A Project Report on Training and Development of WNS

CONTENTS TOPIC
CHAPTER-1 Introduction CHAPTER-2 WNS An overview CHAPTER-3 Training & Development CHAPTER-4 Learning & Training CHAPTER-5 Training program in WNS CHAPTER-6 Conclusion

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CHAPTER-1

INTRODUCTION
Employee training tries to improve skills, or add to the existing level of knowledge so that employee is better equipped to do his present job, or to prepare him for a higher position with increased responsibilities. However individual growth is not and ends in itself. Organizational growth need to be measured along with individual growth. Training refers to the teaching or learning activities done for the primary purpose of helping members of an organization to acquire and apply the knowledge skills, abilities, and attitude needed by that organization to acquire and apply the same. Broadly speaking training is the act of increasing the knowledge and skill of an employee for doing a particular job. In todays scenario change is the order of the day and the only way to deal with it is to learn and grow. Employees have become central to success or failure of an organization they are the cornucopia of ideas. So it high time the organization realize that train and retain is the mantra of new millennium.

CHAPTER-2 WNS AN OVER VIEW

MISSION
To become a globally competitive aerospace industry while working as an instrument for achieving self-reliance in design, manufacture and maintenance of aerospace defence equipment and diversifying to related areas, managing the business on commercial lines in a climate of growing professional competence "

VALUES

CUSTOMER SATISFACTION We are dedicated to building a relationship with our customers where we become partners in fulfilling their mission. We strive to understand our customers ' needs and to deliver products and services that fulfill and exceed all their requirements.

COMMITMENT TO TOTAL QUALITY We are committed to continuous improvement of all our activities. We will supply products and services that conform to highest standards of design, manufacture, reliability, maintainability and fitness for use as desired by our customers.

COST AND TIME CONSCIOUSNESS We believe that our success depends on our ability to continually reduce the cost and shorten the delivery period of our products and services. We will achieve this by eliminating waste in all activities and continuously improving all processes in every area of our work.

INNOVATION AND CREATIVITY We believe in striving for improvement in every activity involved in our business by pursuing and encouraging risk-taking, experimentation and learning at all levels within the company with a view to achieving excellence and competitiveness.

TRUST AND TEAM SPIRIT We believe in achieving harmony in work life through mutual trust, transparency, co-operation, and a sense of belonging. We will strive for building empowered teams to work towards achieving organizational goals.

RESPECT FOR THE INDIVIDUAL We value our people. We will treat each other with dignity and respect and strive for individual growth and realisation of everyone's full potential.

INTEGRITY We believe in a commitment to be honest, trustworthy, and fair in all our dealings. We commit to be loyal and devoted to our organization. We will practice self discipline and own responsibility

for our actions. We will comply with all requirements so as to ensure that our organization is always worthy of trust. WNS began operations as a captive / in-house unit of British Airways in 1996. WNS started focusing on providing Business Process Outsourcingservices to third parties in 2003. Warburg Pincus acquired a controlling stake in the company from British Airways in May, 2002 with the induction of a new senior management team. WNS went public in 2006. In 2010, WNS underwent a restructuring exercise under the leadership of its Group CEO, Mr Keshav R. Murugesh to become a verticalized organization by introducing domain expertise in key industry verticals. The company started out with six verticals and today has ten verticals. WNS is considered to be one of the pioneers of the verticalized strategy.

WNS Limited, is a leading global business process outsourcingcompany. WNS offers business value to 200+ global clients by combining operational excellence with deep domain expertise in key industry verticals, including Travel, Insurance, Banking and Financial Services, Manufacturing, Retail and Consumer Packaged Goods, Shipping and Logistics, Healthcare and Utilities. WNS delivers an entire spectrum of business process outsourcing services such as finance and accounting, customer care, technology solutions, research and analytics and industry-specific back-office and front-office processes. WNS has over 25,000 professionals across 31 delivery centers worldwide, including China*, Costa Rica, India, the Philippines, Poland, Romania, South Africa, Sri Lanka, UK and US. Deep industry knowledge and expertise, a partnership approach, comprehensive service offerings and a proven track record enable us to deliver business value to many of the worlds leading companies. We are passionate about building an organization that is valued by our clients, employees, business partners, investors and the community at large. Our management team comprises accomplished professionals from leading global organizations. Each member brings deep business acumen and outsourcing domain expertise, ensuring a strong growth curve.

WNS are distinguished by three key attributes: Industry knowledge and functional capabilities. WNS has successfully developed and adhered to a strategy focused on selective industry and functional segments. In doing so, we have established unparalleled domain expertise that enables us to better serve our clients and to differentiate the company within the BPO industry. Operational excellence WNS runs critical business operations for global corporations, increasing their profits by combining high-quality services, state-of-the-art infrastructures and the latest technology. We operate as extensions of their enterprises.

Depth and breadth of management Our leadership team comprises of professionals with outstanding and highly relevant corporatemanagement, industry-specific and global experience. With over 125 person years of experience in the offshoring space, our executive team design, operates and leads large and critical offshore programs for several global corporation Products& services\careers : WNS is a leading provider of offshore BPO services. We deliver value to our customers by bringing operational excellence and deep industry and functional knowledge to their critical business processes. We provide high-quality execution of client processes, monitor these processes against multiple performance metrics, and seek to improve them on an ongoing basis. We serve several industries, including travel, banking, financial services, insurance, manufacturing, retail, logistics, utilities and professional services. In addition to industry-specific services, we offer a range of services across multiple industries, in areas such as finance and accounting; human resources; supply-chain management; market, business and financial research, and analytical services. Industry Specializations Travel Insurance Financial Services Healthcare Professional Services Legal Services Manufacturing / Retail Logistics Functional Specializations Business Technology Group Finance & Accounting Research & Analytics Customer Service

WNS are committed to the following practices: Valuing Leadership: Identifying and developing leaders is a core value at WNS. We hire high potential talent with a desire to excel. We then make sure they have the opportunity to learn new skills, receive regular and professional feedback and become leaders. Learning on the job: Interacting with demanding global customers, WNS associates learn how to be customer-focused and quality-conscious. After an initial training stint at WNS, they become trained professionals with the people management, team building and communication skills necessary to consistently deliver exceptional results. Professional development: Learning at WNS goes beyond job-related skills. We invest in building skills such as process management, client engagement and internal consulting. Our Learning Academy helps our people to move to the next rung in the organization through programs such as Problem Solving, Client Engagement Skills, Executive Coaching, Team Communication, Performance Appraisal, and Coaching for Performance and Situational Leadership. Our philosophy is to ensure our people grow at the same pace if not faster than their peers in the industry. Growing at WNS: We make sure that a majority of the job opportunities are filled through internal promotions. We believe that talent is a corporate resource and that it is our responsibility to ensure that all deserving candidates have access to internal career opportunities. A team leader could rise to the level of AVP within 5 years of joining WNS. Work culture: We take our work seriously but try not to take ourselves too seriously. We are passionate about success and celebrating each other's accomplishments. We treat everyone as an equal and value differences. We work hard and so deserve to enjoy ourselves when we can. WNS is a leading global Business Process Outsourcing (BPO) company. WNS extends the enterprise of some of the worlds best brands by providing vertical-led solutions for Travel & Leisure, Banking & Financial services, Insurance, Shipping & Logistics, Utilities, Healthcare, Manufacturing, Telecommunications, and Retail & Consumer Packaged Goods industries. WNS also has a strong horizontal focus with its Finance & Accounting, Contact Center and Research & Analytics solutions. We enable our clients to OUTPERFORM by transforming their business processes with domain expertise, partnership approach and global delivery capability. Deep Domain Expertise: BPO services truly improve business performance only when they are combined with industry intimacy. We have built strong capabilities in industries such as Travel and Leisure, Banking and Financial Services, Insurance, Transportation, Manufacturing, Utilities, Healthcare, Consumer Goods, Retail and Professional Services. We match capabilities of our employees with clients requirements by putting our employees through trainings and certifications.

Partnership Orientation: As a BPO service provider, it is important to establish a seamless structure where there is alignment of interests between the provider and the client. At WNS, the interplay of quality, satisfaction and economics is managed thoughtfully and aggressively through contracts, which balance ownership and control with risk and reward. We structure financial models that best respond to the stage of the relationshiptransition, stabilization, continuous improvementand our clients goals for the relationship. Global Delivery Capability: Our clients enterprises are global. BPO services need to have global delivery capabilities, often with proximity to clients key business units. The WNS Global Delivery Network responds to needs for language, cultural alignment, redundancy and 24/7 operations. Across our global delivery centers, employees use common methodologies, tools and assets to deliver services seamlessly to clients. Access to the WNS Global Delivery Network also creates a scalable and flexible network that allows clients to tap the right skills and services at the right price wherever they are available: onshore, near-shore or offshore. Our priority is to expand this global delivery network to serve the ever-changing business needs of our clients. WNS believes that BPO benefits go beyond operational efficiency, merely satisfying servicelevel agreements and lowering costs. In a dynamic business environment, where increasing globalization challenges business viability and growth, companies should expect BPO service providers to drive greater strategic effectiveness and business value beyond the scope of the agreement. WNS is geared to offer clients what they need in this current business environment with flexibility and innovation in pricing and engagement models.

CHAPTER-3
TRAINING AND DEVELOPMENT
It is a subsystem of an organization. It ensures that randomness is reduced and learning or behavioral change takes place in structured format. TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT Traditional Approach Most of the organizations before never used to believe in training. They were holding the traditional view that managers are born and not made. There were also some views that training is a very costly affair and not worth. Organizations used to believe more in executive pinching. But now the scenario seems to be changing. The modern approach of training and development is that Indian Organizations have realized the importance of corporate training. Training is now considered as more of retention tool than a cost. The training system in Indian Industry has been changed to create a smarter workforce and yield the best results. TRAINING DEFINED It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviours to enhance the performance of employees. Training is activity leading to skilled behavior Its not what you want in life, but its knowing how to reach it Its not where you want to go, but its knowing how to get there Its not how high you want to rise, but its knowing how to take off It may not be quite the outcome you were aiming for, but it will be an outcome 10

 Its not what you dream of doing, but its having the knowledge to do it It's not a set of goals, but its more like a vision Its not the goal you set, but its what you need to achieve it Training is about knowing where you stand (no matter how good or bad the current situation looks) at present, and where you will be after some point of time. Training is about the acquisition of knowledge, skills, and abilities (KSA) through professional development. Importance of Training and Development Optimum Utilization of Human Resources Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. Development of Human Resources Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.

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 Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality Training and Development helps in improving upon the quality of work and worklife. Healthy work-environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence. Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies. Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

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TRAINING AND DEVELOPMENT OBJECTIVES The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal. Individual Objectives help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Organizational Objectives assist the organization with its primary objective by bringing individual effectiveness. Functional Objectives maintain the departments contribution at a level suitable to the organizations needs. Societal Objectives ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

Training and Human Resource Management The HR functioning is changing with time and with this change, the relationship between the training function and other management activity is also changing. The training and development activities are now equally important with that of other HR functions. Gone are the days, when training was considered to be futile, waste of time, resources, and money. Now-a-days, training is an investment because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. If training is not considered as a priority or not seen as a vital part in the organization, then it is difficult to accept that such a company has effectively

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carried out HRM. Training actually provides the opportunity to raise the profile development activities in the organization. To increase the commitment level of employees and growth in quality movement (concepts of HRM), senior management team is now increasing the role of training. Such concepts of HRM require careful planning as well as greater emphasis on employee development and long term education. Training is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of skill development and covers a multitude of courses.

Role of HRD Professionals in Training This is the era of cut-throat competition and with this changing scenario of business; the role of HR professionals in training has been widened. HR role now is: 1. Active involvement in employee education 2. Rewards for improvement in performance 3. Rewards to be associated with self esteem and self worth 4. Providing pre-employment market oriented skill development education and post employment support for advanced education and training 5. Flexible access i.e. anytime, anywhere training.

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Models of Training Training is a sub-system of the organization because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. Training is a transforming process that requires some input and in turn it produces output in the form of knowledge, skills, and attitudes (KSAs). THE TRAINING SYSTEM A System is a combination of things or parts that must work together to perform a particular function. An organization is a system and training is a sub system of the organization. The System Approach views training as a sub system of an organization. System Approach can be used to examine broad issues like objectives, functions, and aim. It establishes a logical relationship between the sequential stages in the process of training need analysis (TNA), formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man, material, time required in every system to produce products or services. And every system must have some output from these inputs in order to survive. The output can be tangible or intangible depending upon the organizations requirement. A system approach to training is planned creation of training program. This approach uses step-by-step procedures to solve the problems. Under systematic approach, training is undertaken on planned basis. Out of this planned effort, one such basic model of five steps is system model that is explained below. Organization are working in open environment i.e. there are some internal and external forces, that poses threats and opportunities, therefore, trainers need to be aware of these forces which may impact on the content, form, and conduct of the training efforts. The internal forces are the various demands of the organization for a better learning environment; need to be up to date with the latest technologies.

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The three model of training are: 1. System Model 2. Instructional System Development Model 3. Transitional model

System Model Training The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards.

Model of training are as follows: 1. Analyze and identify the training needs i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc. 2. The next step is to develop a performance measure on the basis of which actual performance would be evaluated. 3. Design and provide training to meet identified needs. This step requires developing objectives of training, identifying the learning steps, sequencing and structuring the contents. 4. Develop- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals & objectives. 5. Implementing is the hardest part of the system because one wrong step can lead to the failure of whole training program.

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6. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices Instructional System Development Model(ISD)Model Instructional System Development model was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured. This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages: 1. ANALYSIS This phase consist of training need assessment, job analysis, and target audience analysis. 2. PLANNING This phase consist of setting goal of the learning outcome, instructional objectives that measures behavior of a participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc. 3. DEVELOPMENT This phase translates design decisions into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc, course material for the trainee including handouts of summary. 4. EXECUTION This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other training accessories.

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5. EVALUATION The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices. The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase. Transitional model focuses on the organization as a whole. The outer loop describes the vision, mission and values of the organization on the basis of which training model i.e. inner loop is executed.

Vision focuses on the milestones that the organization would like to achieve after the
defined point of time. A vision statement tells that where the organization sees itself few years down the line. A vision may include setting a role mode, or bringing some internal transformation, or may be promising to meet some other deadlines

Mission explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and inform the employees regarding the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees, and all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It reflects the
deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc. 18

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

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT: Training and development go hand in hand and are often used synonymously but there is a difference between them. Training is the process of learning a sequence of programmed behavior. It is an application of knowledge. It gives people an awareness of the rules and procedures to guide their behavior. It intends to improve their performance on the current job and prepares them for an intended job. Development is a related process. It covers not only those activities, which improve job performance, but also those, which bring about growth of the personality. It helps individual in the progress towards maturity and actualization of potential capabilities so that they can become not only good employees but better human beings.

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CHAPTER-4 LEARNING AND TRAINING

Irrespective of the type or method of training, a trainer has to keep in mind some of the principles of learning or motivation, which would enhance internationalization of what is taught.

PRINCIPLES OF TRAINING
MOTIVATION

Learning is enhanced when the learner is motivated. Learning experience must be designed so learners can see how it will help in achieving the goals of the organization. Effectiveness of training depends on motivation. FEEDBACK

Training requires feedback. It is required so the trainee can correct his mistakes. Only getting information about how he is doing to achieve goals, he can correct the deviations. REINFORCEMENT

The principle of reinforcement tells the behaviors that are positively reinforced are encouraged and sustained. It increases the likelihood that a learned behavior well be repeated. PRACTICE

Practice increases a trainees performance. When the trainees practice actually, they gain confidence and are less likely to make errors or to forget what they have learned. INDIVIDUAL DIFFERENCES

Individual training is costly. Group training is advantageous to the organization. Individuals vary in intelligence and aptitude from person to person. Training must be geared to the intelligence and aptitude of individual trainee. 20

OBJECTIVES OF TRAINING

TO INCREASE PRODUCTIVITY

An instructor can help employees increase their level of performance on their assignment. Increase in human performance leads to increase in the operational productivity and also the increase in the profit of the company.

TO IMPROVE QUALITY

Better-trained workers are less likely to make operational mistakes. It can be in relationship to the company or in reference to the intangible organizational employment atmosphere.

TO HELP A COMPANY FULFILL ITS FUTURE PERSONNEL NEEDS

The organizations having good internal training and development programmes will have to make less changes and adjustments. When the need arises, vacancies can be easily staffed.

TO IMPROVE ORGANIZATIONAL CLIMATE

An endless chain of positive reactions result from a well planned training programme.

TO IMPROVE HEALTH AND SAFETY

Proper training can prevent industrial accidents. A safer atmosphere leads to more stable attitudes on part of the employees.

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PERSONAL GROWTH

Employees on a personal basis gain individually from their exposure to educational expressions. Training programmes give them wider awareness and skills

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite tasks. To assist employees to function more effectively in their present positions by exposing them to new concepts. To build a line of competent people and prepare them to occupy more responsible positions. To reduce the supervision time, wastage and spoilage of new material. To reduce the defects and minimize the industrial accidents. To ensure the economical output of the required quality. To prevent obsolescence. To promote individual and collective morale, responsibility and cooperative attitudes etc.

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TRAINING INPUTS
There are three basic types of inputs; (i)Skills (ii)Attitude (iii)Knowledge. The primary purpose of training is to establishing a sound relationship is at its best when the workers attitude to the job is right, when the workers knowledge of the job is adequate, and he has developed the necessary skills. Training activities in an industrial organization are aimed at making desired modifications in skills, attitudes and knowledge of employee so that they perform their jobs most efficiently and effectively

BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY These have a requirement for induction into the company as a whole in terms of its business activities and personnel policies and provisions, the terms, conditions and benefits appropriate to the particular employee, and the career and advancement opportunities available.

2. TRANSFEREES WITHIN THE COMPANY These are people who are moved from one job to another, either within the same work area, i.e. the same department or function, or to dissimilar work under a different management. Under this

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heading we are excluding promotions, which take people into entirely new levels of responsibility.

3. PROMOTIONS Although similar to the transferee in that there is a new job to be learned in new surroundings, he is dissimilar in that the promotion has brought him to a new level of supervisory or management responsibility. The change is usually too important and difficult to make successfully to permit one to assume that the promotes will pick it up as he goes along and attention has to be paid to training in the tasks and the responsibilities and personal skills necessary for effective performance.

4. NEW PLANT OR EQUIPMENT Even the most experienced operator has everything to learn when a computer and electronic controls replace the previous manual and electro-mechanical system on the process plant on which he works. There is no less a training requirement for the supervisors and process management, as well as for technical service production control and others.

5. NEW PROCEDURES Mainly for those who work in offices in commercial and administrative functions but also for those who we workplace is on the shop floor or on process plant on any occasion on which there is a modification to existing paperwork or procedure for, say the withdrawal of materials from stores, the control of customer credit the approval of expense claims, there needs to be instruction on the change in the way of working in many instances, a note bringing the attention

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of all concerned the change is assume to be sufficient, but there are cases, such as when total new systems in corporating IT up dates are installed, when more thorough training is needed.

TYPES OF TRAINING
Training is required for several purposes. Accordingly training programmes may be of the following types: Orientation training: Induction or orientation training seeks to adjust newly appointed employees to the work environment. Every new employee needs to be made fully familiar with his job, his superiors and subordinates and with the rules and regulations of the organization. Induction training creates self-confidence in the employees. It is also knows as pre-job training. It is brief and informative.

Job training: It refers to the training provided with a view to increase the knowledge and skills of an employee for performance on the job. Employees may be taught the correct methods of handling equipment and machines used in a job. Such training helps to reduce accidents, waste and inefficiency in the performance of the job.

Safety training: Training provided to minimize accidents and damage to machinery is known as safety training. It involves instruction in the use of safety devices and in safety consciousness.

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 Promotional training: It involves training of existing employees to enable them to perform higher-level jobs. Employees with potential are selected and they are given training before their promotion, so that they do not find it difficult to shoulder the higher responsibilities of the new positions to which they are promoted.

Refresher training: When existing techniques become obsolete due to the development of better techniques, employees have to be trained in the use of new methods and techniques. With the passage of time employee may forget some of the methods of doing work. Refresher training is designed to revive and refresh the knowledge and to update the skills of the existing employees. Short-term refresher courses have become popular on account of rapid changes in technology and work methods. Refresher or re-training programmes are conducted to avoid obsolescence of knowledge and skills.

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METHODS OF TRAINING

ON-THE-JOB TECHNIQUES

On the job techniques enables managers to practice management skills, make mistakes and learn from their mistakes under the guidance of an experienced, competent manager. Some of the methods are as: Job Rotation: It is also referred to as cross straining. It involves placing an employee on different jobs for periods of time ranging from a few hours to several weeks. At lower job levels, it normally consumes a short period, such as few hours or one or two days. At higher job levels, it may consume much larger periods because staff trainees may be learning complex functions and responsibilities. Job rotation for managers usually involves temporary assignments that may range from several months to one or more years in various departments, plants and offices. Job rotation for trainees involves several short-term assignments, that touch a variety of skills and gives the trainees a greater understanding of how various work areas function.For middle and upper level management, it serves a slightly different function. At this stage, it involves lateral promotions, which last for one or more years. It involves a move to different work environment so that manager may develop competence in general management decision-making skills.

Enlarged and enriched job responsibilities: METHODS OF TRAINING ON- THE- JOB METHODS OFF- THE- JOB METHODS

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By giving an employee added job duties, and increasing the autonomy and responsibilities associated with the job, the firm allows an employee to learn a lot about the job, department and organization. Job instruction training: It is also known as step-by-step training. Here, the trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee. In simple words, it involves preparation, presentation, performance, and tryout and follow up. Coaching: The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides the feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some duties and responsibilities of the coach and relives him of his burden. A drawback is that the trainee may not have the freedom or opportunity to express his own ideas. Committee assignments: Here in, a group of trainees are given and asked to solve an actual organizational problem. The trainees solve the problem jointly. This develops team work and group cohesiveness feelings amongst the trainees.

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OFF-THE-JOB TRAINING It includes anything performed away from the employees job area or immediate work area. Two broad categories of it are: IN HOUSE PROGRAMMES These are conducted within the organizations own training facility; either by training specialists from HR department or by external consultant or a combination of both. OFF-SITE PROGRAMMES It is held elsewhere and sponsored by an educational institution, a professional association, a government agency or an independent training and development firm. The various off- the- jobtraining programmes are as follows: Vestibule training: Herein, actual work conditions are simulated in a classroom. Material, files and equipment those are used in actual job performance are also used in training. This type of training is commonly used for training personnel for clerical and semiskilled jobs. The duration of this training ranges from few days to a few weeks. Theory can be related to practice in this method. Role-playing: It is defined as a method of human interaction that involves realistic behaviour in imaginary situations. This method involves action doing and practice. The participants play the role of certain characters, such as production manager, HR manager, foreman, workers etc. This method is mostly used for developing interpersonal interactions and relations. Lecture method: The lecture is a traditional and direct method of instruction. The instruction organizes the material and gives it to the group of trainees in the form of a talk. To be effective,

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the lecture must motivate and create interest among the trainees. An advantage of this method is that it is direct and can be used for a large group of trainees. Conference or discussion: It is a method in training the clerical, professional and supervisory personnel. It involves a group of people who pose ideas, examine and share facts and data, test assumptions and draw conclusions, all of which contribute to the improvement of job performance. It has an advantage that it involves two way communication and hence feedback is provided. The participants feel free to speak in small groups. Success depends upon the leadership qualities of the person who leads the group. Programmed instruction: This method has become popular in recent years. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to mere complex levels of instructions. The trainee goes through these units by answering questions or filling the blanks. This method is expensive and time consuming. EXECUTIVE DEVELOPMENT PROCESS Executives are the people who shape the policies, make the decisions and see their implementation in any business organization. They are the president, the vice-president, the managing director, works manager, plant superintendent, controller, treasurer, office managers, engineers, directors of functions such as purchasing, research, personnel, legal, marketing etc. Executive development may be stated as the application of planned efforts for raising the performance standards of high level managers, and for improving the attitudes and activities that enter into or influence their work and their work relations. Following are the steps, which are involved in the development process of executives:

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OBJECTIVES The first and foremost step is to define the long- term objectives of training and development of executives. STRENGTH AND WEAKNESS An inventory of managers is taken with special focus on their strength in terms of managerial skills and other attributes. Their unique capabilities, specialist knowledge and achievements are listed down against each. A comparison with the requirement of the organization will bring the gap in knowledge and skills of existing executive. This is the weakness. LONG- RANGE PLANS Here the management prepares long-term training and development plans for their executives, which include the annual training targets, the annual budgets and the specific area of training. SHORT- TERM PROGRAMME This programme specify the duration, starting time, ending time, number of executives being trained, identify the resources etc. IMPLEMENTATION The training programme envisaged before is put into operation. The actual training is initiated by proper timetable and other arrangements. EVALUATION In this step, the effectiveness of the executive training programme is evaluated by measuring the improved performance of executives who underwent the programme, on their job. There are various criteria of measuring effectiveness such as validity, reliability etc.

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EVALUATING THE EFFECTIVENESS OF TRAINING An Investor in People evaluates the investment in training and development to assess achievement and improve future effectiveness. Kearns (1994) suggests that there are four groups of measures of training effectiveness, which are used by organization. The groups are as follows: - No Measurement - Subjective Measures - Qualitative Measures - Objective Measures The first group, in which no real measurement occurs, includes activities undertaken as an Act of Faith, where no form of measurement is attempted, such as initiatives to improve communications in organization, which seem to make people feel good and appear to have worked in some intangible manner. The second group includes subjective responses from trainees/course delegates, as exemplified by the Happy Sheet. The main question asked is about how individuals feel after the training. Organizations often make the assumption that positive responses indicate training success and therefore value to the organization. However, course delegates may well give strong positive response scores for a number of reasons, including the presentational skills of the trainer, the quality of the venue, and the feel good factor of indulging in a creative work group, and so on. Quality measures appear to be more objective than the previous group, but are often flawed by subjectivity as well. They are typified by questionnaires asking delegates to put a value on the likely benefits of a training programme. Objective measures are the only really meaningful ones. However, they challenge the provider of training to demonstrate how their training activities feed

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through to the bottom line: in terms of return on investment and return on the capital employed. There has often been an assumption, in times past,that training somehow justifies itself, because it is all about developing people. However, it is incumbent on organizations to look critically at the ways in which they evaluate their training activities, lest they fall prey to the subject approach and are badly caught out when a rigorous analysis of all the functions of the organizations business is called for. A desirable, if not essential, characteristic of all training programmes is a built-in provision for evaluation. The four main dimensions of evaluation are: EVALUATION OF TRAINING INPUTS This involves the evaluation of the training curriculum and its sequencing. EVALUATION OF THE TRAINING PROCESS The climate of the training organization, the relationship between participants and trainers, the general attitude, and approaches of the trainers, training methods, etc are some of the important elements of the training process which also needs to be evaluated. EVALUATION OF TRAINING OUTCOMES Measuring the carry-home value of a training programme in terms of what has been achieved and how much is the main task of evaluation. This, however, is a complex technical and professional task. Benefits of a training programme are not obvious and they are not readily measurable. Payoffs from training are intangible and rather slow to become apparent. A central problem is the absence of objective criteria and specific definitions of relevant variables by which to measure the effectiveness either of specific programmes or changes in employee behaviour. Nevertheless, the good personnel managers do make an effort to systematically appraise the benefits and results of their programmes.

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In job-related training, the objective is to train people for specific job skills so that their productivity may increase. Evaluation can be done either to the direct criterion of increase in output or to the indirect criteria of decrease in cost, breakage or rejects. Even more indirect are measures that point out changes in absenteeism or turnover. The most difficult problems of evaluation lie in the area of human relations skill training, which is given to the supervisors and middle- level managers. Supervisory and managerial training programmes are, for this reason, less amenable to objective review procedures. Much subjectivity enters into evaluations of these programmes, since exact standards and criteria are hard to devise.

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CHAPTER-5

TRAINING PROGRAMMES IN WNS

WNS follows the philosophy to establish and build a strong performance driven culture with greater accountability and responsibility at all levels. To that extent the Company views capability as a combination of the right people in the right jobs, supported by the right processes, systems, structure and metrics. The Company organizes various training and development programmes, both inhouse and at other places in order to enhance the skills and efficiency of its employees. These training and development programmes are conducted at various levels for officers.

TRAINING IN WNS
HAL provides training to all its employees as per the policy of the organization.

PURPOSE OF TRAINING: To ensure availability of trained manpower. SCOPE: All categories of employees IDENTIFICATION OF NEEDS MANAGEMENT STAFF
The Performance Appraisal form of the organization has a section in which the training and development needs are filled up. The Individual Officer first identifies the training needs of himself and then it is recommended by the reporting Officer and then by the Departmental Head. The Training needs as identified in the PAR are recorded by the HRD Department and necessary action is taken for imparting the identified training. Training needs are identified based on: - Companys strategy and policy. - Organizational Thrust Areas. 35

- New Emerging Areas. PREPARATION OF TRAINING PLAN : The training of Executives in WNS is given by : WNS Management Academy a unique body for imparting training to the Executives of WNS & Out side agencies. IMPARTING OF TRAINING Actual training is imparted with the help of in-house and outside agencies. The selection of these agencies is done on the basis of reputation; programmes offered by them, past experience and feedback received from the earlier participants. Training is also imparted by nominating the concerned employee for an external training programme. All records of the training are maintained at branch as per Record of Training in the Personnel folder and the same is intimated to the Executive Office Personnel through the Monthly Personnel Report. FEEDBACK A feedback is taken from the participants through a questionnaire on the programme and their impressions in order to further improve upon the same. There are three such questionnaires available and one of these is used depending upon the nature of the training programme and the level of participants. Also, a person from the personnel department sits through the final session of the programme and takes the verbal feedback about the programme. INDUCTION TRAINING This is carried out as the very first step for any new entrant into Company. The department prepares a schedule for the employee as per which he is required to spend specific time in each department. During such period, he is reporting to the respective department head. The objective of the induction programme is to familiarize the participant to the function of different

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department. The copies of the same are sent to the General Manager and all concerned. At the end of the induction, the trainee has to submit a report to the Personnel Department. MANAGEMENT TRAINEES TRAINING Management trainees are given a fortnight of induction programme. Corporate HR advises it as per Management Trainee Training programme designed by them. Thereafter, a detailed training programme is carried out whereby the incumbent is to understand in depth of working of each department at various locations as per the programme given by the Corporate HR. Corporate HR maintains all relevant records pertaining to Management Trainees training at Bangalore. A person gets nominated for the training programme in the following two ways: a) Training programme flowing from the training needs. b) Training programme for testing out the training/ increased awareness/ general information/ omnibus training types etc. TRAINING PROGRAMMES FLOWING FROM TRAINING NEEDS: The programmes are divided into three broad categories: - Functional - Behavioral - General/ Omnibus programmes 1. Functional: The outcome of the training is measured by comparing the data pre-training and post-training. A scale is developed for measuring the effectiveness of training based on the % achievement of the objectives. 2. Behavioral: The effectiveness of the training of this nature is measured annually. This is seen through the training need identification for the coming year for the employee. If the training need

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is repeated there, then the training provided is taken as ineffective. If the training need is repeated but with focus on a part of the need, then the training is partially effective. If not repeated, then the training is effective. 3. General: These are the training needs flowing directly from the organizational needs. Examples of these can be ISO 9000 training, ISO 14000 training and any awareness training. These are omnibus training programmes, which are run for a large number of employees. The effectiveness of the training is measured by: - Achievement of those organizational objectives within the time lines. - Number of audit issues raised on the areas covered in the training. - Any other such thing as defined in the training brochure. The effectiveness of the outside training programme is measured on the same line as above. However, no detailed brochure is prepared for the same. The measurement criterion for the programme is defined in the beginning of the programme and effectiveness measured against the same. A consolidated effectiveness report of the training programme is prepared at the end of the year. The programmes that are found to be ineffective are reworked. Training programme for testing out the training Also there are training programmes, which are not flowing directly from the training needs measurement of effectiveness of the training is not needed to be measured.

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CHAPTER-6 CONCLUSIONS
The major findings of the project are enumerated as follows:

respondents. ndents prior to attending them.

respondents.

and thus need to be increased.

effectiveness of the training programmes.

sessions had been more interactive and in line with the current practices in the market.

programmes. -the-job efficiency. nts also recommended that the number of training programmes be increased.

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