A

Summer Training Report

On
TRAINING & DEVELOPMENT
Training Undertaken at
Submitted in partia !u!iment !or t"e A#ard o! degree o!
MASTER O$ %USINESS ADMINISTRATION
Submitted To & Submitted %'&
Mr( A()( Ra*togi Aarti )"emani
$a+ut' M%A ,
rd
Sem
Ma"ari*"i Ar-ind In*titute o! Engineering & Te+"noog'
.aipur
1
DE/LARATION
I, the undersigned Aarti )"emani, a student of MBA 3
rd
Semester of
Maharishi Arvind Institute of Engineering & Technology, Jaipur declare that the
proect !or" presented in this report is my o!n !or" and has #een carried out
under the supervision of Mr$ A$%$ &astogi

0Aarti )"emani1
2
A/)NO2LEDGEMENT
This report #ears the imprint of many people$ &ight from the e'perienced
staff of 3ote Man*ing"4 A5mer to the supporting staff and faculties of
MAIET4 .aipur(
I !ould li"e to than" Mr( Vi5a' %"ard#a5 0Per*onne Manager1 of (otel
Mansingh, Amer, !ho allo!ed me to do this proect in their organi)ation
successfully$
I ta"e this opportunity to e'press my deep gratitude to all the employees of
(otel Mansingh$ Also I am inde#ted for the rich guidance, "no!ledge and
suggestions provided #y my faculty guide, Mr( A()( Ra*togi !ho too" sincere
efforts and illustrated the *oncepts$
+ast #ut not least, I also than" all those people !hom I met in the industry
during my internship and helped me to accomplish my assignments in the
most efficient and effective manner$
Aarti %hemani
MBA 3
rd
Sem
3
EXECUTIVE SUMMARY

The training programme at (otel Mansingh ,alace is in sync !ith the organi)ation
goals to achieve the vision through a !ell-defined mission$ After an employee is
selected and placed, the training department provides induction training to the ne!ly
appointed employees in order to ac.uaint them !ith the system, introduce them to
the vision, mission, goals and o#ectives of the organi)ation$ It involves an
orientation of employees and ma"ing them understand the #asic rules and regulation
of the organi)ation, ena#ling them sociali)e$ In other !ords training improves,
changes, moulds the employee/s "no!ledge, s"ill, #ehaviour, aptitude, attitude
to!ards the re.uirement of the o# and the organi)ation0 the training needs are
identified on the #asis of organi)ational analysis, o# analysis, and man analysis$ The
training programme, training methods, course content are to planned on the #asis
of training needs$
(1TE+ MA2SI23( ,A+A*E conducts follo!ing training or employee development
programme4-
Managerial Effectiveness
Induction training
*ommunication s"ill
,ersonnel Effectiveness
*ustomer Satisfaction
Training and 5evelopment ,rograms are availa#le for the follo!ing areas4
6ood ,roduction
6ood and Beverage Service
6ront 1ffice
(ouse"eeping
4
Each training programme should have provision for evaluation as part of planning
other!ise !e cannot sure that !e are doing the right thing and that !e are not
!asting the valua#le time and money of the organi)ation these programme$
5
TA%LE O$ /ONTENTS
CONTENTS
1. Introduction to the Industry
2. Introduction to the r!"ni#"tion
3. Rese"rch Methodo$o!y
Tit$e o% the Study
&ur"tion o% the 'ro(ect
)(ecti*e o% Study
Ty+e o% Rese"rch
Sources o% &"t"
Sco+e o% Study
,i-it"tion o% Study
4. ."cts "nd .indin!s
5. An"$ysis "nd Inter+ret"tion
/. S0T
1. Conc$usion
2. Reco--end"tion "nd Su!!estions
3. A++endi4
15. 6i)$io!r"+hy
/
INTRODU/TION TO T3E 3OTEL INDUSTR6
INTRODU/TION TO 3OSPITALIT6 SE/TOR
(ospitality sector is gro!ing at a very fast rate in India$ The sector is gro!ing at a
rate of appro'imately 78$ This sector can #e classified into hotel industry, travel and
tourism, restaurants, pu#s, clu#s and #ars, contract catering, and aviation$
9ith the increase in competition due to the coming up of maor players li"e 6our
Seasons, Shangri-+a, Amman &esorts, etc the need to train employees has
increased more than ever #efore$ The maor players are no! strategi)ing to increase
the turnover of the customers #y training their employees on *ommunication, 5ining
and Business eti.uettes, etc$ Some of the essentials re.uired #y this sector are4
3ood Infrastructure
Trained Trainer
:uality 1f *onduct
*ertification of training course
Effective Training Evaluation
1
3OTEL INDUSTR6
1ne of the fastest gro!ing sectors of the economy of our time is the hotel industry$
The hotel industry alone is a multi-#illion dollar and gro!ing enterprise$ It is e'citing,
never #oring and offer unlimited opportunities$ The hotel industry is diverse enough
for people to !or" in different areas of interest and still #e employed !ithin the hotel
industry$ This trend is not ust in India, #ut also glo#ally$
The concept of total .uality management is found getting an important place in the
mar"eting management of hotels$ The emerging positive trend in the tourism industry
indicates that hotel industry is li"e a reservoir from !here the foreign e'change
flo!s$ This naturally dra!s the attention on (1TE+ MA2A3EME2T$ +i"e other
industries, the hotel industry also needs to e'plore avenues for innovation, so that a
fair #lending of core and peripheral services is made possi#le$
The recruitment and training programmes are re.uired to #e developed in the face of
technological sophistication$ The leading hotel companies have #een found
promoting an ongoing training programme so that the personnel come to "no! a#out
the use of sophisticated communication technologies$
2
GENERAL /LASSI$I/ATION O$ 3OTELS&7
8( On t"e ba*i* o! *tandard*&
+i"e most of the countries in !orld, India also has hotels divided indifferent
categories depending on their location, facilities, infrastructure and amenities
provided$ All the star hotels in India are government approved !ith continuous
control on the .uality of services offered$
Five Star Hotels: - The most lu'urious and conveniently located hotels in
India are grouped under Five Star Deluxe Hotel categories$ 6ive Star
5elu'e in India are glo#ally competitive in the .uality of service provided,
facilities offered and accommodation option$ These are top of the line hotels
located mostly in #ig cities$ These hotels provide all the modern facilities for
accommodation and recreation matching international standards in hospitality$
In such type of hotel (& department are esta#lished separately and to
e'ecute and to follo! the concept of (& strictly, (& professional are hired$
Four Star Hotels: - A rung #elo! five star hotels are 6our Star (otels,
these hotels provide all the modern amenities to the travelers !ith a limited
#udget$ :uality of services is almost as high as the five stars and a#ove
categories$ These "inds of hotels are there for the travelers !ith limited
#udget or for the places !hich might not get the tourist traffic associated !ith
larger cities$ In such type of hotel concept of (& is more or less follo!ed$
Three Star Hotels& 7 These are mainly economy class hotels located in the
#igger and smaller cities and catering to the needs of #udget travelers$ +esser
in amenities and facilities, these hotels are value for money and gives good
accommodation and related services on the reduced price$ Services !ould #e
stripped do!n version of higher categories of hotels #ut sufficient to fulfill
customer #asic needs$ In such type of hotel concept of (& may or may not #e
present$ If present all functions of (&5 is curtailed$
Two Star Hotels: - These hotels are most availa#le in the small cities and
in particular areas of larger cities$ *atering to the #ac" pac"er tourist traffic,
3
these hotels provide all the #asic facilities needed for general accommodation
and offers lo!est prices$ In this type of hotel concept of (& is a#sent$
One Star Hotels: - The hotels !ith most #asic facilities, small num#er of
room/s locations in the far-flung areas are grouped under 1ne Star (otel
category$ These hotels are #est !hen customer is loo"ing for cheapest
availa#le accommodation option$ In this type of hotel concept of (& is alien
!ords$
9( On t"e ba*i* o! Nature&
Heritage Hotels: - (eritage hotels in India are #est if one is loo"ing for
sheer elegance, lu'ury and loyal treatment$ They are not ust another
accommodation options #ut tourist attractions in themselves$ E'.uisitely
designed and decorated, meticulously preserved, high standards of service
and ethnic cultural motifs helps the tourists get the complete e'perience of an
India$
Beach Resorts Hotels:- ,eninsular India #ounded #y Ara#ian Sea, Bay
of Bengal, Indian 1cean and the t!o emerald archipelagos of +a"sh!adeep
and Andaman and 2ico#ar have a long coast line of around ;<== "m, offering
an ama)ing array of #eaches, some popular, some not so !ell "no!n$ Thus
location of resort is the #asic point of attraction for tourists$
Wild Resorts Hotels: - A !ildlife tour is incomplete if one does not
actually live in a forest for a fe! days$ It means living in a rest house or a tent
the midst of the dense !ilderness and !a"ing up to the t!ittering of #irds$
Government !!roved Hotels: - These are the hotels, !hich might not
have applied for star categori)ation or small enough to find them in the list$
Many of the !ildlife resorts, lodges and hostels are government approved
providing a minimum level of accommodation facilities at far off places$
Residential Hotels: - The residential hotels !or" as apartment house$
1ften !e call them apartment hotels$ The hotels charge rent on monthly, half
> yearly, or yearly #asis$ They are generally located in #ig cities and to!ns
15
!here no meals are served to the customers$ Initially, the residential hotels
!ere developed in the ?SA$ The services offered here are compara#le to an
average !ell managed home$
"ommercial Hotels: - The commercial hotels are meant for the people
!ho visit a place of trade and commerce or #usiness purposes and therefore
these hotels are found located at the commercial or industrial centers$ They
focus their attention on individual travelers and are generally run #y o!ners$
Floating Hotels: - The floating hotels are located on the !ater surface$
The places are sea, river, and la"e$ These hotels provide !ith all the facilities
and services made availa#le in a good hotel$ In the leading tourist generating
countries of the !orld !e find the practice of using old lu'ury ships as
floating hotels$
11
DI$$ERENT DEPARTMENTS IN 3OTELS
The departments are classified on accounts of it function$ They are as follo!s4-
81 /ore $un+tioning Department
Food and Beverage #F$D% De!artment& 7 6 & B deals mainly !ith
food and #everage service allied activities$ 5ifferent divisions are there in 6 &
B li"e &estaurants, Specialty &estaurants, *offee Shop @AB hrs$C, Bar,
Ban.uets, &oom service etc$ Apart from that they have ?tility services
@*leaningC$
Front O&&ice De!artment: - The front office is the command post for
processing reservations, registering guests, settling guest accounts
@cashieringC, and chec"ing out guests$ 6ront des" agents also handle the
distri#ution of guestroom "eys and mail, messages or other information for
guests$
House'ee!ing: - The house"eeping department is another important
department in hospitality !orld$ (ouse"eeping is responsi#le for cleaning the
hotel/s guestrooms and pu#lic areas$ This department has the largest staff,
consisting of an assistant house"eeper, room inspectors, room attendants, a
house person cre!, linen room attendants and personnel in charge of
employee uniforms$
Food (roduction De!artment:- 6ood production deals !ith the
preparations of food items$ It #asically engaged in preparing those dish, !hich
are ordered #y the guest and after!ards is catered #y the 6&B department$
*uisine li"e Indian, *ontinental, Thai, Italian, %on"ani @*oastal Sea 6oodC,
South Indian, *hinese, Me'ican, etc$ 5ifferent *hefs are appointed for the
specialty cuisine$
91 Support Department 0/o*t /enter*1
12
)ar'eting $ Selling De!artment: - Sales and mar"eting has #ecome
one of the most vital functions of the hotel #usiness and an integral part of
modern hotel management$ It includes pac"aging for selling, sales promotion,
advertising and pu#lic relations$ The mar"eting division is charged !ith the
responsi#ility of "eeping the rooms in the hotel occupied at the right price and
!ith the right mi' of guests$
*ngineering and )aintenance De!artment:- The energy crisis
throughout the !orld has given a great importance to the engineering
department of a hotel$ This department provides on the day-to-day #asis the
utility services, electricity, hot !ater, steams, air-conditioning and other
services and is responsi#le for repair and maintenance of the e.uipment,
furniture and fi'tures in the hotel$
Finance+ ccounting De!artment: - A hotel/s accounting department
is responsi#le for "eeping trac" of the many #usiness transactions that occur
in the hotel$ The accounting department does more than simply "eep the
#oo"s-financial management is perhaps a more appropriate description of
!hat the accounting department does$
,1 Admini*tration Department&7
Top organi)ational mem#ers usually supervise the Administration 5epartment
in a hotel$ This department is responsi#le for all the !or" connected !ith
administration, personnel, manpo!er, employee/s !elfare, medical, health
and security$
Human Resource Develo!ment: - This department has ne!ly ta"en
step in hotel industry and !ithin a short span of time it has #ecome a very
important part of the organi)ation$ It plays the role of facilitator #et!een the
#argain a#le cadre and non-#argain a#le cadre$
INTRODU/TION TO 3UMAN RESOUR/E 2IT3
3OTEL INDUSTR6&7
13
In hotel industry the o# of (& manager can #e compare !ith the o# of conductor,
!hose o# is to instruct and direct all of the various musicians so that they can
perform !ell together$ But #efore a conductor can direct a #eautiful performance, all
of the individual musicians must #e a#le to play their instruments !ell$ 9hat "ind of
performance could one can e'pect if the violinists did not "no! ho! to play their
instruments or the flutists could not read musicD
So it is in the hospitality industry, #efore a manager can direct and shape employee/s
individual contri#utions into an efficient !hole, he or she must first turn employees
into competent !or"ers !ho "no! ho! to do their o#s$ Employees are the
musicians of the orchestra that the mem#ers of the audience-the-guests-have come
to !atch performance$ If employees are not s"illed at their o#s, then the
performance they give !ill get #ad revie!s$ Just as an orchestra an have a fine
musical score from a great composer and still perform poorly #ecause of
incompetent musicians, so a hotel can have a finest standard recipes, service
procedures and .uality standards and still have dissatisfied guests #ecause of poor
employee performance$
Per*onne Poi+ie* or $un+tion* o! 3R
*onsideration of leadership style
&elationship
&esponsi#ilities
Social orientation
1rgani)ational structure
INTRODU/TION TO T3E ORGANI:ATION
Introdu+tion&
14
Man*ing"group4 the name assigned #y the first hotel of the group, (otel Mansingh
Jaipur, commenced its foray into hotels #ac" in the early EF7=s, !hen Indo7
/ontinenta 3ote* & Re*ort* Ltd , o!ners of (otel Mansingh !as ta"en over #y
the family$ Since then, "eeping alive the age old Indian traditions including its &aas
& Maharaas, !ild fantasies, diverse cultures and legendary hospitality, Man*ing"
Group 3ote* has #een #ringing to you lu'urious comfort at the royal, historic cities
of Agra, Amer and Jaipur, namely, Man*ing" Paa+e Agra4 3ote Man*ing" .aipur4
Man*ing" Paa+e A5mer4 and Man*ing" To#er* .aipur $
ccommodation: The Mansingh 3roup of (otels feature the #est of the modern
and the traditional, !ith the centrally air-conditioned guestrooms having elegant
interiors that have immaculately #lended the traditional Indian architecture of
temples, mausoleums and homes, and state-of-the-art modern amenities li"e
satellite television, percolators and !ireless Internet *onnections$
Dining: The Mansingh hotels offer you cuisines ranging from *ontinental to *hinese
and local Indian dishes that !ould ma"e your dining e'perience unforgetta#le$ 9or"
out your taste #uds !ith the *ontinental, *hinese, Mughlai & &aasthani delicacies
offered at the S"ee*" Ma"a restaurant at Mansingh ,alace, Amer$
"on&erence $ Ban,ueting Facilities: The Mansingh hotels have provision for
#usiness conference and #an.ueting facilities, aided !ith the latest audio-visual
e.uipments$
Other &acilities: To suit your entire family, the Mansingh hotels have special
pac"ages to ma"e your stay at the hotels memora#le$ That apart, there are
amenities li"e childcare, foreign currency e'change des", etc$
Mansingh To!er Jaipur
(otel Mansingh Jaipur
Mansingh ,alace Agra
Mansingh ,alace Amer
15
3OTEL MANSING3 PALA/E A.MER
Mansingh ,alace, Amer @&aasthan, IndiaC is a Mansingh 3roup (otel located at
Amer, E3= %m$ South!ard from Jaipur$ Amer is an oasis of religious sanctity$ The
harmonious #lend of (induism and Islam gives this to!n a uni.ue character$
Muslims from many parts of the !orld come to !orship at the shrine of %h!aa
Moinuddin *hishti, Even the great Emperor A"#ar$ came here to see" solace$ 1ther
places of interest include Adhai 5in %a Jhonpra, a pillared mos.ue of red sandstone0
the EAth century artificial la"e, Ana Sagar, nasiyan, the Jain temple$
EE "m a!ay is the placid green ,ush"ar la"e nestling in the rolling hills, one of the
holiest of (indu ,ilgrim centres$ Every year in 2ovem#er, ,ush"ar comes alive !ith
colours, sounds and e'citement at one of IndiaGs #iggest cattle fairs !hen over
E,==,=== lacs of people gather here$

5istances 4 ,ush"ar 4 E< "ms, %ishangarh 4 A; "ms, Jaipur 4 E3A "ms, 5elhi - 3F=
"ms$
Amer is a !ee"end geta!ay e'-5elhi and is visited as a part of a &aasthan Itinerary
as a stopover$
A//OMODATION
E73 fully air-conditioned sharp and #old rooms$
9i-6i net access
9or"ing des" and chair
*omplimentary daily mineral !ater
TeaHcoffee ma"er
1/
Telephone !ith glo#al direct dialing and voice mail
+*5 television @AI inchesC !ith ca#le service
Mini fridge
(igh .uality mattress
1ne specially designed room for the physically challenged$
GUEST ROOMS
A; Standard &ooms !ith t!in #eds
3F Standard &ooms !ith a "ing #ed
B7 Superior &ooms !ith t!in #eds
II Superior &ooms !ith a "ing #ed
A E'ecutive Suites !ith a "ing #ed
E &oom for the physically challenged
GUEST ROOM $EATURES
Air conditioning
(igh-speed 9i-6i internet access
A !or"ing des" and e'ecutive chair
Telephone !ith glo#al direct dial and voice mail
,o!er outlets at des" level
+*5 TJ !ith multi-channel ca#le
Tea and coffee ma"er
Mini fridge
*omplimentary #ottle of pac"aged drin"ing !ater @provided dailyC
(igh .uality mattress
6ull-length mirror @only in rooms !ith t!in #edsC
Automatic telephone !a"e-up call service
Automatic telephone privacy service
11
1pa.ue #linds to provide total #lac"out
A modern #athroom !ith high pressure hot and cold !ater and essential
toiletries
Jacuum-sealed, dou#le-paned !indo!s for noise reduction
Environmental seals - prevents entry of noise and smo"e @in case of fireC into
the room
+1*ATI12
Lo+ated in t"e "eart o! t"e +ommer+ia area o! .a#a"ar La Ne"ru Marg in
.aipur4 t"e 3ote Man*ing" Paa+e i* 5u*t a *"ort #ak !rom +orporate
o!!i+e* ike GENPA/T4 In!o*'*4 $orti* 3o*pita and t"e 2ord Trade Park(
T"e "ote o!!er* 8;, air7+onditioned room*4 bu*ine**4 meeting and !itne**
!a+iitie* a* #e a* /e-er $o< /a!=& a +a*ua7dining re*taurant(
/e-er $o< /a!=& /a*ua dining at ea*'7to7a!!ord pri+e*
ir!ort and Railwa- Station
5istance from international airport 3$< "ms @appro'imately E= minutesC
5istance from domestic airport <$< "ms @appro'imately E< minutesC
5istance from rail!ay station 7 "ms @appro'imately A= minutesC
$OOD AND %EVERAGES
/e-er $o< /a!=& serves a varied selection of Indian and *ontinental cuisine$ It is a
casual restaurant !here the service is friendly, and guests can rela' and enoy a
complete meal, ni##le on a snac", or ust un!ind !ith a maga)ine over a cup of
freshly #re!ed coffee, in the lounge section$
*lever 6o' *afK is a self-service restaurant and is open from I43= am to EE4== pm$
Buffet #rea"fast is complimentary for all resident guests from ;4== am to E=43= am$
12
/ON$EREN/E ROOM
Seats4 I< theatre style L A7 classroom style L 3A ?-shape
9i-6i net access
Surround sound system
+arge screen +*5 television
9hite #oard
Ot"er Ser-i+e*
AB'; reception and self help facilities including dispensing machine for snac"s
and daily need items
?tility %ios"s for ironing
Ice cu#es & dispensed drin"ing !ater
In-room 5ining @availa#le from ;4== am to EE4== pmC
6itness *enter
*y#er %ios"
Travel assistance, tour guides, currency e'change and safe deposit loc"ers
1utsourced laundry service
Safe 5eposit Bo'
Jending Machine- stoc"ed !ith high .uality, daily use items including
toiletries, pac"aged snac"s, #everages at M&,$
13
E/O7$RIENDL6 PRA/TI/ES
6rom design to e.uipment, all (otel Mansingh ,alaces attempt to ma'imi)e use of
environmentally friendly principles and practices$ These include4
Po#er & $ue
Natura Lig"ting
&educes po!er consumption dramatically
/$L Lig"ting
,rovides as much light as a conventional #ul# yet consumes far less energy
)e' Tag Energ' Sa-er S'*tem
*onserves energy in unoccupied rooms
Doube Ga>ed Va+uum Seaed 2indo#*
*onserves energy and reduces noise
Auto Time Management !or Lig"ting4 Air7+onditioning and Ventiation
$an*
*onserves energy
LT Votage Stabii>er !or Energ' Sa-ing
,revents damage to e.uipment due to sudden po!er fluctuations
T"erma In*uation
Increases room comfort and conserves energy
2ater /on*er-ation
Aerator*?$o# Re*tri+tor*
Maintains !ater force and yet reduces outflo!, hence saving !ater
Rain 2ater 3ar-e*ting
,rotects and replenishes !ater ta#le
Auto $u*" $or Pubi+ Urina*
Minimi)es !ater !astage
2a*te Management
25
Se#age Treatment
,revents pollution
Noi*e Poution Management
Doube Ga>ed Va+uum Seaed 2indo#*
&educes e'ternal noise level #elo! <= deci#els
En-ironmenta Sea*
,revents entry of noise and smo"e @in case of fireC into the room
Noi*ee** Generator*
Acoustically insulated, the sound level is dampened to a minimal level
Interior*
Rubber 2ood and Parti+e %oard
(elps save trees
Operationa Pra+ti+e*
Laundr'
*loth #ags instead of plastic
Re+'+ed Garbage %ag*
Bio-degrada#le
Pen+i*
2ot plastic pens
SPE/IAL O$$ERS
IPL Spe+ia @ 3ote Man*ing" Paa+e Pa+kage
Spe+ia Rate7 Superior Room 7 R*(94,AA?7 per room per nig"t
T"e o!!er in+ude*&
21
A++ommodation !or t#o per*on*
%u!!et break!a*t !or t#o per*on*
9 #a' tran*!er !rom Ra5i- Sa#ai Man*ing" Stadium4 .aipur
9 botte* o! minera #ater repeni*"ed dai'
A go-ernment ta<e* a* +urrent' appi+abe
Summer Spe+ia Pa+kage
Vaid !rom& 8*t Mar+" 9B88 to ,Bt" September 9B88
Spe+ia Rate& Standard &oom &s$I, FFF for A nightsH3 days @validity4 till Sep/EEC
Accommodation on single or dou#le occupancy for A nightsH3 days
Air conditioned transfers to & from Sanganer Airport
2on-alcoholic 9elcome drin" on arrival
T!o Indian Beer ,ints &T!o &eal Juices of A== ml in the room
(alf day Sightseeing for t!o people once during the stay
6ree usage of utility "ios" and fitness center
Buffet #rea"fast, lunch or dinner for t!o persons at *lever 6o' *afe
A #ottles of mineral !ater replenished daily
All government ta'es as applica#le
Spe+ia Rate& Standard &oom &s$<, FFF for A nightsH3 days @validity4 till Sep/EEC
Accommodation on single or dou#le occupancy for A nightsH3 days
2on-alcoholic 9elcome drin" on arrival
Buffet #rea"fast, lunch or dinner for t!o persons at *lever 6o' *afe
6ree usage of utility "ios" and fitness center
A #ottles of mineral !ater replenished daily
All government ta'es as applica#le
Term* & /ondition*&
E'tra #ed
22
%ids #et!een =< to EA years M BFFH- AI in sharing parents room only
E'tra adult M ;<=H- AI in the same room and e'tra mattress !ill #e provided
Buffet #rea"fast for children @<-E= yearsC4 &s$E;< including ta' per child per
day
Buffet #rea"fast is complimentary for children #elo! the age of < years
E'tension of stay on pro-rata #asis
These special rates are valid for the a#ove mentioned period only
These rates are su#ect to change !ithout prior notice
*onfirmation is su#ect to receipt of full advance payment at the time of
ma"ing the #oo"ing
/an+eation?amendment poi+'&
Le** t"an C9 "r* prior to +"e+k7in& retention charge of E night/s applica#le
room rate
2o Sho!HEarly 5eparture4 full retention charged
23
INTRODU/TION TO T3E TOPI/
INTRODU/TION TO T3E TRAINING PROGRAMME
TRAINING AND DEVELOPMENT
TRAINING AND DEVELOPMENT is a su#system of an organi)ation$ It ensures that
randomness is reduced and learning or #ehavioral change ta"es place in structured
format$
Training is a process of learning a se.uence of programmed #ehavior$ It improves
the employeeGs performance on the current o# and prepares them for an intended
o#$
De-eopment not only improves o# performance #ut also #rings a#out the gro!th of
the personality$ Individuals not only mature regarding their potential capacities #ut
also #ecome #etter individuals$
TRAINING AND DEVELOPMENT O%.E/TIVES
The principal o#ective of training and development division is to ma"e sure the
availa#ility of a s"illed and !illing !or"force to an organi>ation$ In addition to that,
there are four other o#ectives4 Individual, 1rgani)ational, 6unctional, and Societal$
Indi-idua Ob5e+ti-e* > help employees in achieving their personal goals, !hich in
turn, enhances the individual contri#ution to an organi)ation$
Organi>ationa Ob5e+ti-e* @ assist the organi)ation !ith its primary o#ective #y
#ringing individual effectiveness$
$un+tiona Ob5e+ti-e* @ maintain the department/s contri#ution at a level suita#le to
the organi)ation/s needs$
So+ieta Ob5e+ti-e* > ensure that an organi)ation is ethically and socially
responsi#le to the needs and challenges of the society$
24
IMPORTAN/E O$ TRAINING AND DEVELOPMENT
Optimum Utii>ation o! 3uman Re*our+e* @Training and 5evelopment
helps in optimi)ing the utili)ation of human resource that further helps the
employee to achieve the organi)ational goals as !ell as their individual goals$
De-eopment o! 3uman Re*our+e* @ Training and 5evelopment helps to
provide an opportunity and #road structure for the development of human
resources/ technical and #ehavioral s"ills in an organi)ation$ It also helps the
employees in attaining personal gro!th$
De-eopment o! *ki* o! empo'ee* @ Training and 5evelopment helps in
increasing the o# "no!ledge and s"ills of employees at each level$ It helps to
e'pand the hori)ons of human intellect and an overall personality of the
employees$
Team *pirit @ Training and 5evelopment helps in inculcating the sense of
team !or", team spirit, and inter-team colla#orations$ It helps in inculcating
the )eal to learn !ithin the employees$
Organi>ation /uture @ Training and 5evelopment helps to develop and
improve the organi)ational health culture and effectiveness$ It helps in
creating the learning culture !ithin the organi)ation$
Duait' @ Training and 5evelopment helps in improving upon the .uality of
!or" and !or"-life$
3eat"' #ork en-ironment @ Training and De-eopment helps in creating
the healthy !or"ing environment$ It helps to #uild good employee, relationship
so that individual goals aligns !ith organi)ational goal$
Morae @ Training and 5evelopment helps in improving the morale of the !or"
force$
Image @ Training and 5evelopment helps in creating a #etter corporate
image$
25
Pro!itabiit' @ Training and 5evelopment leads to improved profita#ility and
more positive attitudes to!ards profit orientation$
Training and De-eopment aid* in organi>ationa de-eopment i$e$
1rgani)ation gets more effective decision ma"ing and pro#lem solving$ It
helps in understanding and carrying out organi>ationa poi+ie*
Training and De-eopment "ep* in de-eoping eader*"ip *ki*,
motivation, loyalty, #etter attitudes, and other aspects that successful !or"ers
and managers usually display
TRAINING
2"at i* Training in term* o! organi>ationE
2/
.Trans&erring in&ormation and 'nowledge to em!lo-ers and e,ui!!ing
em!lo-ers to translate that in&ormation and 'nowledge into !ractice with a
view to enhancing organi/ation e&&ectiveness and !roductivit-+ and the ,ualit-
o& the management o& !eo!le01
It also means that in organi)ational development, the related field of training and
development @T & 5C deals !ith the design and delivery of !or"place learning to
improve performance$
TRADITIONAL AND MODERN APPROA/3 O$ TRAINING
Traditional !!roach > Most of the organi)ations #efore never used to #elieve
in training$ They !ere holding the traditional vie! that managers are #orn and not
made$ There !ere also some vie!s that training is a very costly affair and not !orth$
1rgani)ations used to #elieve more in e'ecutive pinching$ But no! the scenario
seems to #e changing$
)odern a!!roach is that Indian 1rgani)ations have reali)ed the importance of
corporate training$ Training is no! considered as more of retention tool than a cost$
The training system in Indian Industry has #een changed to create a smarter
!or"force and yield the #est results$
TRAINING
Training is the act o& increasing the 'nowledge and s'ill o& an em!lo-ee &or
doing a !articular 2o30
21
Training is a process of learning a se.uence of programmed #ehavior$ It is the
application of "no!ledge & gives people an a!areness of rules & procedures to
guide their #ehavior$ It helps in #ringing a#out positive change in the "no!ledge,
s"ills & attitudes of employees$
Thus, training is a process that tries to improve s"ills or add to the e'isting level of
"no!ledge so that the employee is #etter e.uipped to do his present o# or to mould
him to #e fit for a higher o# involving higher responsi#ilities$ It #ridges the gap
#et!een !hat the employee has & !hat the o# demands$
Training is a#out the ac.uisition of "no!ledge, s"ills, and a#ilities @%SAC through
professional development$
Training is activity leading to s"illed #ehavior$
It/s not !hat you !ant in life, #ut it/s "no!ing ho! to reach it
It/s not !here you !ant to go, #ut it/s "no!ing ho! to get there
It/s not ho! high you !ant to rise, #ut it/s "no!ing ho! to ta"e off
It may not #e .uite the outcome you !ere aiming for, #ut it !ill #e an outcome
It/s not !hat you dream of doing, #ut it/s having the "no!ledge to do it
ItGs not a set of goals, #ut it/s more li"e a vision
It/s not the goal you set, #ut it/s !hat you need to achieve it
ROLE O$ TRAINING
22
O%.E/TIVES O$ TRAINING
23
To esta#lish a sound relationship #et!een the !or"er and his o#- the
optimum man-tas" relationship$
To prepare employees to meet the present as !ell as the changing
re.uirements of the o# & the organi)ation$
To impart to the ne! entrants the #asic "no!ledge & s"ills$
To prepare employees for more responsi#le positions$
To assist employees to perform more effectively in their present positions$
To ensure smooth & efficient !or"ing of a department$
To train employee to increase his .uantity & .uality of output$
To #ring a#out la#our turnover$
To train employees in the company culture pattern$
To #ring a#out change in attitudes of employees in all directions$
To reduce supervision time, reduce !astage & produce .uality products$
To reduce defects & minimi)e accident rate$
To a#sor# ne! s"ills & technology$
(elpful for the gro!th & improvement of employeeGs s"ills & "no!ledge$
PURPOSE O$ TRAINING&
To impro-e Produ+ti-it'4 Training leads to increased operational productivity
and increased company profit$
To impro-e Duait'4 Better trained !or"ers are less li"ely to ma"e
operational mista"es$
To impro-e Organi>ationa /imate& Training leads to improved production
and product .uality !hich enhances financial incentives$ This in turn
increases the overall morale of the organi)ation$
To in+rea*e 3eat" and Sa!et'& ,roper training prevents industrial accidents$
Per*ona Gro#t"& Training gives employees a !ider a!areness, an enlarged
s"ill #ase and that leads to enhanced personal gro!th$
35
IMPORTAN/E ? VALUE O$ TRAINING
1ften supervisors as", N9hy should I provide training to my staffDN There are many
reasons agencies provide training to their employees4
To foster gro!th and development
To provide opportunities for employees to accept greater challenges
To aid employees in contri#uting to the achievement of department goals and
the agency/s mission and vision
To #uild employee self-confidence and commitment
To produce a measura#le change in performance
To #ring a#out the desired changes that can solve a variety of pro#lems
ADVANTAGES ? %ENE$ITS O$ TRAINING
,roviding training to an employee #enefits #oth the employer and employee #y4
Improving an employee/s performance
5eveloping the group and team s"ills needed to achieve organi)ational goals
3iving employees the needed s"ills and "no!ledge to complete assigned
o#s, duties and tas"s
Motivating employees to achieve higher standards
Increasing overall efficiency
Improving customer service, !hich leads to customer satisfaction
,reparing employees for promotional opportunities
5ecreasing employee turnover, !hich reduces do!n time
Enhancing employee morale, motivation, and creativity
Ena#ling managers to reach unit goals and o#ectives
31
RESULTS OR OUT/OMES
Increased .uality and .uantity of !or" performance
5ecrease accidents
Increase "no!ledge, s"ills attitudes
5ecrease costs of management
5ecrease a#senteeism and turnover rates
Increase o# satisfaction > production
T6PES OR APPROA/3ES O$ TRAINING
8( Orientation Training
9( .ob training
,( Sa!et' training
F( Promotiona training
G( Re!re*"er training
H( Remedia training
C( /ra!t training
;( Apprenti+e training
A( Intern*"ip training
8( ORIENTATION TRAINING
32
Induction or orientation training see"s to adust ne!ly appointed employees to the
!or" environment$ Every ne! employee needs to #e made fully familiar !ith the o#,
his superiors and su#ordinates and !ith the rules and regulations of the
organi)ation$ Induction training creates self-confidence in the employees$ It is also
"no!n as pre-o# training$ It is #rief and informative$
9( .O% TRAINING
It refers to the training provided !ith a vie! to increase the "no!ledge and s"ills of
an employee for improving performance on-the-o#$ Employees may #e taught the
correct methods of handling e.uipment and machines used in a o#$ Such training
helps to reduce accidents, !aste and inefficiency in the performance of the o#$
,( SA$ET6 TRAINING
Traning provided to minimi)e accidents and damage to machinery is "no!n as safety
training$ It involves instruction in the use of safety devices and in safety
consciousness$
F( PROMOMTIONAL TRAINING
It involves training of e'isting employees to ena#le them to perform higher level o#s$
Employees !ith potential are selected and they are given training #efore their
promotion, so that they do not find it difficult to shoulder the higher responsi#ilities of
the ne! positions to !hich they are promoted$
G( RE$RES3ER TRAINING
9hen e'isting techni.ues #ecome o#solete due to the development of #etter
techni.ues, employees have to #e trained in the use of ne! methods$ 9ith the
passage of time, employees may forget some of the methods of doing !or"$
&efresher training is designed to revive and refresh the "no!ledge and to update the
s"ills of e'isting employees$
H( REMEDIAL TRAINING
33
Such training is arranged to overcome the shortcomings in the #ehavior and
performance of old employees$ Such employees are identified and correct !or"
methods and procedures are taught to them$ It is conducted #y psychological
e'perts$
C( /RA$T TRAINING
This is a training given to !or"ers in the different crafts$ It is conducted #y an
e'perienced craftsmen$ The learning period is some!hat longer and the method
follo!ed for such training is apprenticeship training$
;( APPRENTI/E TRAINING
It is used to prepare employees for a variety of s"illed occupations and crafts$ It
offers a com#ination of on the o# & off the o# learning$ It is a long & re.uires
continual supervision, hence it is e'pensive$ After the apprenticeship is completed,
there is no assurance that the man !ill remain !ith the firm that trained him$
A( INTERNS3IP TRAINING
It refers to a oint programme of training in !hich educational institutions and
#usinesses cooperate$ Selected students carry on regular and then !or" In some
office for a designated period of time$ This provides a practical #ac"ground against
classroom principles$ Students are #etter motivated #ecause they can see the
practical side of their "no!ledge$
34
ROLE O$ ORGANI:ATION IN TRAINING AND
DEVELOPMENT
An organi)ation has a very close relationship !ith the trainee and
the trainer #ecause it is the first contact for #oth$
The demand for the training in the organi)ation increases !hen the organi)ation
!ants4
To hire ne! people > training as a means of training ne! recruits
To E'pand > 9hen the company !ants to increase its headcount
To increase certain num#er of staff @in positionC #y a certain date
To enhance the performance of employees
1rgani)ationGs name to #e a part of training unit
5emand for Training also increases !hen there is change in the nature of o#,
change in taste of consumer, change in methods of produ+t de-eopment, etc$ The
organi)ation goes through the follo!ing steps for the transfer of training to the field$
35
STEPS IN TRAINING PRO/ESS4-
8( Di*+o-ering or Identi!'ing Training need*& A training program is designed
to assist in providing solutions for specific operational pro#lems or to improve
performance of a trainee$
Organi>ationa determination and Ana'*i*& Allocation of resources that
relate to organi)ational goal$
Operationa Ana'*i*& 5etermination of a specific employee #ehaviour
re.uired for a particular tas"$
Man Ana'*i*& %no!ledge, attitude and s"ill one must possess for attainment
of organi)ational o#ectives
9( Getting read' !or t"e 5ob& The trainer has to #e prepared for the o#$ And also
!ho needs to #e trained - the ne!comer or the e'isting employee or the supervisory
staff$
3/
,( Preparation o! t"e earner&
,utting the learner at ease
Stating the importance and ingredients of the o#
*reating interest
,lacing the learner as close to his normal !or"ing position
6amiliari)ing him !ith the e.uipment, materials and trade terms
F( Pre*entation o! Operation and )no#edge& The trainer should clearly tell,
sho!, illustrate and .uestion in order to convey the ne! "no!ledge and operations$
The trainee should #e encouraged to as" .uestions in order to indicate that he really
"no!s and understands the o#$
G( Per!orman+e Tr' out& The trainee is as"ed to go through the o# several times$
This gradually #uilds up his s"ill, speed and confidence$
H( $oo#7up & E-auation& This evaluates the effectiveness of the entire training
effort$
An effective training fulfills the follo!ing criteria4
E$ Adaptation of the techni.ueHmethod to the learner and the o#
A$ ,rovides motivation to the trainee to improve o# performance
3$ *reates traineeGs active participation in the learning process
B$ ,rovide "no!ledge of results a#out attempts to improve
Training and development encompasses three main activities4 training, education,
and development$

Training4 This activity is #oth focused upon, and evaluated against, the
o# that an individual currently holds$

Edu+ation4 This activity focuses upon the o#s that an individual may
potentially hold in the future, and is evaluated against those o#s$
O3P

De-eopment4 This activity focuses upon the activities that the

organi)ation employing the individual, or that the individual is part of,
may parta"e in the future, and is almost impossi#le to evaluate$
31
TRAINING NEED ANAL6SIS 0TNA1
An analysis of training need is an essential re.uirement to the design of effective
training$ The purpose of training need anal-sis is to determine !hether there is a
gap #et!een !hat is re.uired for effective performance and present level of
performance$
2"' training need ana'*i*E
Training need analysis is conducted to determine !hether resources re.uired are
availa#le or not$ It helps to plan the #udget of the company, areas !here training is
re.uired, and also highlights the occasions !here training might not #e appropriate
#ut re.uires alternate action$
Training Need ari*e* at t"ree e-e*&
*orporate need and training need are interdependent #ecause the organi)ation
performance ultimately depends on the performance of its individual employee and
its su# group$
Organi/ational 4evel @ Training need analysis at organi)ational level focuses on
32
strategic planning, #usiness need, and goals$ It starts !ith the assessment of internal
environment of the organi)ation such as, procedures, structures, policies, strengths,
and !ea"nesses and e'ternal environment such as opportunities and threats$
After doing the S2OT ana'*i*, !ea"nesses can #e dealt !ith the training
interventions, !hile strengths can further #e strengthened !ith continued training$
Threats can #e reduced #y identifying the areas !here training is re.uired$ And,
opportunities can #e e'ploited #y #alancing it against costs$
For this a!!roach to 3e success&ul+ the HR de!artment o& the com!an-
re,uires to 3e involved in strategic !lanning0 5n this !lanning+ HR develo!s
strategies to 3e sure that the em!lo-ees in the organi/ation have the re,uired
6nowledge+ S'ills+ and ttri3utes #6Ss% 3ased on the &uture 6Ss
re,uirements at each level0
5ndividual 4evel @ Training need analysis at individual level focuses on each and
every individual in the organi)ation$ At this level, the organi)ation chec"s !hether an
employee is performing at desired level or the performance is #elo! e'pectation$ If
the difference #et!een the e'pected performance and actual performance comes
out to #e positive, then certainly there is a need of training$
(o!ever, individual competence can also #e lin"ed to individual need$ The methods
that are used to analy)e the individual need are4
Appraisal and performance revie!
,eer appraisal
*ompetency assessments
Su#ordinate appraisal
*lient feed#ac"
*ustomer feed#ac"
Self-assessment or self-appraisal
33
O!erational 4evel @ Training 2eed analysis at operational level focuses on the !or"
that is #eing assigned to the employees$ The o# analyst gathers the information on
!hether the o# is clearly understood #y an employee or not$ (e gathers this
information through technical intervie!, o#servation, psychological test0
.uestionnaires as"ing the closed ended as !ell as open ended .uestions, etc$
Today, o#s are dynamic and "eep changing over the time$ Employees need to
prepare for these changes$ The 5ob ana'*t also gathers information on the tas"s
needs to #e done plus the tas"s that !ill #e re.uired in the future$
Based on the information collected, training 2eed analysis @T2AC is done$
45
EMPLO6EE TRAINING NEED ANAL6SIS
A Itraining need* a**e**mentI, or Ntraining needs analysisN, is the systematic
method of determining if a training need e'ists and if it does, !hat training is re.uired
to fill the gap #et!een the standard and the actual performance of the employee$
Therefore, training needs analysis is
Systematic method of determining performance discrepancies
*auses of performance discrepancies
Rea*on* to +ondu+t training need* ana'*i*
Identify the deficiencies
5etermine !hether employees lac" %SAs
Benchmar" for evaluation of training
Ma"es sure training is provided to the right people
Increases the motivation of training
$
41
MET3ODS O$ TRAINING
The development of a managerGs a#ilities can ta"e place on the o#$ On7t"e75ob
training is provided !hen the !or"ers are taught relevant "no!ledge, s"ills and
a#ilities at the actual !or"place0 o!!7t"e75ob training, on the other hand, re.uires
that trainee learn at a location other than the real !or" spot$
ON T3E .O% TRAINING O$$ T3E .O% TRAINING
Apprenti+e*"ip
/oa+"ing
Mentoring
/ommittee A**ignment
.ob Rotation
.IT
Le+ture*
/on!eren+e*
Di*+u**ion*
Demon*tration*
$im*
A+tion Ma>e
Ve*tibJJJJJJJJJue Training
Roe Pa'
/omputer %a*ed Training 0/%T1
Game* & Simuation*
/a*e Stud'
E<perimenta E<er+i*e*
Management Game*
In7%a*ket Te+"niKue

42
ON T3E .O% TRAINING
A good 1JT programme can cut time and cost$ The Qlearn !hile you earn/ approach
is especially effective for small to medium si)e (& departments !here #udgets
cannot accommodate formal training programmes$ To ma"e 1JT really effective, one
must have a carefully structured plan that guides the trainer in his tas" and ta"es into
account ho! adults learn that tas"$
The < techni.ues for on the o# development are4
8( APPRENTI/ES3IP TRAINING
In this method, trainees are as"ed to solve an actual organi)ational pro#lem$ The
trainees have to !or" together and offer solution to the pro#lem$ This method of
training helps them develop team spirit and !or" unitedly to!ards common goals$
Many craft !or"ers li"e *arpenters0 ,lum#ers etc$ may #e trained through formal
apprenticeship programme$ Apprentices are trainees !ho !or" for stipulated
duration under the guidance of an e'perienced guide$
9( /OA/3ING
"oaching is learning #y doing$ *oaching is a one-to-one relationship #et!een
trainee and managers H supervisors, under !hich the superior i$e$ more e'perienced
manager guides the !or"ers on ho! to handle their o# more effectively$ The
superior guides his su#-ordinates & gives himHher o# instructions$ The superior
points out the mista"es & gives suggestions for improvement$
6or the people at midde e-e management, coaching is more li"ely done #y the
supervisor0 ho!ever e'perts from outside the organi)ation are at times used for up
and coming managers$
,( MENTORING
43
)entoring is an ongoing relationship that is developed #et!een a senior and
unior employee$ Mentoring provides guidance and clear understanding of ho! the
organi)ation goes to achieve its vision and mission to the unior employee$
Mentoring is a particular form of coaching used #y e'perienced e'ecutives to groom
unior employees$ 2ormally, mentoring involves one-to-one coaching for a period of
several years until the individual is eventually capa#le of replacing the mentor$
Some ke' point* on Mentoring
Mentoring focus on attitude development
*onducted for management-level employees
Mentoring is done #y someone inside the company
It is one-to-one interaction
It helps in identifying !ea"nesses and focus on the area that needs
improvement
F( /OMMITTEE ASSIGNMENT
In this method trainee/s !or" together in team solving an actual organi)ational
pro#lem$ 9or"ers actually produce !hile they learn$ Since immediate feed#ac" is
availa#le, they motivate trainees to o#serve and learn the right !ay of doing things$
Jery fe! pro#lems arise in the case of transfer of training #ecause the employees
learn in the actual !or" environment !here the s"ills that are learnt are actually
used$ 1n the o# methods may cause disruptions in production schedules$
E'perienced !or"ers cannot use the facilities that are used in training$ ,oor learns
may damage machinery and e.uipment$ 6inally, if the trainer does not possess
teaching s"ills, there is a very #enefit to the trainee$ R
G( .O% ROTATION
44
In o# rotation, the trainees move from one o# to another, so that heHshe should #e
a#le to perform all types of o#s$ E$g$ In #an"ing industry, employees are trained for
#oth #ac"-end & front-end o#s$ In case of emergency, @a#senteeism or resignationC,
any employee !ould #e a#le to perform any type of o#$
It is the process of preparing employees at a lo!er level to replace someone at the
ne't higher level$ %ene!it o! .ob Rotation is that it provides employees !ith
opportunities to #roaden the hori)on of "no!ledge, s"ills, and a#ilities @%SAsC #y
!or"ing in different departments, #usiness units, functions, and countries$
H( .O% INSTRU/TION TE/3NIDUE 0.IT1
.ob In*tru+tion Te+"niKue 0.IT1 uses a strategy !ith focus on "no!ledge @factual
and proceduralC, s"ills and attitudes development$
The JIT method is five-step instructional process involving preparation, presentation,
performance try out and follo!-up$ It is used primarily to teach !or"ers ho! to do their
current o#s$ A trainer, supervisor or co-!or"er acts as a coach$ The five steps follo!ed in
the JIT methods are4-
a$ In the first step, the trainees receive an overvie! of the o#, its purpose and its
desired outcomes, !ith a clear focus on the relevance of training, its input$ Its
process, the e'pected H desired outputs H outcomes and the need H relevance of
training to #e imparted$
#$ The second step comprises of the trainer demonstrating the steps, methods &
manner in !hich o# should #e handled$
c$ In the third step, the trainee tries out the o# #y copying the !ay trainer
demonstrated$ The trainee repeats the process num#er of times !ith intervention and
guidance of trainer !henever re.uired till the trainee masters the right !ay to handle
the o#$
d$ The trainee carries out the o# under close supervision of the trainer$
e$ 6inally the trainee H employee handles the o# independently !ithout any supervision$
O$$ T3E .O% TRAINING
45
Is given outside the actual !or" place$
8( LE/TURES& 7
It is one of the oldest methods of training$ This method is used to create
understanding of a topic or to influence #ehavior, attitudes through lecture$ A
lecture can #e in printed or oral form$ The instructor organi)es the material and
gives it to a group of trainee in the form of a tal"$ To #e effective, the lecture must
motivate and create interest among the trainees$ Le+ture is telling someone
a#out something$ +ecture is given to enhance the "no!ledge of listener or to give
him the theoretical aspect of a topic$ Training is #asically incomplete !ithout
lecture$
Ad-antage* o! Le+ture Met"od
Ina#ility to identify and correct misunderstandings
+ess e'pensive
*an #e reached large num#er of people at once
%no!ledge #uilding e'ercise
+ess effective #ecause lectures re.uire long periods of trainee inactivity
The maor imitation of the lecture method are that is does not provide for transfer of
training effectively$
9( /ON$EREN/ES
It is a method in training the clerical, professional and supervisory personnel$ This
method involves a group of people !ho pose ideas, e'amine and share facts, ideas
and data, test assumptions, and dra! conclusions, all of !hich contri#ute to the
improvement of o# performance$ 5iscussion has the distinct advantage over the
lecture method in that the discussion involves t!o-!ay communication and hence
feed#ac" is provided$ The participants feel free to spea" in small groups$ The
success of this method depends on the leadership of the person !ho leads the
group$
4/
,( DIS/USSIONS4-
This method uses a lecturer to provide the learners !ith conte't that is supported,
ela#orated, e'plains, or e'panded on through interactions #oth among the trainees
and #et!een the trainer and the trainees$ The interaction and the communication
#et!een these t!o ma"e it much more effective and po!erful than the lecture
method$ If the Di*+u**ion met"od is used !ith proper se.uence i$e$ lectures,
follo!ed #y discussion and .uestioning, can achieve higher level "no!ledge
o#ectives, such as pro#lem solving and principle learning$
F( DEMONSTRATION4-
This method is a visual display of ho! something !or"s or ho! to do something$ As
an e'ample, trainer sho!s the trainees ho! to perform or ho! to do the tas"s of the
o#$ In order to #e more effective, demonstration method should #e should #e
accompanied #y the discussion or lecture method$
To carry out an effective demon*tration, a trainer4
5emonstrates the tas" #y descri#ing ho! to do, !hile doing
(elps the focusing their attention on critical aspects of the tas"
Tells the trainees !hat you !ill #e doing so they understand !hat you !ill #e
sho!ing them
G( $ILMS& 7
*an provide information & e'plicitly demonstrate s"ills that are not easily presented
#y other techni.ues$ Motion pictures are often used in conunction !ith *onference,
discussions to clarify & amplify those points that the film emphasi)ed$
H( A/TION MA:E& 7
An action ma)e is ust a case study, !hich has #een programmed$ ,articipants
receive a short description of the case !ith enough details to them to the first
41
decision point$ The description gives them options from !hich to select$ After the
group discusses and decides on alternatives, they re.uest the leader to supply them
!ith the ne't frame$ That frame e'plains the conse.uences of their decision0 not #y a
theoretical #ac"ground, #ut in terms of the case itself$ The ma)e comprises of good
and #ad choices$ 9hen participants ma"e !ise choices, they should face a ne! set
of increasingly desira#le options and vice versa$ 9hen they choose #adly they may
#e allo!ed another chance at a previously reected option, giving them a chance to
retrace their action and !or" their !ay out of the ma)e$
C( VESTI%ULE TRAINING
In this method, actual !or" conditions are simulated in a classroom$ Material, files
and e.uipment those are used in actual o# performance are also used in training$
This type of training is commonly used for training personnel for clerical and semi-
s"illed o#s$ The duration of this training ranges from a fe! days to a fe! !ee"s$
Theory can #e related to practice in this method$
;( ELPERIMENTAL ELERISES
Are usually short, structured learning e'periences !here individuals learn #y doing$
6or instance, rather than tal"ing a#out inter-personal conflicts & ho! to deal !ith
them, an e'periential e'ercise could #e used to create a conflict situation !here
employees have to e'perience a conflict personally & !or" out its solutions$
A( ROLE PLA6
Role !la- is a simulation in !hich each participant is given a role to play$ It is defined
as a method of human interaction that involves realistic #ehavior in imaginary
situations$ This method of training action, doing and practice$ The ,articipants play
the role of certain characters, such as the production managers, mechanical
engineer, foreman, !or"ers and the li"e$ Roe Pa'* "ep* in
42
8B( /OMPUTER %ASED TRAINING
9ith !orld!ide e'pansion of companies and changing technologies, the demands
for "no!ledge and s"illed employees have increased more than ever, !hich in turn,
is putting pressure on 3R department to provide training at lo!er costs$ Many
organi)ations are no! implementing *BT as an alternative to classroom #ased
training to accomplish those goals$ Benefits of /omputer %a*ed Training are4
88( GAMES AND SIMULATIONS
43
Are structured and sometimes unstructured, that are usually played for enoyment
sometimes are used for training purposes as an educational tool$ Training games
and simulations are different from !or" as they are designed to reproduce or
simulate events, circumstances, processes that ta"e place in trainees/ o#$
A Training 3ame is defined as spirited activity or e'ercise in !hich trainee* compete
!ith each other according to the defined set of rules$
Any training activity that e'plicitly places the trainee in an artificial environment that
closely mirrors actual !or"ing conditions can #e considered a Simulation$ Simulation
activities include case e'periences, e'periential e'ercises, vesti#ule training,
management games & role-play$
89( /ASE STUD6
,resent an in depth description of a particular pro#lem an employee might encounter
on the o#$ The employee attempts to find and analy)e the pro#lem, evaluate
alternative courses of action & decide !hat course of action !ould #e most
satisfactory. "ase Studies try to simulate decision ma"ing situation that trainees
may find at their !or" place$ It reflects the situations and comple' pro#lems faced #y
managers, staff, (&, *E1, etc$ The o#ective of the case study method is to
get trainee* to apply "no!n concepts and ideologies and ascertain ne! ones$
EB$ MANAGEMENT GAMES
The game is devised on a model of a #usiness situation$ The trainees are divided
into groups !ho represent the management of competing companies$ They ma"e
decisions ust li"e these are made in real-life situations$ 5ecisions made #y the
groups are evaluated & the li"ely implications of the decisions are fed #ac" to the
groups$ The game goes on in several rounds to ta"e the time dimension into
account$
E<$ IN7 %AS)ET TE/3NIDUE
55
The trainee is presented !ith a pac" of papers & files in a tray containing
administrative pro#lems such as memos, messages, and reports, !hich !ould #e
handled #y manger, engineer, reporting officer, or administrator & is as"ed to ta"e
decisions on these pro#lems & are as"ed to ta"e decisions on these !ithin a
stipulated time$ The decisions ta"en #y the trainees are compared !ith one another$
The trainees are provided feed#ac" on their performance$
ELE/UTIVE DEVELOPMENT
51
5evelopment refers to techni.ues such as stress management, #reathing e'ercises
through Soga and meditation that are not directly related !ith the production process
of a company #ut play an important part in the development of the employee$
5evelopment of an employee is an ongoing process !hich continues !ell #eyond
training$ The focus of development process is the person himself !here the focus of
training is the organi)ation$ 5evelopment concerns !ith ma"ing the employee
efficient enough to handle critical situations in future$ So !hile training concentrates
on short term needs of the organi)ation, development loo"s after long term goals of
the organi)ation$
5evelopment is a process concerned !ith persons !ho are suppose to ta"e up more
responsi#ility in Management cadre$ It ta"es care of a persons overall progress for
the demands of the present position or imparts "no!ledge on the position he is going
to #e elevated so that he can fulfill the re.uirements of the ne! role$
Management development attempts to improve managerial performance #y
imparting
E$ %no!ledge
A$ *hanging attitudes
3$ Increasing s"ills
T"e ma5or ob5e+ti-e o! de-eopment i* manageria e!!e+ti-ene** t"roug" a
panned and a deiberate pro+e** o! earning( T"i* pro-ide* !or a panned
gro#t" o! manager* to meet t"e !uture organi>ationa need*(
/3ARA/TERISTI/S O$ DEVELOPMENT
52
E'ecutive development is a planned & organi)ed process of learning rather than
a trial and error approach$
It is an ongoing or never ending e'ercise rather than a Qone shot/ affair$ It
continues throughout an e'ecutive/s entire professional career #ecause there is
no end to learning$
It is a long term process as managerial s"ills cannot #e developed overnight$
It is guided self-development$ An organi)ation can provide opportunities for
development of its present and potential managers$
It aims at preparing managers for #etter performance and helping them to reali)e
their full potential$
O%.E/TIVES O$ DEVELOPMENT
To improve the performance of managers at all levels in their present o#s$
To sustain good performance of managers throughout their careers #y
e'ploiting their full potential, i$e$, to prepare mangers for higher o#s in future$
To ensure availa#ility of re.uired num#er of managers !ith the needed s"ills
so as to meet the present and anticipated future needs of the organi)ation$
To replace elderly e'ecutives !ho have rise from the ran"s #y highly
competent & academically .ualified professionals$
To provide opportunities to e'ecutives to fulfill their career aspirations$
To ensure that the managerial resources of the organi)ation are utili)ed
optimally$
%ENE$ITS O$ ELE/UTIVE DEVELOPMENT
53
2et!or"ing ta"es place #et!een e'ecutives$
More cohesiveness #et!een team mem#ers$
,ositive effect on the #ottom line$
More patience and #etter understanding of another department enhancement
is su#stantial$
S"ill & "no!ledge enhancement is su#stantial$
E'ecutives develop the right attitude$
IMPORTAN/E O$ ELE/UTIVE DEVELOPMENT
Managers need to #e developed to handle the pro#lems of giant and comple'
organi)ations in the face of increasing competition$
The rapid rate of technological and social change in society re.uires training
of managers so that they are a#le to cope !ith these changes$
Business and industrial leaders are increasingly recogni)ing their social and
pu#lic responsi#ilities$ E'ecutive development is re.uired to #roarder the
outloo" of managers$
E'ecutives need education and training to understand and adust to changes
in socio-economic forces,
DEVELOPMENT PRO/ESS&
54
E$ Setting De-eopment Ob5e+ti-e*& It develops a frame!or" from !hich e'ecutive
need can #e determined$
A$ A*+ertaining De-eopment Need*& It aims at organi)ational planning & forecast the
present and future gro!th$
3$ Determining De-eopment Need*& This consists of
o Appraisal of present management talent
o Management Manpo!er Inventory
B$ /ondu+ting De-eopment Program*& It is carried out on the #asis of needs
of different individuals, differences in their attitudes and #ehavior, also their
physical, intellectual and emotional .ualities$ Thus a comprehensive and !ell
conceived program is prepared depending on the organi)ational needs and
the time & cost involved$
<$ Program E-auation& It is an attempt to assess the value of training in order to
achieve organi)ational o#ectives$
The 5evelopment process can #e pictorially represented in a 6lo!chart as #elo!4
Setting Develo!ment O32ectives -7 scertaining Develo!ment
8eeds -7 Determining Develo!ment 8eeds -7 "onducting
Develo!ment (rogram -7 (rogram *valuation
DI$$EREN/ES %ET2EEN TRAINING AND
DEVELOPMENT
55
TRAINING DEVELOPMENT
Training is concerned !ith the immediate
improvement of the employee, i$e$ the
!ays to ma"e the employee more
effective in his current role
5evelopment is a process to ma"e the
employee efficient enough to handle
critical situations in the future, i$e$ ho!
!ell he can e.uip himself for the future
demands$
Training focuses on short term learning
needs$
5evelopment focuses on developing long
term strategic capa#ilities$
Training generally refers to teaching of
ne! s"ill in professional field of the
employee$ +i"e an employee #eing
taught to operate another machine, or to
perform a ne! operation in the same
machine$
5evelopment refers to enhancement of
personal .ualities of the employee !hich
do not have a one to one relationship
!ith his current o#$ It may #e to help an
employee to gro!$ +i"e stress
management techni.ues, yoga lessons,
meditation
e'ercises, soft s"ills training, etc$
Training is e'pected to re!ard the
company immediately in terms of #etter
productivity of employee,
5evelopment does not lead to any
immediate and tangi#le #enefits to the
company$
Training means learning ne! things and
refreshing old one$
5evelopment means Implementing the
learned session and 6inding ne! ones$
Training is short time period, 5evelopment is long time period$
Training concerned !ith specific field, 5evelopment concerned !ith all field$
Training concern to the e'act tas" or
proect, given #y the organi)ation or
company$
5evelopment is the continuous process it
guiding individual to handle critical and
crisis situation on o!n in #etter manner$
Training is provided for technical person 5evelopment is provided for managerial
person,
Training helps to ma"e the employee of
a company to #e more effective and
efficient in the present role and
responsi#ilities of the o# i$e$ fulfill short
term needs of any company$
development helps to improve the overall
personality dimensions of an employee to
ta"e up any future assignments if any
and #etter e.uipped to handle any critical
situations might occur i$e$ fulfill long term
needs of any company$
Training is imparted to all relevant
employees in every good organi)ation$
5evelopment is a result of Training,
Initiative, Motivation, *areer ,ath,
5/
*ollation of ,ersonal and 1rgani)ational
3&1$
RESEAR/3 MET3ODOLOG6
90: TITLE O$ T3E STUD6&
MTraining And De-eopment At 3ote Man*ing" Paa+eN
90; DURATION O$ T3E PRO.E/T&
FG Da'*
51
DE$INITION
The !ay in !hich the data are collected for the research proect$
All of the techni.ues, methods and procedures adopted in terminology !or" to
carry out terminology research$
Research can #e defined as the search for "no!ledge or any systematic
investigation to esta#lish facts$ The primary purpose for applied research @as
opposed to #asic researchC is discovering, interpreting, and the development of
methods and systems for the advancement of human "no!ledge on a !ide variety of
scientific matters of our !orld and the universe$ &esearch can use the scientific
method
, #ut need not do so$
&esearch is the systematic process of collecting and analy)ing information
@dataC in order to increase our understanding of the phenomenon a#out !hich
!e are concerned or interested
Research )ethodolog- is a !ay to systematically solve the research pro#lem$
It may #e understood as a science of studying ho! research is done scientifically$
PURPOSE O$ RESEAR/3
The purpose of research is to discover ans!ers through the application of
scientific procedures$
AIM O$ RESEAR/3
To identify, descri#e and produce an analysis of the interacting factors !hich
influence the learning choices of adult returners, and to develop associated theory$
G(, O%.E/TIVES O$ RESEAR/3
52
The ob5e+ti-e* are4
To gain familiarity !ith a phenomenon or to achieve ne! insights into it >
E<porator' or $ormuati-e Re*ear+"(
To portray accurately the characteristics of a particular individual, situation or
a group > De*+ripti-e Re*ear+"(
To determine the fre.uency !ith !hich something occurs or !ith !hich it is
associated !ith something else > Diagno*ti+ Re*ear+"(
To test a hypothesis of a causal relationship #et!een varia#les > 3'pot"e*i*7
Te*ting Re*ear+"(
3ive credi#ility to a claim or #elief
3ive the readers an idea on !hat devises are good for a particular data$
O%.E/TIVE O$ T3E STUD6
To study the importance of training$
To study the roles of training ,rogramme$
To study the process and functions of training$
To e'plore the methodology and types of training provided to the employees$
To study the relevance of post training evaluationH feed#ac" for the employees
as !ell as for an organi)ation$
/3ARA/TERISTI/S O$ RESEAR/3
&esearch is directed to!ards the solution of a pro#lem$
&esearch is #ased upon o#serva#le e'perience or empirical evidence$
&esearch demands accurate o#servation and description$
53
&esearch involves gathering ne! data from primary sources or using e'isting
data for a ne! purpose$
&esearch activities are characteri)ed #y carefully designed procedures$
&esearch re.uires e'pertise i$e$, s"ill necessary to carryout investigation,
search the related literature and to understand and analy)e the data gathered$
&esearch is o#ective and logical > applying every possi#le test to validate the
data collected and conclusions reached$
&esearch involves the .uest for ans!ers to unsolved pro#lems$
&esearch re.uires courage$
&esearch is characteri)ed #y patient and unhurried activity$
&esearch is carefully recorded and reported$R
/RITERIA O$ GOOD RESEAR/3
,urpose clearly defined$
&esearch process detailed$
&esearch design thoroughly planned$
(igh ethical standards applied$
+imitations fran"ly revealed$
Ade.uate analysis for decision ma"er/s needs$
6indings presented unam#iguously$
*onclusions ustified$R
&esearcher/s e'perience reflected$
/5
S/OPE?SIGNI$I/AN/E O$ RESEAR/3
Thro!s light on ris"s and uncertainty
Identify alternative courses of action
(elps in economic use of resources
(elps in proect identification
Solves investment pro#lems
Solves pricing pro#lems
Solves allocation pro#lems
Solves decision ma"ing issues in (&
Solves various operational and planning pro#lems of #usiness
and industry
,rovides the #asis for all government policies in our economic
system$
6or professionals in research, it may mean a source of
livelihood$$
6or literary men and !omen, research means development of
ne! styles and creative !or"$
6or analysts and intellectuals, research means generali)ations
of ne! theories$
/1
G(F T6PES O$ RESEAR/3
Descri!tive vs nal-tical Research
Descri!tive Research is a fact finding investigation !hich is aimed at descri#ing the
characteristics of individual, situation or a group @orC descri#ing the state of affairs as
it e'ists at present$
5 ado!t descri!tive research design &or m- stud- as the research design must
ma'e enough !rovision &or !rotection against 3ias and must maximi/e
relia3ilit- must &ocus attention on the &ollowing4
The design in such studies must #e rigid and not fle'i#le and must focus attention on
the follo!ing$R
6ormulating the o#ective of the study @ !hat the study is a#out and !hy is it
#eing madeDC
5esigning the methods of data collection @!hat techni.ues of gathering data
!ill #e adopted DC
Selecting the sample
*ollecting the data
Analy)ing the data
&eporting the finding
nal-tical Research is primarily concerned !ith testing hypothesis and specifying
and interpreting relationships, #y analy)ing the facts or information already availa#le$
!!lied vs Fundamental Research
!!lied Research or Action &esearch is carried out to find solution to a real life
pro#lem re.uiring an action or policy decision$
/2
Fundamental Research !hich is also "no!n as #asic or pure research is
underta"en for the sa"e of "no!ledge !ithout any intention to apply it in practice$ It is
underta"en out of intellectual curiosity and is not necessarily pro#lem-oriented$
<uantitative vs <ualitative Research
<uantitative Research is employed for measuring the .uantity or amount of a
particular phenomena #y the use of statistical analysis$
<ualitative Research is a non-.uantitative type of analysis !hich is aimed at finding
out the .uality of a particular phenomenon$
"once!tual vs *m!irical Research
"once!tual Research is generally used #y philosophers and thin"ers to develop
ne! concepts or to reinterpret e'istinRg ones$
*m!irical Research is a data #ased research !hich depends on e'perience or
o#servation alone$ It is aimed at coming up !ith conclusions !ithout due regard for
system and theory$
36POT3ESIS&
5t assumes that there is no signi&icant di&&erence 3etween the sam!le and
!o!ulation in a s!eci&ic matter o& consideration0
In general, hypothesis is a statement of assumption !hich needs to #e
approved or disapproved$
A statistical test h-!othesis is the method of ma"ing statistical decisions
using e'perimental data$ In statistics a result is a called a statistically significant
if it is unli"ely to have occurred #y chance$ "ritical tests may #e called test of
/3
significance, and !hen such tests are availa#le !e may discover !hether a
second sample is or not significantly different from the first sample$
The +riti+a region of a hypothesis test is the set of all outcomes !hich, if they
occur !ill lead us to decide that there is a difference$ That is, cause that null
hypothesis to #e reected in favor of an alternative hypothesis$ The critical
region is denoted #y c$
G(G SAMPLING TE/3NIDUE
Sam!ling
The method of stratified random sampling are used$ A sample si)e of <= employees
has #een ta"en for the survey to get the overall information and all category are
covered$
Sam!le Si/e > as a si)e of sample increases accuracy and relia#ility of the
research result also increase$
Sam!le Design:
A Sample 5esign is a definite plan for o#taining a sample from a given population$ It
refers to the techni.ue or the procedure the researcher !ould adopt in selecting
items for the sample$ SampRle 5esign is determined #efore data are collected$
The sample is a su#set of a unit of a population, collected as a representation of
it$
Sampling units are the portion of the population that researchers need to target and
that represents the !hole or entire population$
Sam!ling (rocedure > sampling procedure is the !ay in !hich !e select a
sample$ In !hich includes
,ro#a#ility sampling$
2on pro#a#ility sampling$
/4
The mar"eting research process that !ill #e adopted in the present study !ill consist
of follo!s stages4-
5efining the pro#lems$
5eveloping the research plans$
*ollection & source of data > mar"eting research re.uires t!o "inds of data
i$e$/ primary data and secondary data$ ,rimary data are direct or first hand
data !here as secondary data are already pu#lished data$
Analy)e the collected information > this involves converting ra! data into
useful information it involves ta#ulation of data using statistical measures on
them for developing and calculating the averages$
&eport Rresearch finding & presentation > the report !ith research findings is
a formal !ritten document$

sam!le si/e o& 9= em!lo-ees was ta'en so that the conclusion is not
3iased and great care was ta'en while getting the ,uestionnaire &illed so
that the customer does not misunderstand the ,uestion and chec' the
o!tion that is not a!!lica3le0
On the whole+ such methodolog- was ado!ted that would give accurate
results and the stud- 3e a success0
/5
RESEAR/3 DESIGN AND INSTRUMENT
Exploratory
&esearch 5esign
Descriptive
Research Design is a model for gathering formal information$ It calls for certain
specifications of methods and procedure for o#taining the re.uired information$
Research Design is the arrangement of conditions for collection and analysis of
data in a manner that aims to com#ine relevance to the research purpose !ith
economy in the procedure$ It constitutes the #lueprint for the collection,
measurement and analysis of data$R
//
5n this !ro2ect <uestionnaire+ O3servational Techni,ues are used as the
research instrument0 These ,uestionnaires include "lose *nded as well
as O!en *nded ,uestions0 The ,uestionnaire is attached at the end o&
nnexure$
G(H DATA /OLLE/TION
Data collection is a term used to descri#e a process of preparing and collecting
data - for e'ample as part of a process improvement or similar proect$ The purpose
of data collection is to o#tain information to "eep on record, to ma"e decisions a#out
important issues, to pass information on to others$ ,rimarily, data is collected to
provide information regarding a specific topic$
5ata collection usually ta"es place early on in an improvement proect, and is often
formalised through a data collection plan !hich often contains the follo!ing activity$
E$ ,re collection activity > Agree goals, target data, definitions, methods
A$ *ollection > data collection
3$ ,resent 6indings > usually involves some form of sorting
O3P
analysis andHor
presentation$
A formal data collection process is necessary as it ensures that data gathered is #oth
defined and accurate and that su#se.uent decisions #ased on arguments em#odied
in the findings are valid$
T-!es of data collection
E$ (R5)R> DT: Are those, !hich are collected for the first time, and thus
happen to #e original in character$ It can #e collected #y various methods i$e$
#y o#servation, telephone intervie!, through scheduled or self administered
.uestionnaire$ %eeping in mind the o#ective research methods are used$
1#servation and .uestioning !as made to collect primary data from #oth
/1
employees as !ell as management of the company$ It !as to elicit the
information regarding e'isting (&$
E$ 1#servational design
&egular !or"ing of staff
Management process
A$ :uestionnaire
S*"O8DR> DT: Secondary data are those data !hich have already #een
collected #y someone else li"e ournals and pu#lication of the company$ It is
collected through self administrative$ 5ocuments related to manpo!er recruitment,
training and Per!orman+e Management S'*tem !ere studied(
E$ 2e!spapers and ournals
A$ ,u#lished data and articles
3$ Internet $
5 used 3oth 'ind o& source o& in&ormation0 5n !rimar- source 5 as'ed the
,uestion to the em!lo-ee and in secondar- source 5 search the data on net+ in
3oo's and in 2ournals0
/2
G(C LIMITATIONS O$ STUD6
5uring the !or"ing of the proect, I faced some pro#lems, !hich have led to the
limitation of the !or"$ These limitations could not #e controlled even after ta"ing
enough preventing measures$ I hope the follo!ing limitations !ould not affect the
proect and its analysis4 -
The main pro#lem faced at the time of study !as the shortage of time$
Some of the employees !ere hesitating to give information due to fear of the
management$
A small sample si)e greater pro#a#ility that the o#servation ust happened to
#e particularly good or #ad$ It is harder to find significant relationships from
the data
Some of the employees !ere not a#le to provide their vie!s #ecause of their
#usy schedule$
Each organi)ation has different values, !or" culture and the policies, so in
general the result may not apply to each situation$
/3
ANAL6SIS AND INTERPRETATION
8( Are 'ou reguar' attending t"e training programme* in 'our organi>ationE
Ses 3=
2o A=
58T*R(R*TT5O8:-
15
6rom the a#ove graph, it seems that I=8 employees are regularl- attending the
training program compared to those !ho are not attending$ As the respondents of
(1TE+ MA2SI23( ,A+A*E have positive response in this regard$
9( $rom #"i+" *our+e 'ou +ome to kno# about t"e training programmeE
T"roug"
Dai' Morning
Meeting*
E7mai* 3R Department
9B 8G 8G
11
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that B=8 employees come to "no! a#out the
training program Through dail- meetings as compared to those !ho "no! through
*-)ails @A=8C & HR De!artment @A=8C$
,( 3a-e 'ou e-er been *pon*ored !or an' training programmeE

58T*R(R*TT5O8:-
12
Ses 3=
2o A=
6rom the a#ove graph, it seems that I=8 employees are #een sponsored for the
training program and remaining B=8 employees are not #een sponsored$
F( I! 'e*4 #"at t'pe o! training 'ou "a-e undergoneE
Le+ture Met"od .ob rotation /a*e *tud'
met"od
Group di*+u**ion
,B
E=
G G
13
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that I=8 employees have undergone in 4ecture
)ethod, & remaining A=8 employees in o# rotation, E=8 in *ase study, E=8
Thorough 3roup 5iscussion$
G( 2"at #a* t"e *ub5e+t matter o! 'our trainingE
Manageria
e!!e+ti-ene**
Indu+tion
training
/ommuni+ation
*ki
Per*ona
e!!e+ti-ene**
/u*tomer
*ati*!a+tion
G F 8; G 8;
14
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that 3I8 employees had "ommunication S'ills $
"ustomer Satis&action as their training topic & &emaining E=8 have Managerial
Effectiveness & personal effectiveness, E=8 as Induction Training$
H( 2"ere did 'ou go !or ate*t trainingE
5elhi 3F
Jaipur EE

58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that I=8 employees gone for training at 5elhi &
remeinig B=8 done training in aipur itself$
15
C( Duration o! trainingE
E-< days A3
<-E= days EB
E=-A= days ;
A=-3= days <
1/
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that BI8 employees have their training time
duration for E-< days & remaining <B8 employees have their time duration as <-E=
days, E=-A= days, A=-3= days$
C( Empo'ee* are *pon*ored !or training programme on t"e ba*i* o!
identi!ied +are!u' de-eopmenta need* E
11
Al!ays ;
Sometimes A;
2ever EI

58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that the training sponsored to employees on the
#asis of development needs sometimes #9?@% $ never #A;@% $ alwa-s #:?@%
A( T"o*e #"o are *pon*ored !or training programme take t"e training
*eriou*'E
12
2ot at all true =
A little true 3
Some!hat true F
True to great e'tent AI
Jery true EA

58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( those !ho are sponsored for training
programme ta"e the training seriously, 9;@ sa-s that it is true to greater extent+
=8 not all true, I8 a little true, E78 some!hat true, AB8 very true$
8B( Trainee* are !ree to a*k Kue*tion* during t"e training programmeE
Al!ays 3A
Sometimes EB
2ever B
13

58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( those !ho are sponsored for training
programme ta"e the training seriously, 9;@ sa-s that it is true to greater extent+
=8 not all true, I8 a little true, E78 some!hat true, AB8 very true
88( T"e training #"i+" i* gi-en to empo'ee* i* #e panned and gi-en
adeKuate importan+e in 3ote Man*ing" Paa+eE
Al!ays 3B
Sometimes E<
2ever E
25


58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that I78 of the employees says that alwa-s the
training program is !ell planned & given ade.uate importance in (1TE+
MA2SI23( ,A+A*E as compared to sometimes @3=8C & never @A8C
89( T"e norm* and -aue* o! 3ote Man*ing" Paa+e are +ear' e<pained to
t"e ne# empo'ee* trainingE
21
Ses BI
2o B

58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( A98 of the employees says that >es the norms
and values of (otel Mansingh ,alace are clearly e'plained to the ne! employees
training as compared those !ho say 2o$
8,( 3uman reation* +ompeten+ie* are adeKuate' de-eoped in 3ote
Man*ing" Paa+e t"roug" trainingE
Ses BB
22
2o I
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( ;;O of employees says that 6e* (uman
relations competencies are ade.uately developed in (otel Mansingh ,alace through
training as compared to EA8 2o$
8F( 2"at t'pe o! training 'ou t"ink i* +ondu+i-e in 'our #orking en-ironmentE
1n the o# EB
Jo# rotation I
3roup discussion <
+ectures EB
23
Seminars EE

58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( GHO On t"e 5ob & Le+ture* Met"od type of
training is conducive in !or"ing environment in comparison to o# rotation, 3roup
5iscussion & Seminars$
8G( T"e Training Input* "eped t"e empo'ee in *o-ing da' to da' probem*(
Signi!i+ant'
Impro-ed
88
Impro-ed ,B
Sati*!a+tor' A
No Impro-ement B
24
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( HBO of employees says that there is
im!rovement in daily training Inputs helped the employee in solving day to day
pro#lems as compared to those !ho say significantly improved & improved, no
improvement$
8H T"e Training Input* "ep* in a+Kuiring t"eoreti+a kno#edgeE
Signi!i+ant'
Impro-ed
A
Impro-ed ,9
25
Sati*!a+tor' H
No Impro-ement ,
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( IB8 employees says that there is
im!rovement in ac.uiring theoretical "no!ledge as compared to significantly
improved, satisfactory & no improvement$
8C( T"e Training Input* "epe* in impementing t"eir kno#edge to t"e 5obE
Signi!i+ant'
Impro-ed
Impro-ed Sati*!a+tor' No
Impro-ement
A 3; B =
2/
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( CFO of employees says that there is a
im!rovement in implementing their "no!ledge to the o#$
8; T"e Training Input* "eped "im in inno-ation(
Signi!i+ant'
Impro-ed
G
21
Impro-ed AA
Sati*!a+tor' A3
No Impro-ement =
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( ABO employees says that there is
impro-ement & *ati*!a+tion from the training Inputs !hich helpes him in
innovation( 1nly E=8 says that it is significantly improved$
8A( T"e Training Input* "a-e re*uted in +o*t *a-ing(
Signi!i+ant' 9
22
Impro-ed
Impro-ed AE
Sati*!a+tor' AI
No Impro-ement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( <A8 employees are satis&ied & BA8
employees says that there is im!rovement from the training inputs in cost saving
1nly B8 says that there is significant improvement & only A8 says that there is no
improvement$
9B( T"e Training Input* "eped in impro-ing "i* e!!i+ien+'(
Signi!i+ant'
Impro-ed
H
23
Impro-ed AI
Sati*!a+tor' E;
No Impro-ement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( <A8 employees says that there is
im!rovement & 3B8 employees are satis&ied #y the Training Inputs !hich helps in
improving his efficiency in comparison to those !ho are significantly improved &
those !ho say no improvement$
98 T"e Training Input* "ep* in buiding better pubi+ reation* #it" "i*
*ubordinate*?+oeague*(
Signi!i+ant' C
35
Impro-ed
Impro-ed AI
Sati*!a+tor' E<
No Impro-ement A
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that( ;B em!lo-ees sa-s that there is
im!rovement #y the training Inputs !hich helps in #uilding #etter pu#lic relations
!ith his su#ordinatesHcolleagues$
99 T"e Training Input* "ep* in impro-ing Kuait' o! #ork(
Signi!i+ant' A
31
Impro-ed
Impro-ed 3E
Sati*!a+tor' F
No Impro-ement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that, says that 3E employees says that there is
im!rovement in improving .uality of !or"$
32
9,( T"e Training Input* "ep* in team buiding and impro-ing t"e #ork +uture(
Significantly Improved 7
Improved 3=
Satisfactory EE
2o Improvement E
58T*R(R*TT5O8:-
6rom the a#ove graph, it seems that, I=8 employees says that there is
im!rovement in team #uilding and improving the !or" culture$ As compared to
those !ho say that there is satisfaction, no improvement & significantly improved$
33
S2OT
STRENGT3S
E$ ,romoted #y !ell esta#lished chain of
hotels i$e$ +emon tree group !hich is "no!n
for economic and .uality services$
A$ It is !ell e.uipped !ith various facilities
li"e coffee cafK, !ifi, fitness era etc$ These
facilities are provided at very economic
prices$
3$ It doesn/t have a comple' hierarchy !hich
ma"es decision ma"ing process simpler$
2EA)NESSES
E$ Since it is a ne! entrant it is facing
very high competition from other 3
star, < star hotels$
A$ It is not popular among high !hich
highly affects the services$
OPPORTUNITIES
E$ The masses have a !ea" promotion
strategy$
A$ Employee turnover is very
3$ (otel industry is gro!ing !ith the fastest
speed so can e'plore the ne! mar"et$
T3REATS
(otel industry/s #usiness environment
is very competitive$
$A/TS AND $INDINGS
34
$A/TS
The sample included the follo!ing categories of employee
E$ 5E,A&TME2T 9ISE -
5E,A&TME2T 21$ 16 &ES,125E2TS ,E&*E2TA3E 8
E 6ood ,roduction 7 AI$II
A 6ood and Beverages ; A3$33
3 6ront 1ffice < EI$II
B (ouse %eeping E= 33$33
Total 3= E==
;(
A$ *ATE31&S 9ISE


$INDINGS
35
S$21 EM,+1SEES
*ATE31&S
21$ 16
&ES,125E2TS
,E&*E2TA3E
8
E 3SA A= II$I;
A 3SS 7 AI$II
3 AM E 3$33
B 5M E 3$33
Total 3= E==
MTR5858G is necessar- !art o& organi/ing activit-0
5t is essential to the &unctioning o& organi/ation0 .
1n the #asis of the study in (1TE+ MA2SI23( ,A+A*E #y o#servations, personal
interactions through it !as concluded that T&AI2I23 Is necessary part of organi)ing
activity$
It is find that most of the employees in (1TE+ MA2SI23( ,A+A*E are in
favor that T&AI2I23 is essential part of an organi)ation$
Most of the superiors have opinion that a proper T&AI2I23 creates formal
organi)ation structure #ecause organi)ation is structure !hen !or" done #y
the path not #y the person$
1n the #asis of study it is found that employees of (1TE+ MA2SI23(
,A+A*E are fully agree !ith fact that T&AI2I23 gives rise to #oss-
su#ordinate relationship, improvement, positvitivty, "no!ledge$
It is found that there is positive !or" culture$
T&AI2I23 #rings responsi#ility among employees$
3iving !or" T&AI2I23 to su#ordinate !ill ma"e him feel esteem$
RE/OMMENDATIONS & SUGGESTIONS
2o dou#t Training is a very po!erful tool for the smooth functioning of the
organi)ation, #ut it needs to #e used !ith care in order to derive all the #enefits$
(ere are *e-en recommendations for getting the #est out of this tool4 -
3/
8( +earn a#out the needs and proficiency of each and every employee #efore an
organi)ation invests its effort, time & money on training$ Its #etter to identify the
needs & shortcomings in an employee #efore actually imparting training to himHher$
9( E'perienced & s"illed trainer, !ho possesses good amount of "no!ledge &
understanding a#out the organi)ationGs o#ectives, individual a#ilities & the present
environment, should give training$
,( Active participation from the trainees should #e encouraged$ There should #e a
t!o-!ay communication #et!een the trainer & trainee$
F( 6eed#ac" should #e ta"en from the trainees after the training is over, so that the
organi)ation comes to "no! a#out the deficiencies in the training program & also
suggestions to improve upon the same$
G( 6ocus of training should #e on priority development needs and to produce strong
motivation to #ring change in employees$
H( The cost incurred on the training program should not e'ceed its #enefits$
C( The method or type of training should #e very cautiously selected #y the
organi)ation depending upon the organi)ationsG resources & an employeeGs
individual need for training$
Thus, training is a vital tool to cope up !ith the changing needs & technologies, &
ever-changing environment$ It #enefits #oth the organi)ation as !ell as the
employees$
%I%LOGRAP36
%OO)S&7
As!athappa %$ "Human Resource and Personal Management"
*hha#ra T$2$ "Human Resources Management
31
3upta, *$ B$ "Human Resource Management
%othari, *$ &$ N&esearch MethodologyN
JS, &ao, "Human Resources Management
Sudha .S ! "Human Resources Management
2E%SITES&7
E$ !!!$redfo'hotels$com
A$ !!!$google$com
3$ !!!$mar"etresearch$com
B$ !!!$hotel$com
<$ !!!$triaining and development$com
I$ !!!$ &esearch methodology$com
;$ !!!$datacollection$com
7$ !!!$sci#d$com
F$ !!!$authorstream$com
E=$ !!!$slideshare$com
EE$ !!!$!i"ipedia$org
EA$ !!!$citehr$com
APPENDIL
32
8( Are 'ou reguar' attending t"e training programme* in 'our organi>ationE
Ses 3=
2o A=
9( $rom #"i+" *our+e 'ou +ome to kno# about t"e training programmeE
T"roug"
Dai' Morning
Meeting*
E7mai* 3R Department
9B 8G 8G
,( 3a-e 'ou e-er been *pon*ored !or an' training programmeE
B$ I! 'e*4 #"at t'pe o! training 'ou "a-e undergoneE
Le+ture Met"od .ob rotation /a*e *tud'
met"od
Group di*+u**ion
,B
E=
G G
<$ 2"at #a* t"e *ub5e+t matter o! 'our trainingE
Manageria
e!!e+ti-ene**
Indu+tion
training
/ommuni+ation
*ki
Per*ona
e!!e+ti-ene**
/u*tomer
*ati*!a+tion
G F 8; G 8;
I$ 2"ere did 'ou go !or ate*t trainingE
5elhi 3F
Jaipur EE
33
Ses 3=
2o A=
C( Duration o! trainingE
E-< days A3
<-E= days EB
E=-A= days ;
25.35 Ays <
7$ Empo'ee* are *pon*ored !or training programme on t"e ba*i* o! identi!ied
+are!u' de-eopmenta need* E
Al!ays ;
Sometimes A;
2ever EI
A( T"o*e #"o are *pon*ored !or training programme take t"e training
*eriou*'E
2ot at all true =
A little true 3
Some!hat true F
True to great e'tent AI
Jery true EA

8B( Trainee* are !ree to a*k Kue*tion* during t"e training programmeE
Al!ays 3A
155
Sometimes EB
2ever B
88( T"e training #"i+" i* gi-en to empo'ee* i* #e panned and gi-en
adeKuate importan+e in 3ote Man*ing" Paa+eE
Al!ays 3B
Sometimes E<
2ever E
89( T"e norm* and -aue* o! 3ote Man*ing" Paa+e are +ear' e<pained to
t"e ne# empo'ee* trainingE
Ses BI
2o B

8,( 3uman reation* +ompeten+ie* are adeKuate' de-eoped in 3ote
Man*ing" Paa+e t"roug" trainingE
Ses BB
2o I
8F( 2"at t'pe o! training 'ou t"ink i* +ondu+i-e in 'our #orking en-ironmentE
1n the o# EB
Jo# rotation I
3roup discussion <
151
+ectures EB
Seminars EE
8G( T"e Training Input* "eped t"e empo'ee in *o-ing da' to da' probem*(
Signi!i+ant'
Impro-ed
88
Impro-ed ,B
Sati*!a+tor' A
No Impro-ement B
8H T"e Training Input* "ep* in a+Kuiring t"eoreti+a kno#edgeE
Signi!i+ant'
Impro-ed
A
Impro-ed ,9
Sati*!a+tor' H
No Impro-ement ,
8C( T"e Training Input* "epe* in impementing t"eir kno#edge to t"e 5obE
Signi!i+ant'
Impro-ed
Impro-ed Sati*!a+tor' No
Impro-ement
A 3; B =
8; T"e Training Input* "eped "im in inno-ation(
Signi!i+ant'
Impro-ed
G
152
Impro-ed AA
Sati*!a+tor' A3
No Impro-ement =
8A( T"e Training Input* "a-e re*uted in +o*t *a-ing(
Signi!i+ant'
Impro-ed
9
Impro-ed AE
Sati*!a+tor' AI
No Impro-ement E
9B( T"e Training Input* "eped in impro-ing "i* e!!i+ien+'(
Signi!i+ant'
Impro-ed
H
Impro-ed AI
Sati*!a+tor' E;
No Impro-ement E
98 T"e Training Input* "ep* in buiding better pubi+ reation* #it" "i*
*ubordinate*?+oeague*(
Signi!i+ant' C
153
Impro-ed
Impro-ed AI
Sati*!a+tor' E<
No Impro-ement A
99 T"e Training Input* "ep* in impro-ing Kuait' o! #ork(
Signi!i+ant'
Impro-ed
A
Impro-ed 3E
Sati*!a+tor' F
No Impro-ement E
9, T"e Training Input* "ep* in team buiding and impro-ing t"e #ork +uture(
Significantly Improved 7
Improved 3=
Satisfactory EE
2o Improvement E
154