Final Training


Published on

Published in: Technology, Business
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Final Training

  1. 1. Training, Coaching & Mentoring Subject : Organization Development MMS II, Sem III Date : 26/09/09 Submitted to : Mr. Kuldeep Singh
  2. 2. Group Members : <ul><li>Gauri Mahalle C-20 </li></ul><ul><li>Rupali Mehta C-22 </li></ul><ul><li>Jayashree Prabhu C-43 </li></ul><ul><li>Devika Shinde P-34 </li></ul>
  3. 3. Training <ul><li>Training is the process of increasing the knowledge and skills for doing a particular job. </li></ul>
  4. 4. “ Personally, I am always ready to learn, although I do not always like being taught.” -Winston Churchill
  5. 5. Need of Training <ul><li>Job Requirements </li></ul><ul><li>Technological Changes </li></ul><ul><li>Organizational Viability </li></ul><ul><li>Internal Mobility </li></ul>
  6. 6. Evaluation Criteria Feedback Systematic Approach for Training
  7. 7. Training Need Analysis
  8. 8. <ul><li>Training Need Assessment refers to the process used to determine whether training is necessary. </li></ul><ul><li>To determine whether or not training is the solution to the problem. </li></ul>
  9. 9. What is Needs Assessment? <ul><li>Training need is a need for human performance improvement that can best be met by training of some kind. </li></ul><ul><li>Training needs identification is the process required to detect & specify training needs at individual or organizational levels. </li></ul><ul><li>Analysis of training needs is the process of examining training needs to determine how best they might actually be met. </li></ul>
  10. 10. Training Needs Assessment <ul><li>Training Needs Assessment is an ongoing process of gathering data to determine what training needs exist so that training can be developed to help the organization accomplish its objectives. </li></ul><ul><li>The purpose: </li></ul><ul><li>Current level of target group </li></ul><ul><li>Required level to be achieved </li></ul><ul><li>Assess the gap </li></ul>
  11. 11. Causes & Outcomes of Needs Assessment <ul><li>Reasons for pressure </li></ul><ul><li>points </li></ul><ul><li>Lack of basic skills </li></ul><ul><li>Poor performance </li></ul><ul><li>Customer requests </li></ul><ul><li>New Product </li></ul><ul><li>New Jobs </li></ul><ul><li>High performance standards </li></ul>Task Analysis Person Analysis Organizational Analysis <ul><li>Outcomes </li></ul><ul><li>What Trainees need to learn </li></ul><ul><li>Who receives training </li></ul><ul><li>Type of Training </li></ul><ul><li>Frequency of Training </li></ul><ul><li>How training should be evaluated </li></ul>
  12. 12. Concerns of Managers & Trainers in TNA Upper Level Managers Middle Level Managers Trainers Organizational Analysis Is training important to achieve our business objectives? How does training support our business strategy? Do I want to spend money on training? How much? Do I have the budget to buy training services? Will managers support training? Person Analysis What functions or business units need training? Who should be trained? Managers? Professionals? Core employees? How will I identify which employees need training? Task Analysis Does the organization have the people with the knowledge, skills, and ability need to compete? For what jobs can training make the biggest difference in product quality or customer service? What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary?
  13. 13. Methods of Training Needs Assessment <ul><li>Records & Reports / Documentation </li></ul><ul><li>Observation </li></ul><ul><li>Survey / Questionnaire </li></ul><ul><li>Performance Appraisals </li></ul><ul><li>Tests </li></ul><ul><li>Interviews </li></ul><ul><li>Assessment Centres </li></ul><ul><li>Combination Method </li></ul>
  14. 14. <ul><li>Training Design </li></ul>
  15. 15. Training Design <ul><li>Define purpose of the training and target audience </li></ul><ul><li>Determine Participants’ Need </li></ul><ul><li>Methods: </li></ul><ul><li> written survey </li></ul><ul><li>  random sample of registrants by phone </li></ul><ul><li> evaluation & feedback </li></ul><ul><li> current roles & responsibilities </li></ul>
  16. 16. Training Design <ul><li>Define Training Goals and Objectives </li></ul><ul><li>4. Outline Training Content </li></ul><ul><li>Introduction </li></ul><ul><li>Learning Component </li></ul><ul><li>Wrap-up & Evaluation segment </li></ul><ul><li>Develop Instructional Activities </li></ul><ul><li>Prepare the Written Training Design </li></ul>
  17. 17. Training Design <ul><li>7. Prepare Participant Evaluation Forms </li></ul><ul><li>Issues: </li></ul><ul><li> Did participants acquire knowledge & skills that the training was supposed to provide? </li></ul><ul><li> Were the trainers knowledgeable about the training content? </li></ul><ul><li> Were the activities interesting & effective enough? </li></ul><ul><li> Was the training format appropriate? </li></ul><ul><li>8. Determine Follow-up activities for the event </li></ul>
  18. 18. Types of Training <ul><li>Orientation Training </li></ul><ul><li>Job Training </li></ul><ul><li>Safety Training </li></ul><ul><li>Promotional Training </li></ul><ul><li>Refresher Training </li></ul><ul><li>Remedial Training </li></ul>
  19. 19. TRAINING TECHNIQUES <ul><li>ON THE JOB TECHNIQUES </li></ul><ul><li>OFF THE JOB </li></ul>
  20. 20. ON THE JOB TECHNIQUES <ul><li>COACHING </li></ul><ul><li>UNDER STUDY </li></ul><ul><li>POSITION ROTATION </li></ul><ul><li>PROJECT ASSIGNMENTS </li></ul><ul><li>COMMITTEES </li></ul><ul><li>MULTIPLE MANAGEMENT </li></ul><ul><li>SELECTED READINGS </li></ul>
  21. 21. OFF THE JOB TECHNIQUES <ul><li>LECTURES </li></ul><ul><li>CASE STUDIES </li></ul><ul><li>GROUP DISCUSSIONS </li></ul><ul><li>CONFERENCES </li></ul><ul><li>ROLE PLAYS </li></ul><ul><li>MANAGEMENT GAMES </li></ul><ul><li>SENSITIVITY TRAINING </li></ul>
  22. 22. <ul><li>Training Evaluation </li></ul>
  23. 23. TRAINING EVALUATION <ul><li>Should not be a one time activity </li></ul><ul><li>Systematic process to analyse feedback </li></ul><ul><li>Helps and strengthen future postion and consolidate present learning </li></ul>
  24. 24. Aspects <ul><li>Relevance of training objectives </li></ul><ul><li>The accomplishment of objective </li></ul><ul><li>The appropriateness of training methodology </li></ul><ul><li>The impact of learning </li></ul>
  25. 25. When to evaluate <ul><li>During training </li></ul><ul><li>After completion </li></ul><ul><li>At specified intervals </li></ul>
  26. 26. Who will evaluate <ul><li>Participants </li></ul><ul><li>Staff </li></ul><ul><li>Outside evaluators </li></ul>
  27. 27. After evaluation what? <ul><li>Results not adequately utilized </li></ul><ul><li>Should not be a ritual </li></ul>
  28. 28. CASE STUDY
  30. 30. <ul><li>&quot;Many Indian companies have increased their emphasis on training tremendously. I think it is absolutely essential to spend a lot of money on training and continuous improvement. In our group every employee has to undergo at least five days of training a year.“ </li></ul><ul><li>Adi Godrej, Chairman Godrej Group </li></ul>
  31. 31. NEED FOR CHANGE <ul><li>Entire distribution of Godrej transferred to P&G </li></ul><ul><li>1995-Break-up of the joint venture between Godrej & P&G </li></ul><ul><li>Post breakup Godrej devoid of distribution system </li></ul><ul><li>Rebuilding exercise </li></ul><ul><li>1995-TQM </li></ul>
  32. 32. CHANGE <ul><li>Switch from a family-run business to a professionally managed company </li></ul><ul><li>Changed the earlier model of management hierarchy </li></ul><ul><li>Adopted a participative management model </li></ul><ul><ul><li>team spirit </li></ul></ul><ul><ul><li>employee improvement programmes. </li></ul></ul>
  33. 33. TQM <ul><li>1995-TQM Awareness programmes conducted for all employees </li></ul><ul><li>Objective </li></ul><ul><li>TQM principles Customer satisfaction Management by 'fact' -- 5Ws (what, why, who, when, and where) + 1H (how) approach Respect for people TQM elements Total employee involvement (TEI) Total waste elimination (TWE) Total quality control (TQC) </li></ul><ul><li>  </li></ul><ul><li>Maximize quality and minimize costs. </li></ul>
  34. 34. <ul><li>Sept 2000 at Godrej soaps ltd </li></ul><ul><li>For involvement of youth </li></ul><ul><li>Objective was motivating employees as well as imparting knowledge about the sales functions of GSL. </li></ul>
  35. 35. GALLOP- Godrej Accelerated Learning Leadership and Orientation Programme <ul><li>2002 -structured and organised induction-training programme </li></ul><ul><li>Objective –to nurture the new recruits into leaders and dynamic performers </li></ul><ul><li>The trainees were rotated in four departments other than their primary department including a compulsory sales stint. </li></ul><ul><li>Mandatory rotation helped the trainees to get a hands-on experience to understand the market </li></ul>
  36. 36. EVA <ul><li>Introduced in 2001 at all Godrej groups </li></ul><ul><li>For managers and officers </li></ul><ul><li>To manage EVA and make wise investment decisions </li></ul>
  37. 37. E-Gyan <ul><li>2002 -E-Gyan was the e-learning initiative </li></ul><ul><li>Transform traditional training methods of workshops and sharpen the intellect of the employees by self- learning initiatives </li></ul>
  38. 38. SPARK <ul><li>Sept 2002 at Godrej industries ltd </li></ul><ul><li>Train the trainer </li></ul><ul><li>For managers to become effective coaches </li></ul>
  39. 39. Bibliography & Webliography <ul><li>Essentials of Training & Development </li></ul><ul><li>by Dr. Anjali Ghanekar </li></ul><ul><li>Human Resource Management </li></ul><ul><li>by Dr. Anjali Ghanekar </li></ul><ul><li>Human Resource Management </li></ul><ul><li>by C.B Gupta </li></ul><ul><li> </li></ul><ul><li> </li></ul>