HUMAN RESOURCE MANAGEMENT

MGT 513

ASSIGNMENT ON:

TRAINING & DEVELPOMENT PROGRAMME FOR TVS

TVS MOTOR COMPANY
TVS Motor Company is the third largest two-wheeler manufacturer in India and is
among the world's top ten.  It is the flagship company of the parent employing over
40,000 people with an estimated 15 million customers. It manufactures
motorcycles, scooters, mopeds and auto rickshaws. It is India's only two-wheeler
company to have won the Deming Prize awarded for commitment to quality control,
received in 2002.

TVS Motor Company

Industry Automobiles

Founded 1978

Founder(s) Venu Srinivasan

Headquarters Chennai, India

Products Motorcycles, Scooters, Mopeds,Three-
Wheelers

Parent TVS Group

Website TVSMotor.in

A bike for anyone

TVS Motor currently manufactures a wide range of two-wheelers from

mopeds to racing inspired motorcycles. 
Penchant for Quality

The company has 4 plants - located at Hosur and Mysore in South India, in
Himachal Pradesh, North India and one at Indonesia. The company has a
production capacity of 2.5 million units a year.

Innovation at the helm

TVS Motor's strength lies in design and

development of new products - the latest launch of 7
products on the same day seen as a first in
automotive history. We at TVS deliver total
customer satisfaction by anticipating customer need
and presenting quality vehicles at the right time and
at the right price. The customer and his ever
changing need is our continuous source of
inspiration.

   

15 million smiles on the Road

TVS has always stood for innovative, easy to handle, environment friendly
products, backed by reliable customer service. 

No wonder, then, that our 15 million customers on the road have a reason to
smile.  

TVS MOTOR COMPANY - MISSION

We are committed to being a highly profitable, socially responsible, and leading

manufacturer of high value for money, environmentally friendly, lifetime personal
transportation products under the TVS brand, for customers predominantly in Asian
markets and to provide fulfilment and prosperity for employees, dealers and suppliers.
VISION STATEMENT

TVS Motor - Driven by the customer 

TVS Motor will be responsive to customer requirements consonant with its core
competence and profitability. TVS Motor will provide total customer satisfaction by
giving the customer the right product, at the right price, at the right time. 

TVS Motor - The Industry Leader 

TVS Motor will be one among the top two two-wheeler manufacturers in India and one
among the top five two-wheeler manufacturers in Asia. 

TVS Motor - Global overview 

TVS Motor will have profitable operations overseas especially in Asian markets,
capitalizing on the expertise developed in the areas of manufacturing, technology and
marketing. The thrust will be to achieve a significant share for international business in
the total turnover. 

TVS Motor - At the cutting edge 

TVS Motor will hone and sustain its cutting edge of technology by constant
benchmarking against international leaders. 

TVS Motor - Committed to Total Quality 

TVS Motor is committed to achieving a self-reviewing organization in perpetuity by

adopting TQM as a way of life. TVS Motor believes in the importance of the process.
People and projects will be evaluated both by their end results and the process
adopted. 

TVS Motor - The Human Factor 

TVS Motor believes that people make an organization and that its well-being is
dependent on the commitment and growth of its people. There will be a sustained effort
through systematic training and planning career growth to develop employees talents
and enhance job satisfaction. TVS Motor will create an enabling ambience where the
maximum self-actualization of every employee is achieved. TVS Motor will support and
encourage the process of self-renewal in all its employees and nurture their sense of self
worth.

TVS Motor - Responsible Corporate Citizen

TVS Motor firmly believes in the integration of Safety, Health and Environmental
aspects with all business activities and ensures protection of employees and
environment including development of surrounding communities. TVS Motor strives
for long-term relationships of mutual trust and interdependence with its customers,
employees, dealers and suppliers.

AWARDS

TVS Motor won the Deming Application Prize in 2002, becoming the first and only
Indian two-wheeler company to win the award given to companies that do outstanding
work in the field of Quality Management. It is considered to be one of the world's most
prestigious quality awards. The same year, the work done for the TVS Victor
motorcycle won TVS Motor the National Award for successful commercialization of
indigenous technology from the Technology Development Board, Ministry of Science &
Technology, and Government of India. In 2004, TVS Scooty Pep won the 'Outstanding
Design Excellence Award' from BusinessWorld magazine and the National Institute of
Design, Ahmedabad. The effective implementation of Total practices won TVS Motor the
TPM Excellence Award given by the Japan Institute of Plant Maintenance in 2008.

TVS Motor has won several management awards, notable among them being the
Emerging Corporate Giant in the Private Sector awarded by The Economic Times and the
Harvard Business School Association of India. Business Today magazine awarded TVS
Motor the Best Managed Company and the Most Investor Friendly Company awards.
Its advertising practices won it the Good Advertising award by Auto India Best Brand
Awards 2009. Company Chairman Venu Srinivasan is a recipient of several awards for
corporate excellence such as the Star of Asia Award by Bloomberg Business Week and the
JRD Tata Corporate Leadership Award. The University of Warwick, United Kingdom
gave him an honorary Doctorate degree while the Government of India honored him
with the Padma Shri, one of India's highest civilian distinctions.

Innovative implementation of Information Technology has won TVS Motor the Ace

Award for Most Innovative NetWeaver Implementation in 2007 awarded by technology
major SAP AG and the Team Tech 2007 Award of Excellence for Integrated use
of Computer-aided engineering Technologies.

EMPLOYEE EVALUATION AND PERFORMANCE APPRAISALS IN

TVS MOTOR COMPANY
TVS Ltd. have a formal performance appraisal system in which employee job
performance is rated on a regular basis, usually once a year. A good performance
appraisal system can greatly benefit an organization. It helps direct employee behavior
toward organizational goals by letting employees know what is expected of them, and
it yields information for making employment decisions, such as those regarding pay
raises, promotions, and discharges.
Developing and implementing an effective system is no easy task, however. For
instance, one study found that a majority of companies—65 percent—are dissatisfied
with their performance appraisal systems. Analysts have found that a fairly low degree
of reliability and validity remains a major bug in most appraisal systems. Many such
systems are met with considerable resistance by those whose performance is being
appraised, thus hampering the possibilities for effectiveness. While accurate and
informative appraisal systems can be a major asset to a business, they are too often an
unrealized goal.

There are three major steps in the performance appraisal process followed by TVS
Motors : identification, measurement, and management. With identification, the
behaviours necessary for successful performance are determined. Measurement
involves choosing the appropriate instrument for appraisal and assessing performance.
Management, which is the ultimate goal, is the reinforcing of good performance and the
correction of poor performance. Each step is described below. Additionally,
management by objectives, which involves evaluating performance without a
traditional performance appraisal, is also followed.

IDENTIFICATION

TVS Motors determine for each job family the skills and behaviours that are necessary
to achieve effective performance. The organization identifies dimensions, which are
broad aspects of performance. For instance, "quality of work" is a dimension required in
many jobs. To determine which dimensions are important to job performance, the
organization rely on an accurate and up-to-date job analysis. Job descriptions written
from job analyses should offer a detailed and valid picture of which job behaviours are
necessary for successful performance.

In the identification stage, the company also choose who will rate employee
performance. Supervisors, peers, and the employees themselves may provide
performance ratings. In most instances, performance appraisals are the responsibility of
the immediate supervisor of an employee. Supervisors rate performance because they
are usually the ones most familiar with the employee's work. Additionally, appraisals
serve as management tools for supervisors, giving them a means to direct and monitor
employee behavior. Indeed, if supervisors are not allowed to make the appraisals, their
authority and control over their subordinates could be diminished.

While supervisory ratings can be quite valuable, TVS have added peer appraisals to
replace or supplement those given by the supervisor. Naturally, peers and supervisors
each view an individual's performance from different perspectives. Supervisors usually
possess greater information about job requirements and performance outcomes.

Potential problems may limit the usefulness of peer ratings, however, especially if they
are used in lieu of supervisory ratings. First, the company considers the nature of its
reward system. If the system is highly competitive, peers may perceive a conflict of
interest. High ratings given to a peer may be perceived as harming an individual's own
chances for advancement. Second, friendships may influence peer ratings. A peer may
fear that low ratings given to a colleague will harm their friendship or hurt the
cohesiveness of the work group. On the other hand, some peer ratings may be
influenced by a dislike for the employee being rated.

TVS Motors also use self-ratings to supplement supervisory ratings. As one might
expect, self-ratings are generally more favourable than those made by supervisors and
peers and therefore may not be effective as an evaluative tool. However, self-ratings
may be used for employee development. Their use may uncover areas of subordinate-
supervisor disagreement, encourage employees to reflect on their strengths and
weaknesses, lead to more constructive appraisal interviews, and make employees more
receptive to suggestions.

MEASUREMENT

Once the appropriate performance dimensions have been established for jobs, TVS
Motors determine how best to measure the performance of employees. This raises the
critical issue of which rating form to use. In the vast majority of organizations,
managers rate employee job performance on a standardized form. A variety of forms
exist, but they are not equally effective. To be effective, the form must be relevant and
the rating standards must be clear. Relevance refers to the degree to which the rating
form includes necessary information, that is, information that indicates the level or
merit of a person's job performance. To be relevant, the form include all the pertinent
criteria for evaluating performance and exclude criteria that are irrelevant to job
performance.

EMPLOYEE COMPARISON SYSTEMS

Most appraisal instruments require raters to evaluate employees in relation to some

standard of excellence. With employee comparison systems, however, employee
performance is evaluated relative to the performance of other employees. In other
words, employee comparison systems use rankings, rather than ratings. A number of
formats is used to rank employees, such as simple rankings, paired comparisons, or
forced distributions. Simple rankings require raters to rank-order their employees from
best to worst, according to their job performance.

When using the paired comparison approach, a rater compares each possible pair of
employees. For example, Employee 1 is compared to Employees 2 and 3, and Employee
2 is compared to Employee 3. The employee winning the most "contests" receives the
highest ranking. A forced distribution approach requires a rater to assign a certain
percentage of employees to each category of excellence, such as best, average, or worst.
Forced distribution is analogous to grading on a curve, where a certain percentage of
students get As, a certain percentage get Bs, and so forth.

Employee comparison systems are low cost and practical; the ratings take very little
time and effort. Moreover, this approach to performance appraisal effectively eliminates
some of the rating errors discussed earlier. Leniency is eliminated, for instance, because
the rater cannot give every employee an outstanding rating. In fact, by definition, only
50 percent can be rated as being above average. By forcing raters to specify their best
and worst performers, employment decisions such as pay raises and promotions
become much easier to make.

GRAPHIC RATING SCALE.

A graphic rating scale (GRS) presents appraisers with a list of dimensions, which are
aspects of performance that determine an employee's effectiveness. Examples of
performance dimensions are cooperativeness, adaptability, maturity, and motivation.
Each dimension is accompanied by a multi-point (e.g., 3, 5, or 7) rating scale. The points
along the scale are defined by numbers and/or descriptive words or phrases that
indicate the level of performance. The midpoint of the scale is usually anchored by such
words as "average," "adequate," "satisfactory," or "meets standards."

BEHAVIORALLY-ANCHORED RATING SCALES

A behaviorally-anchored rating scale (BARS), like a graphic rating scale, requires
appraisers to rate employees on different performance dimensions. The typical BARS
includes seven or eight performance dimensions, each anchored by a multi-point scale.
But the rating scales used on BARS are constructed differently than those used on
graphic rating scales. Rather than using numbers or adjectives, a BARS anchors each
dimension with examples of specific job behaviours that reflect varying levels of
performance.

BEHAVIOR OBSERVATION SCALES

A behavior observation scale (BOS) used by TVS motors contains a list of desired
behaviours required for the successful performance of specific jobs, which are assessed
based on the frequency with which they occur. The development BOS, like BARS, also
begins with experts generating critical incidents for the jobs in the organization and
categorizing these incidents into dimensions. One major difference between BARS and
BOS is that, with BOS, each behavior is rated by the appraiser.

When using BOS, an appraiser rates job performance by indicating the frequency with
which the employee engages in each behavior. A multi-point scale is used ranging from
"almost never" to "almost always." An overall rating is derived by adding the
employee's score on each behavioral item. A high score means that an individual
frequently engages in desired behaviours, and a low score means that an individual
does not often engage in desired behaviours.

MANAGEMENT

In the management phase of performance appraisal, employees are given feedback

about their performance and that performance is either reinforced or modified. The
feedback is typically given in an appraisal interview, in which a manager formally
addresses the results of the performance appraisal with the employee. Ideally, the
employee will be able to understand his or her performance deficiencies and can ask
questions about the appraisal and his or her future performance. The manager should
give feedback in a way that it will be heard and accepted by the employee; otherwise,
the appraisal interview may not be effective.

The appraisal interview may also have an appeals process, in which an employee can
rebut or challenge the appraisal if he or she feels that it is inaccurate or unfair. Such a
system is beneficial because it:
  allows employees to voice their concerns.

 fosters more accurate ratings—the fear of a possible challenge may discourage

raters from assigning arbitrary or biased ratings.

 often prevents the involvement of outside third parties (e.g., unions, courts).

The downside of using an appeals system is that it tends to undermine the authority of
the supervisor and may encourage leniency error. For example, a supervisor may give
lenient ratings to avoid going through the hassle of an appeal.

MANAGEMENT BY OBJECTIVES

Management by objectives (MBO) is a management system designed to achieve

organizational effectiveness by steering each employee's behavior toward the
organization's mission. MBO is often used in place of traditional performance
appraisals. The MBO process includes goal setting, planning, and evaluation. Goal
setting starts at the top of the organization with the establishment of the organization's
mission statement and strategic goals. The goal-setting process then cascades down
through the organizational hierarchy to the level of the individual employee. An
individual's goals should represent outcomes that, if achieved, would most contribute
to the attainment of the organization's strategic goals. In most instances, individual
goals are mutually set by employees and their supervisors, at which time they also set
specific performance standards and determine how goal attainment will be measured.

As they plan, employees and supervisors work together to identify potential obstacles
to reaching goals and devise strategies to overcome these obstacles. The two parties
periodically meet to discuss the employee's progress to date and to identify any changes
in goals necessitated by organizational circumstances. In the evaluation phase, the
employee's success at meeting goals is evaluated against the agreed-on performance
standards. The final evaluation, occurring annually in most cases, serves as a measure
of the employee's performance effectiveness.

MBO is widely practiced throughout the United States. The research evaluating its
effectiveness as a performance appraisal tool has been quite favourable. These findings
suggest that the MBO improves job performance by monitoring and directing behavior;
that is, it serves as an effective feedback device, and it lets people know what is
expected of them so that they can spend their time and energy in ways that maximize
the attainment of important organizational objectives. Research further suggests that
employees perform best when goals are specific and challenging, when workers are
provided with feedback on goal attainment, and when they are rewarded for
accomplishing the goal.

MBO presents several potential problems, however, five of which are addressed here.

1. Although it focuses an employee's attention on goals, it does not specify the

behaviours required to reach them. This may be a problem for some employees,
especially new ones, who may require more guidance. Such employees should be
provided with action steps specifying what they need to do to successfully reach
their goals.

2. MBO also tends to focus on short-term goals, goals that can be measured by
year's end. As a result, workers may be tempted to achieve short-term goals at
the expense of long-term ones. For example, a manager of a baseball team who is
faced with the goal of winning a pennant this year may trade all of the team's
promising young players for proven veterans who can win now. This action may
jeopardize the team's future success (i.e., its achievement of long-term goals).

3. The successful achievement of MBO goals may be partly a function of factors

outside the worker's control. For instance, the base-ball manager just described
may fail to win the pennant because of injuries to key players, which is a factor
beyond his control. Should individuals be held responsible for outcomes
influenced by such outside factors? For instance, should the team owner fire the
manager for failing to win the pennant? While some HRM experts (and base-ball
team owners) would say "yes," because winning is ultimately the responsibility
of the manager, others would disagree. The dissenters would claim that the
team's poor showing is not indicative of poor management and, therefore, the
manager should not be penalized.

4. Performance standards vary from employee to employee, and thus MBO

provides no common basis for comparison. For instance, the goals set for an
"average" employee may be less challenging than those set for a "superior"
employee. How can the two be compared? Because of this problem, the
instrument's usefulness as a decision-making tool is limited.

5. MBO systems often fail to gain user acceptance. Managers often dislike the
amount of paperwork these systems require and may also be concerned that
employee participation in goal setting robs them of their authority. Managers
who feel this way may not properly follow the procedures. Moreover, employees
 often dislike the performance pressure that MBO places on them and the stress
that it creates

BUILDING EMPLOYEE TRAINING AND DEVELOPMENT

PROGRAM
Want to keep your staff motivated about learning new concepts? The quality and
variety of the employee training you provide is key for motivation. Reasons for
employee training range from new-hire training about your operation, to introducing a
new concept to a workgroup to bringing in a new computer system.

Whatever your reason for conducting an employee training session, you need to
develop the employee training within the framework of a comprehensive, ongoing, and
consistent employee training program. This quality employee training program is
essential to keep your staff motivated about learning new concepts and your
department profitable.
PURPOSE OF TRAINING AND DEVELOPMENT 
Reasons for emphasizing the growth and development of personnel include

 Creating a pool of readily available and adequate replacements for personnel

who may leave or move up in the organization.

 Enhancing the company's ability to adopt and use advances in technology

because of a sufficiently knowledgeable staff.

 Building a more efficient, effective and highly motivated team, which enhances
the company's competitive position and improves employee morale.

 Ensuring adequate human resources for expansion into new programs.

Research has shown specific benefits that a small business receives from training and
developing its workers, including:

 Increased productivity.

 Reduced employee turnover.

 Increased efficiency resulting in financial gains.

 Decreased need for supervision.

Employees frequently develop a greater sense of self-worth, dignity and well-being as

they become more valuable to the firm and to society. Generally they will receive a
greater share of the material gains that result from their increased productivity. These
factors give them a sense of satisfaction through the achievement of personal and
company goals.

CENTER OF EXCELLENCE / TRAINING & DEVELOPMENT

The Individual Development Action Plan (IDAP) for every employee is part of the
Performance Appraisal output and is linked with skill requirements for achievement of
individual goals. For a set of identified high performers, a Personal Growth Plan (PGP)
that includes Coaching and Mentoring, other than IDAP, would be evolved for their
needs.

The Training and Development program will focus on IDAP. There are five levels of
training provided to employees. Educational, Company Basic, Function Specific, Self
Development, and Management Development.
Company Basic programs include Communication, Presentation and Business writing
skills, and Internal Company programs like Systematic Problem Solving, QC tools, and
5S. “TVS Way” will be part of the Company Basic programs, covering all employees in
the cluster.

Function specific programs include Customer management skill, Negotiation skills,

Project Management, Selling Skills and others like Inventory and Materials
Management.

Opportunities for Self Development will be offered through Team Building and
Leadership programs. Education support will be offered to select high performers to
enable them to transform to the next level in the leadership pipeline.

A key facet of Servicetec’s employee development initiative is our promise to support

lifetime learning. As we progress, you grow with us, developing fresh potential to take
our business ahead. Being a part of our enthusiastic team you can

 Create your own “IDAP” (Individual Development Action Plan), which will later
translate into your own training need which becomes a part of annual goals
signoff.

 Get an opportunity to learn and unlearn since we believe that the best
investment is our “people”, and hence we spend substantial amount in Training
and Development.

 We also believe in continuous enhancement of soft skills and functional skills of

each individual, which is combined with “Six Sigma” training programs to bring
in process efficiency and performance excellence in any function.

LEVEL BASED TRAINING

 All technicians to undergo 9 day (4 S+ 4T + 1E&C) Entry level module to qualify

as certified technician – Level 1 - indicated as Basic 

 Up to 2 vertical specialization – Level 2 - Intermediate indicated as 

 Up to 3 vertical specialization – Level 3 - Advanced indicated as 

 All the 4 verticals specialization – Level 4 – Expert Indicated as 

The quality of employees and their development through training and education are
major factors in determining long-term profitability of a small business. If you hire and
keep good employees, it is good policy to invest in the development of their skills, so
they can increase their productivity.

Training often is considered for new employees only. This is a mistake because ongoing
training for current employees helps them adjust to rapidly changing job requirements.

ESSENTIAL COMPONENTS OF EMPLOYEE TRAINING PROGRAMS

A complete employee training program includes a formal new hire training program
with an overview of the job expectations and performance skills needed to perform the
job functions. A new hire training program provides a fundamental understanding of
the position and how the position fits within the organizational structure.

The more background knowledge the new associate has about how one workgroup
interrelates with ancillary departments, the more the new associate will understand his
or her impact on the organization.

Another aspect of a comprehensive employee training program is continuing education.

The most effective employee training programs make continuing education an ongoing
responsibility of one person in the department. This is an important function that will
keep all staff members current about policies, procedures and the technology used in
the department.

New Hire Training

A solid new hire training program begins with the creation of an employee training
manual, in either notebook format or online. This manual acts as a building block of
practical and technical skills needed to prepare the new individual for his or her
position.

In order for the department to understand current policies and procedures, a manager
must ensure the department manuals or online employee training are kept current. This
includes any system enhancements and / or change in policy or procedure. In addition,
keep the user in mind when designing training manuals or online training; keep the
employee training material interesting for the learner. Use language that is not
"corporate" and include images and multi-media.

Much of this employee training and reference material belongs online these days in a
company Intranet. But, if your organization is not ready to embrace the online world,
keep the manuals up-to-date and interesting. When possible, in computer training,
incorporate visual images of the computer screen (multi-media screen capture) to
illustrate functions, examples, and how tos.

On the Job Training

Another form of new hire training includes having the new associate train directly next
to an existing associate. Some call this On the Job Training (OJT) or side-by-side
training. This type of employee training allows the new associate to see first hand the
different facets of the position.

Also, OJT allows the new hire the opportunity to develop a working relationship with
an existing associate. This type of employee training reinforces concepts learned in the
initial training and should be used to reinforce and apply those same learned concepts.

Continuing Education in Employee Training

A continuing education program for a department is just as important as the new hire
training. When training a new associate, I have found that they will only retain
approximately 40 percent of the information learned in the initial training session.
Therefore, a continuous effort must be placed on reminding the staff about various
procedures and concepts. This continuing education can be formal or informal. (The
author’s preference is always with a more informal approach.)

The formal or traditional approach, to employee training often includes a member of

management sending a memo to each associate. The informal, and often more
appealing approach to a visual learner, is to send a one-page information sheet to staff.
This information sheet, called a training alert, should be informative and presented in a
non-threatening manner. Therefore, if the policy or procedure changes, the informal
approach would better prepare the department to receive this presentation.

Prior to putting together a continuing education employee training program, the

management team must decide upon their desired outcome. One question that is
important to answer is, "Do you want the program to enhance the skills of the associate
or do you want to help the associate with personal development?"

While there is some commonality between these answers, the main difference is the
opportunity for the management team to mold future management team members. If
the desired outcome is simply to enhance skills, with no personal development, the
department will have a staff that simply knows how to do their job a little better. While
that is a positive outcome, you want your company to think "outside the box," and
design a program that allows, and even encourages, critical thinking and problem
solving.

Therefore, when designing a continuing education program, the desired outcome

should be a blending of both technical and personal enhancement. This type of training
program will allow the staff the opportunity to develop solid management skills,
coupled with a better understanding of their position and function, and how that fits
into the relationship of the organization.

For example, if you discover during the assessment process that writing skills in the
department are low, you will need to enhance those skills by developing a
corresponding training session.

Blend Technical Training with Personal Development

This writing training session could include topics on the basics of writing, such as
spelling, punctuation, sentence structure and correct word use. Building on those
basics, you could give your participants an applicable topic, such as writing a letter to a
customer apologizing for a late shipment.

Provide the participants background information about the customer. Tell them the
customer has purchased from them for ten years and has always made payments
promptly. Give them ten or fifteen minutes to compose a rough draft and have them
present their letter to the group. Once someone has read a letter, ask the other
participants to offer feedback for improvements, and as the trainer, point out the
positive aspects of the letter.

Another mechanism that will help with ongoing continuing education is to enable staff
members to develop an affiliation with an association or industry group. This type of
education is tangible and has been proven to have a positive track record with the local
offices and their industry trade groups. Staff members are given the opportunity to
come together periodically, and discuss the issues they are experiencing in their
business.

This is a positive experience for everyone involved because the information gained in
this type of setting can prove useful to others who may have the potential to partake in
a similar situation. Also, others who have experienced a similar situation have the
opportunity to talk about their resolution(s) that worked effectively.

EFFECTIVE TRAINING PROGRAM TIPS

Here are a few final thoughts on the design of the continuing education employee
training program.

 According to the Wall Street Journal, most adults write at an eight-grade level.

 When scheduling the training session, attempt to keep your groups diverse. This
promotes good discussion and is a live example of how concepts can relate
throughout the organization and/or workgroups.

 Attempt to have a point person or a trainer in each work area. This concept
serves two purposes. If a new system or procedure will be introduced, the point
person can learn the system or procedure and train the staff. (People always
learn better when they are required to teach the concept.)

Second, it helps having a local resource within the workgroup. This allows for
more questions when the level of understanding is low. Associates will not feel
 threatened by someone they sit next to every day versus a trainer from the
human resources or organizational development area.

The best type of employee training program for a work group is one tailored to their
needs. So, how do you know what their needs are? One way is to work with the staff
members who are responsible for the area. If it is possible, do a random sampling of the
staff performance development plans and look for consistencies in any needed areas of
development.

Another approach is to conduct a training needs assessment and ask the staff members
themselves what skills they would like to develop.

No matter how you determine what types of employee training sessions are needed, it
is important to remember that when developing the course, stick to the original
concept. If more than one concept is considered during the planning process, break the
concepts out into two workshops.

Keep in mind that a productive employee training session can and should be
accomplished in less than two hours. Anything longer than two hours and you will lose
your audience. Finally, during the actual training session, attempt to have at least one
or two activities to keep the participants' minds active and to prevent sleeping or
daydreaming.

DO YOU REALLY NEED AN EMPLOYEE TRAINING SESSION?

While an employee training session may be effective, it may not always be the best
approach to fulfilling training needs. If the concept you are introducing is defined as
elementary or common knowledge, create an employee training alert, instead.

An employee training alert is an excellent method to communicate about and reinforce

concepts that would be considered common knowledge or new job information. Either
put employee training alerts online, distribute via email, or, in some situations, when
employees do not have computer access, as an example, write employee training alerts
in a bullet format on paper.

Remember to add some flare and/or graphics to the piece of paper, if paper is the most
convenient method. Don't be afraid to use that flare in your color choice for the paper. I
have found in my work experience, that when staff members receive a piece of
fluorescent green paper in their mail box, they are more likely to pick it up and read it,
versus the memo on white paper that just went out from the boss.

KEEPING THE LEARNING GOING

I'll provide just a few ideas on this concept and then, I’ll step down from the training
soapbox.

 If the capabilities are present and the department wants to have some fun while
learning, develop a game. This game can be anything from Family Feud to
Jeopardy and more. In either format, have the staff answer questions created by
the department management relating to work situations and/or people. It is
amazing what people will remember from a fun situation versus a forced
learning experience.

 When conducting the employee training classes, attempt to keep the class
informative and light. While communicating the ideas is important, the number
one goal should be to keep the staff interested, involved, and entertained during
the workshop. This will insure staff members are paying attention and learning.
(This can be difficult if you do not employ an animated trainer, however, most
individuals that are in the training field are pretty animated.)

 Introduce the concept of blended learning to the department. Allow the staff to
achieve their learning levels from different resources. While the employee
training alerts and employee training sessions are directly from management,
challenge the staff to look on the Internet and in the library for other ideas that
might work in their department.

Through all of this, the new hire training and the ongoing continuing staff education,
what I would most like you to remember is that learning can and should be fun.

Your staff members are sponges wanting to absorb knowledge, however, they'll most
likely want to learn concepts when they are presented in a fresh, lively, and exciting
manner.

Putting a twist to your current employee training methods can help people become and
continue to be excited about learning.

MENTORING COST ANALYSIS AND JUSTIFICATION

Mentoring can be provided in various ways and programmes take a variety of shapes.
Mentoring can be external, where the mentoring is essentially provided by external
people, or an internal activity, using mentors within the organisation.
Due to the relative newness of mentoring as a formal organised process, and because
mentoring programmes are so varied, statistics as to general costs and returns across
industry are not easy to find. Here however are general cost indicators for a program
essentially delivered by internally appointed mentors.

The main elements of a mentoring programme that carry quantifiable cost would be:

 Training of mentor(s) - comfortably achievable for £1,000/head - it's not rocket

science, but selection of suitable mentor is absolutely critical - good natural
mentors need little training; other people who are not ready or able to help
others can be beyond any amount of training.

 Mentor time away from normal activities - needs to be a minimum of an hour a

month one-to-one or nothing can usefully be achieved, up to at most a couple of
hours a week one-to-one, which would be intensive almost to the point of
overloading the mentoree. That said, there may be occasions when the one-to-
one would necessarily involve a whole day out for the mentor, for instance client
or supplier visits. Say on average a day a month including the associated
administration work, particularly where the mentoring is required to be
formalised and recorded.

 Overseeing the program, evaluating and monitoring activity, progress and

outputs - depends on the size of the program, i.e., number of mentors an number
of 'mentorees' - if the mentoring is limited to just a single one-to-one relationship
then it's largely self-managing - if it's a programme involving several mentors an
mentorees then estimate an hour per quarter (3 mths) per one-to-one mentoring
relationship - probably the responsibility of an HR or training manager. If this
person with the overview/monitoring responsibility needs external advice you'd
need to add on two or three days external training or consultancy costs.

 (Mentoree time away from normal activities - effective mentoring should

ideally integrate with the mentoree's normal activities, and enhance productivity,
effectiveness, etc., so this is arguably a credit not a debit.)

LEADERSHIP AND MANAGEMENT TRAINING AND DEVELOPMENT -

PROCESSES OVERVIEW

Here's an overview of some simple processes for training and developing management
and leadership skills, and any other skills and abilities besides. Use your own tools and
processes where they exist and are effective. Various tools are available on the resources
section to help with this process, or from the links below.

Refer also to the coaching and development process diagram.

1. Obtain commitment from trainees for development process. Commitment is

essential for the development. If possible link this with appraisals and career
development systems.

2. Involve trainees in identifying leadership qualities and create 'skill/behavior-set'

that you seek to develop. Training and development workshops are ideal for this
activity.

3. Assess, prioritize and agree trainee capabilities, gaps, needs against the
skill/behavior-set; individually and as a group, so as to be able to plan group
training and individual training according to needs and efficiency of provision.
Use the skill/behavior-set tool for this activity. Use the training needs analysis
tool for assessing training needs priorities for a group or whole organization.

4. Design and/or source and agree with trainees the activities, exercises, learning,
and experiences to achieve required training and development in digestible
achievable elements - i.e. break it down. Use the training planner to plan the
development and training activities and programmes. Record training objectives
and link to appraisals.

5. Establish and agree measures, outputs, tasks, standards, milestones, etc. Use
the SMART task model and tool.

Training and development can be achieved through very many different methods - use
as many as you need to and which suit the individuals and the group. Refer to the Kolb
learning styles ideas - different people are suited to different forms of training and
learning.

Exercises that involve managing project teams towards agreed specific outcomes are
ideal for developing management and leadership ability. Start with small projects, then
increase project size, complexity and timescales as the trainee's abilities grow. Here are
examples of other types of training and development. Training need not be expensive,
although some obviously is; much of this training and development is free; the only
requirements are imagination, commitment and a solid process to manage and
acknowledge the development. The list is not exhaustive; the trainer and trainees will
have lots more ideas:
  on the job coaching

 mentoring

 delegated tasks and projects

 reading assignments

 presentation assignments

 job deputisation or secondment

 external training courses and seminars

 distance learning

 evening classes

 hobbies - e.g. voluntary club/committee positions, sports, outdoor activities, and

virtually anything outside work that provides a useful personal development
challenge

 internal training courses

 attending internal briefings and presentations, e.g. 'lunch and learn' format

 special responsibilities which require obtaining new skills or knowledge or

exposure

 video

 internet and e-learning

 customer and supplier visits

 attachment to project or other teams

 job-swap

 accredited outside courses based on new qualifications, e.g. NVQ's, MBA's, etc.

MEASURING AND INCREASING TRAINING DAYS OR HOURS PER PERSON

Measuring training hours per person as an average across the organization, typically
per year, is often a useful training and development KPI (Key Performance Indicator) of
the training function - more training acronyms here. If you can't measure it you can't
manage it, the saying goes.

The degree of difficulty in measuring training time per person depends on what you
define as training: training time per person on training courses is relatively easy to
measure, but on-the-job coaching, informal mentoring, personal reading and learning -
these are less quantifiable - you'd normally need to get this data from the employees via
a survey or other special report.

It is possible to manage 'training time per person' aims and data via annual appraisals,
when training past and future could be quantified - this could be a relatively simple
add-on to whatever appraisal system you are using currently, and could relatively
easily be cascaded via managers.

Your previous year's total training course time - i.e., 'person-days' spent on training
courses - divided by number of employees in the organization is an easy start point.
This will give you the average training course time per employee, and if you have no
other benchmarks is as good a start point as any. Then perhaps agree a sensible target
uplift on this, assuming the training requirement is linked to organizational aims and
personal development, rather than training for the sake of it just to increase the hours
per person. You can make this calculation for a team, a job grade, a department or a
whole organization.

You could also survey the managers as to their estimate of how much on-the-job-
coaching they provided per person as an average during a week. This gives another
benchmark, albeit it an estimate, for which you can target an uplift and then monitor
via managers reporting back every month or quarter. Remind managers to include, and
if possible to categorize all the different sorts of training and coaching that takes place,
as they will tend to forget or ignore certain types, for example; job cover, training at
meetings, taking on new tasks and responsibilities, delegated tasks, shadowing, etc.
Training comes in various forms - if you are measuring it make sure you don't
underestimate the level of activity.

TRAINING PLANNING FACTORS

These guidelines essentially deal with conventional work skills training and
development. Remember that beyond this, issues of personal development and
learning, for life, not just work, are the most significant areas of personal development
to focus on.

To plan traditional training of work skills and capabilities that links to organizational
performance improvement you must first identify the organizational performance
needs, gaps, and priorities. These are examples of typical training drivers which give
rise to training needs. It is rare to use all of these aspects in determining training needs -
select the ones which are most appropriate to your own situation, the drivers which will
produce the most productive and cost-effective results, in terms of business
performance and people-development:

examples of training drivers

 Customer satisfaction surveys

 Business performance statistics and reports.

 Financial reports and ratios.

 Competitor analysis and comparison, e.g. SWOT analysis.

 Management feedback on employee needs, including from appraisals.

 Training audits, staff assessment centres.

 Staff feedback on training needs.

 Director-driven policy and strategic priorities.

 Legislative pressures.

 Relevant qualification and certification programmes.

Use the results and indicators from the chosen driver(s) to produce prioritized training
needs per staff type, which will logically enable staff and management to achieve
improvements required required by the organization.

 
GENERAL TRAINING TIPS
These tips apply essentially to traditional work-related training - for the transfer of
necessary job- or work-related skills or knowledge.

These tips do not apply automatically to other forms of enabling personal development
and facilitating learning, which by their nature involve much wider and various
development methods and experiences.

When planning training think about:

 your objectives - keep them in mind all the time

 how many people you are training

 the methods and format you will use

 when and how long the training lasts

 where it happens

 how you will measure its effectiveness

 how you will measure the trainees' reaction to it

When you you give skills training to someone use this simple five-step approach:

1. prepare the trainee - take care to relax them as lots of people find learning new
things stressful

2. explain the job/task, skill, project, etc - discuss the method and why; explain
standards and why; explain necessary tools, equipment or systems

3. provide a demonstration - step-by-step - the more complex, the more steps -

people cannot absorb a whole complicated task all in one go - break it down -
always show the correct way - accentuate the positive - seek feedback and check
understanding

4. have the trainee practice the job - we all learn best by actually doing it - ('I hear
and I forget, I see and I remember, I do and I understand' - Confucius)

5. monitor progress - give positive feedback - encourage, coach and adapt

according to the pace of development

Creating and using progress charts are helpful, and are essential for anything complex -
if you can't measure it you can't manage it. It's essential to use other training tools too
for planning, measuring, assessing, recording and following up on the person's training.

Breaking skills down into easily digestible elements enables you to plan and manage
the training activities much more effectively. Training people in stages, when you can
build up each skill, and then an entire role, from a series of elements, keeps things
controlled, relaxed and always achievable in the mind of the trainee.

Establishing a relevant 'skill set' is essential for assessing and prioritizing training for
any role. It is not sufficient simply to assess against a job description, as this does not
reflect skills, only responsibilities, which are different. Establishing a 'behavior set' is
also very useful, but is a more difficult area to assess and develop.

More information and guidance about working with 'Skill-Sets' and 'Behavior Sets', and
assessment and training planning see training evaluation, and performance appraisals,
and other related linked articles on this site. Using Skill-Sets to measure individual's
skills and competencies is the first stage in producing a training needs analysis for
individuals, a group, and a whole organisation. You can see and download a free Skill-
Set tool and Training Needs Analysis tool the free resources page.

This will not however go beyond the basic work-related job skills and attributes
development areas. These tools deal merely with basic work training, and not with
more important whole person development, for which more sophisticated questioning,
mentoring and learning facilitation methods need to be used.

Psychometric tests (and even graphology - handwriting analysis) are also extremely
useful for training and developing people, as well as recruitment, which is the more
common use. Psychometric testing produces reliable assessments which are by their
nature objective, rather than subjective, as tends to be with your own personal
judgment. Your organisation may already use systems of one sort or another, so seek
advice. See the section on psychometrics. Some of these systems and tools are extremely
useful in facilitating whole-person learning and development.

Some tips to make training (and learning, coaching, mentoring) more enjoyable and
effective:

 keep instructions positive ('do this' rather than 'don't do this')

 avoid jargon - or if you can't then explain them and better still provide a written
glossary

 you must tailor training to the individual, so you need to be prepared to adapt
the pace according to the performance once training has begun

 encourage, and be kind and thoughtful - be accepting of mistakes, and treat them
as an opportunity for you both to learn from them

 focus on accomplishment and progress - recognition is the fuel of development

 offer praise generously

 be enthusiastic - if you show you care you can expect your trainee to care too

 check progress regularly and give feedback

 invite questions and discussion

 be patient and keep a sense of humour

Induction training tips:

 assess skill and knowledge level before you start

 teach the really easy stuff first

 break it down into small steps and pieces of information

  encourage pride

 cover health and safety issues fully and carefully

 try to identify a mentor or helper for the trainee

As a manager, supervisor, or an organisation, helping your people to develop is the

greatest contribution you can make to their well-being. Do it to your utmost and you
will be rewarded many times over through greater productivity, efficiency,
environment and all-round job-satisfaction.

Remember also to strive for your own personal self-development at all times - these
days we have more opportunity and resource available than ever to increase our skills,
knowledge and self-awareness. Make use of it all.

CONCLUSION

In Organization development, the related field of training and development (T & D)

deals with the design and delivery of learning to improve performance within
organizations.
After hiring the employees by an organization, next step is determining the need of
training and development for them. It is obvious that some new employees are not
experienced to their work so they need special training to perform effectively and
efficiently. Different organizations held different training and development programs
according to their available resources and requirements. 

On the other hand, the important aspect of training and development programs is that
it helps to avoid the managerial obsolescence. Organizational problems either major or
minor can be solved our by these programs. These programs also play an important role
managing the changes in organizational structure caused by mergers, acquisitions,
rapid growth, downsizing and outsourcing.

Training and development programs are also important to cope up with the changes in
technology and with diversity within the organization. Today because of number of
changes in technological fields, these programs are increasingly emphasizing on
converting the organization to learning organizations and human performance
management.
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http://www.businessballs.com/traindev.htm

http://www.articlesnatch.com/Article/Developing-A-On-The-Job-Training-Program-
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http://managementhelp.org/trng_dev/trng_dev.htm#anchor1190155

http://www.articlesnatch.com/Article/Developing-A-On-The-Job-Training-Program-
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