sure Unimproved Highly Unimproved
60%
Analysis: From the Table 11 it can be analyses that the respondent s of improvement level of Knowledge are 14% of Highly Improved, 60% of Improved, 14% of Not Sure, 4% of Unimproved, 8% of Highly Unimproved Inference: The graph indicates 60% of the employees knowledge have been improves after attending the training programmes and only 2-4% of employees respond that there is no change in knowledge before and after attending the training programmers. The response of the employee implies that the training programmes has put maximum efforts to improve its employees knowledge through training programmes
Table 12: Providing opportunity to the employees to express their work related problems.
73
Reasons
Number Respondents
of
Percentage
Highly Agree
5
10%
Agree
15
30%
Not Sure
11
22%
Disagree
8
16%
Highly Disagree
11
22%
Total
50
100%
Graph 12: Providing opportunity to the employees to express their work related problems.
74
Oppurtunity for problem expression
Highly Disagree 22%
highly Agree 10%
Disagree 16% Not Sure 22%
Agree 30%
Analy sis: From the Table12 it can be analyses that the respondent s are 10% of Highly Agree, 30% of Agree, 22% of Not Sure, 16% of Disagree, 22% of Highly Disagree with the providing opportunity to the employees to express their work. Inference: The Graph indicates that 30% of the employees feel that they are provided an opportunity to express their problems of work. 22% of the employees are of the opinion that they are not provided any opportunity to express work related problems.
Table 13: Role of Training programmes in fetching up faster promotion for the employees.
75
Reasons
Number of Respondents
Percentage
Highly Fetch
4
8%
Fetch 3 6%
Not Sure 14 28%
Do not fetch 11 22%
Highly Don t fetch 18 36%
Total
50
100%
Graph 13: Role of Training programmes in fetching up faster promotion for the employees.
76
Fetching up of faster promotions
60 50
No of respondents
50 40 30 20 10 0 highly Fetch Fetch not sure Do not Fetch Highly Don't fetch Total 4 8% 3 6% 14 28% 18 11 22% 36% 100% No of Respondents Percentage
Analysis: From the Table 13 it can be analyses that the respondents are 8% of Highly Fetch, 6% of Fetch, 28% of Not Sure, 22% of Do not fetch, 36% of Highly Don t fetch with the Training programme in fetching up faster promotion of the employees.
Inference: The Graph shows that 36% of the employees are of the opinion that the training programmes do not fetch faster promotions. Only 6-8% of the employees respond that Training programmes help in fetching faster promotions. 28% of the respondents are not sure. This implies that training programmes do not influence for fetching up faster promotions.
Table 14: Role of the training programmes in Performance Appraisal 77
Reasons
Number Respondents
of
Percentage
Highly Agree
4
8%
Agree
22
44%
Not Sure
9
18%
Disagree
3
6%
Highly Disagree
12
24%
Total
50
100%
Graph 14: Role of the training programmes in Performance Appraisal
78
Training programmes role in performance appraisal
24% 6% 18%
8%
44%
Highly Agree Agree Not Sure Disagree Highly Disagree
Analysis: From the Table 14 it can be analyses that out of the 50 respondents 8% are Highly Agree, 44% are Agree, 18% are Not Sure, 6% are Disagree, and 24% are Highly Disagree with the Training Programme in Performance Appraisal.
Inference: The graph identifies that 44% of the employees accept that training programmes play role in performance appraisal and 6-24% of the employees do not accept it. 18% of the employees are not sure whether the training programmes play a role in performance appraisal or not.
79
Table 15: Relevance of Training programmes to the employee s respective jobs.
Reasons
Number Respondents
of
Percentage
Highly Relevant
10
20%
Relevant
24
48%
Not Sure
8
16%
Irrelevant
3
6%
Highly Irrelevant
5
10%
Total
50
100%
Graph 15: Relevance of Training programmes to the employee s respective jobs.
80
Relevance of training programmes
10% 6%
20%
16%
Highly Relevent Relevent not sure Irrelevant Highly Irrelevant
48%
Analysis: From the table it can be analyses that out of the 50 respondents 20% are Highly Relevant, 48% are Relevant, 16% are Not Sure, 6% are Irrelevant, and 10% are Highly Irrelevant with respect to the relevance of Training Programmes.
Inference: The graph indicates that 20-48% of the employees respond that Training programmes are relevant to their jobs. A very few employee s of 10% say the training programmes are not relevant to their jobs. This implies that the training programmes of ARMSTRONG are made relevant to the employee s job.
Table 16: Role of training programmes in personality development
81
Reasons
Number Respondents
of
Percentage
Highly Agree
7
14%
Agree 30 60%
Not Sure 6 12%
Disagree
2
4%
Highly Disagree 6 12%
Total
50
100%
Graph 16: Role of training programmes in personality development 82
Role of Training programmes in Personality Development
4% 12% Highly Agree Agree Not Sure Disagree 60% Highly Disagree
12%
14%
Analysis: From the Table 16 it can be analyses that out of 50 respondents 14% are Highly Agree, 60% are Agree, 12% are Not Sure, 4% are Disagree, and 12% are Highly Disagree with the Training Programme in personality Development
Inference: The graph implies that 60% of the employees accept that training Programmes play an important role in Personality Development. Only 4-12% of the employees do not accept the role of training programmes in personality development.
Table 17: Aware of self-strengths and weaknesses through training programmes.
83
Reasons
Number Respondents
of
Percentage
Highly Aware
7
14%
Aware
27
54%
Not Sure
9
18%
Not Aware
3
6%
Highly Not Aware
4
8%
Total
50
100%
84
Graph 17: Aware of self-strengths and weaknesses through training programmes.
Aware of self strengths and weaknesses
6% 18%
8%
14%
Highly Aware Aware Not sure NotAware Highly not aware
54%
Analysis: From the Table 17 it can be analyses that out of 50 respondents 14% are Highly Aware, 54% are Aware, 18% are Not Sure, 6% are Not Aware, and 8% are Highly Not Aware with the self strengths and weakness through training programmes. Inference: The graph indicates that 14-54% of the respondents have become aware of their strengths and weaknesses after attending the training programmes. Only 6-8% of the respondent s say that they find no change even after attending the training programmes. Table 18: Management support towards training its employees.
Number Reasons Respondents 85
of Percentage
Highly Agree
9
18%
Agree
28
56%
Not Sure
6
12%
Disagree
3
9%
Highly Disagree
4
8%
Total
50
100%
Graph 18: Management support towards training its employees.
86
Management support towards training its employees
9% 8% 12% Highly Agree Agree Not Sure Disagree 56% Highly Disagree
18%
Analysis: From the Table 18 it can be analyses that out of 50 respondents 18% are Highly Agree, 56% are Agree, 12% are Not Sure, 9% are Disagree, and 8% are Highly Disagree with the Management Support towards training its employees. Inference: The graph indicates that 18-56% of the employees of the opinion that management support towards training its employees is good and only a few employees of some 8% say that management support towards training its employees is poor. This implies that the relationship of the employees with that of the management is good.
Table 19: Training programmes meeting the needs of the organization.
Number Reasons Respondents 87
of Percentage
Highly Agree
18
16%
Agree
26
52%
Not Sure
10
20%
Disagree
3
6%
Highly Disagree
3
6%
Total
50
100%
Graph 19: Training programmes meeting the needs of the organization.
88
6% 6% 20%
Highly Agree 16% Agree Not Sure Disagree
52%
Highly Disagree
Analysis: From the Table 19 it can be analyses that out of 50 respondents 16% are Highly Agree, 52% are Agree, 20% are Not Sure, 6% are Disagree, and 6% are Highly Disagree with the Training Programmes meeting the needs of the organization. Inference: It can be interpreted that 525 of the employees agree that the training given by the company is meeting the Organizational needs by providing the organization with productive employees.
Table 20: Level of Interaction with the training faculties.
89
Reasons
Number Respondents
of
Percentage
Highly Agree
9
18%
Agree
31
62%
Not Sure
5
10%
Disagree
2
4%
Highly Disagree
3
6%
Total
50
100%
Graph 20: Level of Interaction with the training faculties.
90
6% 4% 10% 18% Highly Agree Agree Not Sure Disagree Highly Disagree 62%
Analysis: From the table it can be analyses that out of 50 respondents 18% are Highly Agree, 62% are Agree, 10% are Not Sure, 4% are Disagree, and 6% are Highly Disagree with the Level of Interaction with the Training faculties. Inference: The Graph shows that 62% of the employees agree that they had good interaction with the training faculties. 4 - 6% of employees disagree that they had good interaction with the training faculty.
Table 21: Response to the feedback forms given at the end of the training session.
91
Reasons
Number Respondents
of
Percentage
Yes
41
68%
No
19
32%
Total
50
100%
Graph 21: Response to the feedback forms given at the end of the training session.
92
32% Yes No 68%
Analysis: From the Table 21 it can be analyses that out of 50 respondents 68% are yes and 32% are No with response to the feedback forms given at the end of the training session. Inference: The graph shows that 68% of the employees agree that they have responded to the feed back forms given at the end of the training programmes.
Table 22: Interested in attending more training programmes.
Number 93
of Percentage
Respondents Reasons
Yes
48
96%
No
2
4%
Total
50
100%
Graph 22: Interested in attending more training programmes.
94
Employees intrested in attending more training programmes
96% 4%
Yes
No
Analysis: From the data it can be analyses that out of 50 respondent s 96% are Yes and 4% are No with Interested in attending more training programmes. Inference: The graph shows that 96% of the respondents require more training programmes in various fields. The rest 4% of them are not interested in attending more training programmes. This shows that employees are interested in attending the training programmes in various fields.
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
95
Findings:
1. All the 50 respondents consider that Training plays a very important role in the organizations. 2. It was found that the organizations arrange well-experienced and resourced people to handle the training programmes. 3. It was also found that employees working in shifts are not able to attend the training programmes 4. Training is imparted with the sole reason of meeting the organizational needs. 5. Majority of the employees are satisfied with the training programmes. 6. According to the responses it was confirmed that Training was positively relevant with nature of the job. 7. Employees are of the opinion that training should be held for every quarter of the year, If not at least for every half year. 8. The survey also revealed that the employee s receive full support from the manage ment for attending the training programmes. 9. Majority of the respondents have agreed the following positive changes after attending the training programmes. · · · · · Increased the confidence level in managing the work better. Overall personality development. Aware of self strengths and weakness pertaining to job Maintenance of good relationship between the management and its employees. Discussion of problems about the job.
10. Respond ents are of the opinion that they require more training programmes in various fields. 11. Having good interaction with the training faculty and responding to the feed forms exposes the employee s interest in attended the training programmes.
96
RECOMMENDATIONS
· Most of my project respondents had a short experience of service which means that they have still 60% of their years of service in ARMSTRONG. And hence the company should provide good and relevant training programmes to derive the best results from the manpower so as to meet the needs of the organization. · As 74% of respondent s have chosen Institutional mode of training, the company should give training to its employees in their selected mode. importance of In-house mode of training to its employees. · Most of the employees are satisfied with the present training programmes. Hence the company should further update the training programmes with latest advancemans and continue the satisfaction level. · The study remains that most of the employees are aware of the training programmes conducted at ARMSTRONG, but the number of programmes attended is minimum. This shows that though they are aware of the programmes, it becomes necessar y to encourage them to attend more number of programmes in a year rather than in their entire tenure at ARMSTRONG. A mandatory annual number of programmes to be attended should be prepared and updated. · The employees seem to agree that the training as a positive effect like improvement in personality development, increase in confidence in managing their work providing opportunity to discuss the problems related to work. Accordingly the employees should be made to focus on the other benefits of training rather than only for promotion. · Majority of the employees have also accepted the fact that the training programmes conducted are relevant to their job. This helps them to discuss the pros and cons of the job in detail and makes the employees manage their work easily and efficiently. · The surveyed employees happily expressed that the management provided them full support to attend the training programmes. Providing full support by the management is just not enough, it is also necessary for the management to discuss the training 97 It should also enhance the
objectives with its employees and encourage them for attending more number of training programmes. · Good interaction with the training faculty has made the employees feel comfortable to discuss their problems pertaining to job. · To achieve successful results from the Training programmes the Company has to periodically evaluate the training programmes based on various factors like production factors, general observation, human resource factor, performance tests, cost value relationship etc., · To obtain Successful Evaluation the Company has to Support throughout the evaluation process with the help of various factors like human resources, time, finance, equipment and availability of data source, records etc., · The company should also open communication channels among top management, participants and those involved in providing data etc., and there should be an existence of sound management process
CONCLUSION
Training is an investment-more we do better we perform
Training is one of the important activities to understand that a specific training activity is only one event or phase in the total management education and development process. So the company should take special care while framing training programme.
The study reveals that the company has a good team of training personnel, Training each department. The performance after training programme must be self-motive and must create confidence in the employees. 98
Training is only one of many factors, which influence the performance of organizational units and affecting as many areas of activity as possible. Some of the respondents are satisfied regarding this programme.
Effectiveness of Training has a tremendous value for further course planning, especially for improving the performance and selecting the right methods of teaching and training, it also help in practical applications.
Hence, Effectiveness of Training program plays an important role in the organization whether Government or Non-government. Thus recognizing the need and purpose of employee training programme helps to build up the image of the company.
BIBLIOGR APHY
BOOKS: C.B. MAMORIA AND S.V. GANKAR. Personal Management, Himalaya Publications N.G. NAIR & LATHA NAIR. 1999 Personnel Management and Industrial Relations. S. Chand & company Ltd New Delhi Page no. 146 185.
Dr. P. Subba Rao. 1999 Essentials of Human Resource Management and Industrial Relations: Himalaya Publications House Mumbai. Page No.245 323
99
S.A. Stugis Hiller (Editor) 1996 How to Manage People, Jaico Publishing house. Mumbai. Page No. 252 255 & 307 315
K. Ashwathappa 1999 Human Resource and Personal Management. Tata Mc Graw-Hill Publishing Company Ltd., New Delhi Page No. 189-221. David A. DECENZO and STEPHEN P. ROBBINS 1988 Personnel and Human Resource Management, Third Edition, PHI New Delhi Page No. 260. C.R. Dolley Training within industry in US , Tavistook publication 1969 REPORT S: Annual Report Web Sites: www.Armstronginfinet.com www.google.com
London
ANNEXURE QUESTIONN AIRE
QUESTIONAI RE FOR STUDYING THE DEVELOPMENT AT ARMSTRONG S LTD. EFFECTIVENESS OF TRAINING AND
Hello sir/Madam, I am Manjunatha L doing MBA in KSOU University, be thankful to you, if you kindly spare few valuable minutes for filling the following questionnaire. The information provided by you will be exclusively used for my project work only. I. PERSONAL PROFILE a) Name: b) Designation: c) Executive grade: d) Department: e) Service in ARMSTRONG: 100
a) 5-10yrs c) 21-25yrs e) 30yrs more
b) 11-20yrs d) 26-30yrs
f) Age group: a) 20-30yrs c) 41-50yrs3 II PROJECT DETAILS Q1) Have you ever attended any Training Programmes conducted in Armstrong during the last 2years? Yes · No b) 31-40yrs d) 51-60yrs
If answer to question 1 is NO please discontinue, If YES please proceed with filling the questionnaire.
Q2) How often have you attended the training programmes? Monthly Quarterly Half Yearly Yearly
Q3) How many training programmes have you attended so far? 1 2 3 4 5&more
Q4) Which mode of training do you prefer? In-house training Institutional training
Q5) Have you attended the following Training modules & how you rate them? GENERAL TRAINING PROGRAMMES TRAINING MODULES ATTENDED YES/NO HAS BENEFITED 101 HAS UNBENEFITED
Team Building Improving quality of life Safety practices 7 habits of Highly effective people Domestic enquiry Creativity at work place Emotional Intelligence Women in Industry TECHNICAL TRAINING PROGRAMMES TRAINING MODULES Gemba Kaizen TQM Six Sigma Bench Marking Concurrent Engineering Innovation Project Management ISO 9001:2000 awareness ATTENDED YES/NO HAS BENEFITED HAS UNBENEFITED
*Please use the following scale for rating the following questions* 1. Highly agree 2. Agree 3. Not Sure 4. Disagree 5. Agree Q6) Are you satisfied with the training programmes at Armstrong? 1 2 3 4 5
Q7) Did you feel more confident in managing the work after attending the training programmes? 1 2 3 102 4 5
Q8) Did the training programmes improve your knowledge in different fields of work? 1 2 3 4 5
Q9) Did the training programmes offer you an opportunity to express your problem about the job? 1 2 3 4 5
Q10) whether the training programmes has helped you fetch faster promotion? 1 2 3 4 5
Q11) Are the training programmes a part of the performance appraisal? 1 2 3 4 5
Q12) Were the training programmes relevant to your job? 1 2 3 4 5
Q13) Did the training programmes helped for your personality development? 1 2 3 4 5
Q14) Are you aware of your strength and weaknesses after attending the training programmes? 1 2 3 4 5
5) Does the management provides you full support to attend the training programmes? 1 2 3 4 5
Q16) Did the training programmes help you to reach your personal goals and also the organizational goals? 1 2 3 4 5
Q17) Did you have good interaction with the training faculty? 1 2 3 103 4 5
Q18) Have you responded to the feedback forms given at the end of the training sessions? 1 2 3 4 5
Q19) Do you feel you need more training in any other particular field? 1 2 3 4 5
Q20) Do you interested in attending more training programmes. YES NO
Q21) Training programmes meeting the needs of the organization.
104
105
106
107
108
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