TNA

Training Need Assessment 2012 - 2014
Chapter 1
INTRODUCTION
Sasya Auto Ltd, Kurnool ~1~

INTRODUCTION
In the era of decision making, every company or a corporate looks to have a cutting
edge over competitors. It is all about human resources who play a pivotal role in enriching
the organization towards it goals and winning the brand image of the organization in the
market. But in order to have a strong and potential manpower means we need to enrich the
skills sets based on the changes in the environment through potential training and
development interventions based on the requirement of the organization. Training and
development plays an important role in the effectiveness of organizations and to the
experiences of people in work. At present, majority of the corporate and industries re
investing huge investment in training and development in order to develop their human
resources. But after having the training and development programmes, the organizations are
not coming with successful results in terms of their expectations. This is due to lack of
training need assessment by the organizations. This paper will begin with an overview of the
training and development function and how the needs assessment fits into this process,
followed by an in-depth look at the core concepts and steps involved in conducting a training
need assessment.
A needs assessment is a part of planning processes, often used for improvement in
individuals, education/training, organizations, or communities. It can refine and improve a
product such as a training or service a client receives. It can be an effective tool to clarify
problems and identify appropriate interventions or solutions. By clearly identifying the
problem, finite resources can be directed towards developing and implementing a feasible
and applicable solution. Gathering appropriate and sufficient data informs the process of
developing an effective product that will address the groups needs and wants. Needs
assessments are only effective when they are ends-focused and provide concrete evidence
that can be used to determine which of the possible means-to-the-ends are most effective and
efficient for achieving the desired results.
Definition:
A needs assessment is the process of identifying performance requirements and the
"gap" between what performance is required and what presently exists.

The training needs assessment is a critical activity for the training and development function.
Training needs assessment is an ongoing process of gathering data to determine what training
needs exist so that training can be developed to help the organization accomplish its
objectives. Conducting needs assessment is fundamental to the success of a training program.
Often organizations will develop and implement training without first conducting a needs
analysis. These organizations run the risk of overdoing training, doing too little training or
missing the point completely.
Effective training or development depends on knowing what is required for the individual,
the department and the organization as a whole. With limited budgets and the need for the
cost-effective solutions, all organizations need to ensure that the resources invested in
training are targeted at areas where training and development is needed and a positive return
on the investment is guaranteed. Effective training need assessment is particularly vital in
todays changing workplace as new technologies and flexible working practices are
becoming widespread, leading to corresponding changes in the skills and abilities needed.
Analyzing what the training needs are is a vital prerequisite for any effective training
programme or event. Simply throwing training at individuals may miss priority needs, or even
cover areas that are not essential. Effective training need assessment involves systematic
planning, analysis and co ordination across the organization to ensure that organizational
priorities are taken into account that duplication of effort is avoided and economics of scale
are achieved. Training need assessments enables organizations to channel resources into the
areas where they will contribute the most to employee, development, enhancing, morale and
organizational performance. Training need assessment is a natural function of appraisal
systems and is key requirement for the award of investors in people. The analysis of training
needs is not a task for specialists alone. Managers today are often responsible for many forms
of people management, including the training and development of their team and should
therefore have an understanding of training needs analysis and be able to implement it
successfully.
Training needs analysis involves:
Monitoring current performance using techniques such as observation, interviews and
questionnaires
Anticipating future shortfalls or problems
Identifying the type and level of training required and analyzing how this can best be
provided.

Definition
Training Needs Assessment (TNA) is the method of determining if a training need exists
and, if it does, what training is required to fill the gap. TNA seeks to identify accurately the
levels of the present situation in the target surveys, interview, observation, secondary data
and/or workshop. The gap between the present status and desired status may indicate
problems that in turn can be translated into a training need.
Training Needs = Desired Capability Current Capability of the Participants
Training can reduce, if not eliminate, the gap, by equipping the participants with knowledge
and skills and by encouraging them to build and enhance their capabilities. The data on the
present status are vital to the evaluation or impact survey in the latter part of the training ycle.
These shall serve as the baseline data. The following are some techniques for acquiring such
data. These may be applied independently or in combination.
TNA is also the process of collecting information about an expressed or implied
organizational need that could be met by conducting training. The need can be a performance
that does not meet the current standard. It means that there is a prescribed or best way of
doing a task and that variance from it is creating a problem. The TNA process helps the
trainer and the person requesting training to specify the training need or performance
deficiency. Assessments can be formal (using survey and interview techniques) or informal
(asking some questions of those nvolved).
Why do we need training?
Because training is a means to ensure that government officials have the knowledge and right
skills to be able to do their work effectively and competently. Training may be needed when
there is a gap between the desired performance, and the current performance, and the reason
for that gap is lack of skill or knowledge. Training may only be able to resolve part of the
problem. Thus we need to analyze the problem and find out whether training will be able to
resolve it. If training is necessary, we also need to define the objective of the training and
how it will help the staff member(s) become more effective. This process is called a Training
Needs Assessment
shown above or Training Needs Analysis.It is important to note that, despite many reasons to
conduct training shown above, training may sometimes not be the only solution to a problem.
There are many other means that impact on someones ability to do their work, as pointed out
in the Report on Training Needs Assessment by PILAC. The following are other examples.

Lack of skills or knowledge, or experience

Not having the right equipment or resource
Not being encouraged by managers and colleagues to do the right thing
There are no standards or expectations that are set and communicated
Bad workplace morale or conditions
Why do we need a Training Needs Assessment?
First, identify dissatisfaction with the current situation and desire for change as similarities
among the requests. Each request implies that a gap or discrepancy exists between what is
and what could be or should be. A learning or performance gap between the current and
desired condition is called a need. TNA aims at the following situations.
Solving a current problem
Avoiding a past or current problem
Creating or taking advantage of a future opportunity
Providing learning, development or growth

Five Steps of Training Needs Assessment

Five Steps:
The processes of Training Needs Assessment can be divided into five steps:
1) Identify problem and needs;
2) Determine design of needs assessment;
3) collect data;
4) analyze data; and
5) provide feedback.
Step 1: step 2: Step 3: Step 4: Step 5:

Identify Determine Collect Analyze Provide
Problem Design of Data Data Feedback
Needs needs of
Analysis

Step1: Identify Problem and Needs

The first step in TNA is to identify problems and needs. Before TNA is conducted, it should
be probed whether training is needed. In the public sector, it is important to identify
organizational context in such aspects as policy, goal, roles and responsibilities.

Needs needs of
Analysis
Realizing the policy direction of the organization, performance analysis known as gap
analysis is conducted to look at an officials current working performance and knowledge
and identify whether an official is performing as desired based on given roles and
responsibilities. Then the more explicit the standard for current performance and knowledge,
the easier it will be to describe the gap in performance or knowledge deficiency. During the
preliminary study of PILAC, the current problem was identified as follows: Training
officials is urgently needed to implement D&D reform and improve local administration,
because the efficient and effective implementation of the D&D Framework requires deep
understanding of the Framework among public officials at the national, provincial, and
district levels who are in charge of local administration.
After identifying problems and needs, set up overall objectives for a training course. In
PILAC, the following objectives of the training course were already set up through discussion
between JICA and the Ministry of Interior (MOI) prior to project implementation, i.e., during
the preliminary study.
Public officials improve their understanding of D&D policy.
Public officials improve their skills to apply D&D policy to their daily duties and
functions assigned.

Step 2: Determine Design of Needs Analysis

The second step in TNA is to determine the following: i) target groups to be trained; ii)
interviewees; iii) survey methods; iv) survey plan including schedule to be conducted TNA
and persons in charge of TNA. Those items become the basis for a training course designer to
either create a new training course, identify an existing one that can fulfill the need, or obtain
one externally.

Needs needs of
Analysis
Sometimes it may be impossible to fulfill the need, but that is not the decision of the person
conducting TNA. Actually, knowing exactly what elements of information are required can
serve as a guide a road map- for your analysis.
The survey must clearly define the target group of the training, i.e., target population.
Although no strict rules for defining exist, the target population must be defined in line with
the objectives of TNA. The survey should produce the following elements in its report:
training subject(s); importance of the training; time requirements; current target group;
potential target group; frequency of training; and required outputs of the training.
Once a target group for the training, i.e., target population, is identified,interviewees for the
survey are selected. It is likely that all the officials of the target group cannot be interviewed
due to time constraints. Thus, sampling of the target population which will be addressed in
the next section should be used.
The following figure indicates types of needs analysis and contents. It is suggested that those
analyses be used in combination depending on the needs, time availability and manpower.

Figure 2: Types of Needs Assessment

Types of Needs Assessment
Type of Needs Analysis What the Analysis Answers
Performance analysis or gap analysis Is this issue a skill/knowledge deficiency?
How can the deficiency be addressed?
Is training the appropriate way to fix this
deficiency?
Feasibility analysis Why should this training be done?

Is the benefit of training greater than the
cost of the current deficiency?
Needs versus wants analysis Why should this training be done?

Is the deficiency tied to a need?
Goal analysis What is the specific behavior improvement

Behind a vague desire?
Job/task analysis What is the best and correct way to do this

work?
How can this job and task be broken down
Into teachable parts?
Target group analysis Who is the trainee for this training?

What is known about them to help design
And customize this training
What other groups might benefit from
training?
Contextual analysis When will the training be presented?

What are the other requirements to deliver
the training successfully?

Data collection and analysis are essential parts of needs assessment. The following table
describes the most commonly used methods of data collection. TNA is optimized when a
combination of data collection methods is used to analyze quantitative and qualitative data.
Regardless of which methods are used to collect and analyze data, it is important to consider
the reliability, validity and trustworthiness of the data.
Step 3: Collect Data

The third step in TNA is to collect data through: i) reviewing documents on existing training
(secondary data and information); and ii) conducting survey including interviews and
observation at work.

Needs needs of
Analysis
Based on the questionnaire for individual survey and guide question for group discussion
developed during the preparation stage (step 2), pre-test of the questionnaires should be
conducted with officials who will be the target population to see the applicability of the
questions. If tested interviewees seem to have any difficulty in answering those questions, it
should be noted those points and modified the questions to make it easier to answer. After
testing, the GDLA Task Force should revise and formulate the questionnaires based on the
results of the pre-test.
The following five steps are to be taken in conducting a group discussion:
1. Orientation on objectives and contents of the survey for interviewees;
2. Explaining questionnaires (individual survey);
3. Conducting a group discussion with a guide question;
4. Wrapping up the interview; and
5. Modifying methods, process and questionnaires if needed. A proto-typed cycle of
conducting a group discussion is shown the figure below. However, those cycle and
process can be modified according to a survey plan.
Sasya Auto Ltd, Kurnool ~ 10 ~

Step 4: Analyze Data
Training needs analysis:

Too many times within the organizations training is used to try and fix problems that
may not be skills or knowledge related. Similarly providing training without having
determined a need can also b a waste of time and money. Sasya offers a comprehensive four
stage TNA service.
Needs needs of
Analysis
1. Measurement:
This is an organizational store review using a critical area checklist developed in
conjunction with your management and staff. It identifies what is happening now and
compares it with what should be happening and determines gaps using the store objectives,
performance standards and staff appraisals as the basis.
2. Investigation
Once performance gaps are identified from the measurement stage they are investigated to
gather more specific and detailed information. The investigation uses a combination of
methods that include:
Observation
Interviews
Performance appraisals
Questionnaire
Skill audits

Step 5: Provide Feedback

This step will determine how effective and profitable your training program has been.
Methods for evaluation are pre-and post- surveys of customer comments cards, the
establishment of a cost/benefit analysis outlining your expenses and returns, and an increase in
customer satisfaction and profits.
Needs needs of
Analysis
The reason for an evaluation system is simple. The evaluations of training programs are
without a doubt the most important step in the training process. It is this step that will indicate
the effectiveness of both the training as well as the trainer.
There are several obvious benefits for evaluating a training program. First, evaluations will
provide feedback on the trainers performance, allowing them to improve themselves for
future programs. Second, evaluations will indicate its cost-effectiveness. Third, evaluations are
an efficient way to determine the overall effectiveness of the training program for the
employees as well as the organization.
The importance of the evaluation process after the training is critical. Without it, the trainer
does not have a true indication of the effectiveness of the training. Consider this information
the next time you need to evaluate your training program. You will be amazed with the results.
The need for training your employees has never been greater. As business and industry
continues to grow, more jobs will become created and available. Customer demands,
employee morale, employee productivity, and employee turnover as well as the current
economic realities of a highly competitive workforce are just some of the reasons for
establishing and implementing training in an organization. To be successful, all training must
receive support from the top management as well as from the middle and supervisory levels of
management. It is a team effort and must implement by all member s of the organization to be
fully successful.

IDENITIFYING TRAINING NEEDS

All training activities must be related to the specific needs of the organization the
needs and the individual employees. A training programme should be launched only after the
training needs are assessed clearly and specifically. The effectiveness of a training
programme can be judged only with the help of training needs the gap between the existing
and required levels of knowledge, skills, and performance and should be specified. The
problem areas that can be resolved through training should also be identified.
Training needs can be identified through the following types of analysis
Organizational Analysis
It involves a study of the entire organization. In terms of its objectives, it is resources,
resource allocation and utilization, growth potential and its environment. Its purpose it to
determine where training emphasis should be placed within the organization. Organizational
analysis consists of the following elements:
Analysis of objectives
Resource Utilization Analysis
Organization analysis
Environmental Scanning
Task or Role Analysis

It is a systematic and detailed analyses of jobs to identify job contents, the knowledge,
skills, and aptitudes required and work behavior.
Manpower Analysis
In the analysis the persons to be trained and the changes required in the knowledge,
skills and aptitudes of an employee are determined. Training can be relevant and viable if the
three types of analysis given above are carried on continuously more over this analysis should
be integrated in a carefully designed and executed programme.
Training Objectives:
Generally line manager ask the personnel manager to formulate the training policies.
The personnel Manager formulates the following training objectives in keeping with
companys goals and objective:

a. To prepare the employee both new and old to meet their present as well as the
changing requirements of the job and the organization.
b. To prevent obsolescence.
c. To prepare employees for higher-level tasks.
d. To assist employees function more effectively in there present positions by exposing
them to the latest concepts, information, and techniques and developing the skills they
will need in their particular fields.
e. To built up a second line of competent officers and prepare them to occupy more
responsible positions.
f. To develop the potentialities of people for the next level job.
g. To ensure smooth and efficient working of a department.
h. To ensure economical; output of required quality.
i. To promote individual and collective morale, a sense of responsibility, cooperative
attitudes and good relationships.
Designing a Training Programme

In order to achieve the training objectives, an appropriate training policy is necessary.
A training policy represents the commitment of top management to employee training. It
consists to rules and procedures concerning training. A training policy is required:
a. To indicate the companys intention to develop its employees;
b. To guide the design and implementation of training programmes;
c. To identify the critical areas where training is to be given on a priority basis; and
d. To provide appropriate opportunities to employees for their own betterment.
A sound training policy clearly defines the following issues:

i) The results expected to be achieved through training
ii) The responsibility for the training function
iii) The priorities for training
iv) The type of training required
v) The time and place of training.
vi) The payments to be made to employees during the training period.
vii) The outside agencies to be associated with the training.
viii) Relationship of training to the companys labour policy.

Training Methods and Techniques

The methods employed for training of operatives may be described as under
On-the-job Training
In this method, the trainee is placed on a regular job and taught the skills necessary to
perform it. The trainee learns under the guidance and supervision of the superior or an
instructor. The trainee learns by observing and handling the job. Therefore, it is called
learning by doing.
Several methods are used to provide on the job training e.g., coaching job rotation,
committee assignments, etc. A popular form of the job training is Job Instruction Training
(JIT) or step-by-step learning. It is widely used in the United States to prepare IInd class
employees. It is appropriate for acquisition or improvement of motor skills and routine and
repetitive operations. The JIT involves the following steps:
Preparing the trainee for instruction. This involves putting the trainee at ease,
securing his interest and attention, stressing the importance of the job, etc.
Presenting the job operations or instructions in terms of what the trainee is required to
do. The trainee is put at work site and each step of the job is explained to him clearly.
Applying and trying out the instructions to judge how far the trainee has understood
the instructions.
Following up the training to identify and correct the deficiencies, if any.
JIT method provides immediate feedback, permits quick correction of errors and
provides extra practice when required. But it needs skilled trainers and preparation in
advance.
Vestibule Training
In this method, a training center called vestibule is set up and actual job conditions are
duplicated or simulated in it. Expert trainers are employed to provide training with the help
of equipment and machines, which are identical with those in used at the workplace.
Apprenticeship Training
In this method, theoretical instruction and practical learning are provided to trainees
in training institutes. In India, the government has established Industrial Training Institutions
(ITI) for the purpose. Under the Apprenticeship Act 1962 employers in specified industries
are required to train the prescribed number of persons in designated trade. The aim is to
develop all-round craftsmen. Generally, a stipend is paid during the training period. Thus, it
is an earn when you learn scheme.

Classroom Training
Under this method, training is provided in company classrooms or in educational
institutions. Lectures, case studies, group discussions, and audio visual aids are used to
explain knowledge and skills to the trainees. Classroom training is suitable for teaching
concepts and programmes. Some companies maintain their own training institutes or schools.
Special training courses are designed e.g., management course for foremen, computer course
for typists, etc., Courses in retraining and upgrading may also be conducted. Small firms
depend on outside schools and courses.
Internship Training
It is a joint programme of training in which educational institutions and business firms
cooperate. Selected candidates carry on regular studies for the prescribed period. They also
work in some factory or office to acquire practical knowledge and skills. This method helps
to provide a good balance between theory and practice. However, it involves a long time due
to slow process. This method of training is used in professional work e.g. MBBS, CA,
ICWA, Company Secretaries, etc.
Assessment of Training Needs

Training needs are identified based on organizational analysis, job analysis, and man
analysis, Training programme, training methods and course contents are to be planned based
on training needs.
Training needs = Job and Organizational requirement Employee specifications
The following forms identify training needs

Organizational Analysis
This includes analysis of objectives, resource utilization, and environment scanning
and organization climate: Organizational strengths and weakness in different areas like
accidents, excessive scrap, marketing areas and production personnel, finance etc.
Departmental Analysis
Department strength and weakness including special problems of the department or a
common problem of a group of employees like acquiring skills and knowledge in operating
computer by accounting personnel.
Job / Role Analysis

This includes study of jobs/roles, design of jobs due to changes, job enlargement, etc.
Manpower Analysis
Individual strengths and weaknesses in the areas of job knowledge, skills etc.
Ist class employee Development
Ist class employees are the most valuable assets of any organization. The manager is
the dynamic life-giving element in the organization. The success and growth of organization
depends on caliber and performance of the Ist class employees. It is essential to train and
develop Ist class employees who can succeed the managers of today.
Concept of Ist class employee Development:
Ist class employee Development or management development is a systematic process
of learning and growth by which managerial personnel gain and apply knowledge, skills,
attitudes and efficiently. Ist class employees learn conceptual, theoretical knowledge and
managerial skills in an organized through an educational process. The main aim of formal
education for manager is to increase his ability to learn from experience.
Ist class employee development consists of all the means by which Ist class
employees learn to improve their behaviour and performance. It is designed to improve the
effectiveness of managers in their present jobs and to prepare them for higher job in future.
Ist class employee development is a planned and organized process of learning rather
than an accident or trial an error approach.
Ist class employee development is a long-term process, as managerial skills cannot be
developed overnight.
Ist class employee development aims at preparing managers for better performance
and helping them to realize their full potential.
Ist class employee development is guided self-development.
Objectives of Ist class employee Development:
Any programme of Ist class employee development aims at achieving the following ways
To improve the performance of managers at all levels in their present jobs.
To sustain good performance of managers throughout their careers by exploiting
they are full potential i.e., to prepare managers for higher jobs in future.
To prevent obsolescence of Ist class employees by exposing them to a latest
contests and techniques in their respective areas of specialization.
To replace elderly Ist class employees who have risen from the ranks by highly
competent and academically qualified professionals.

To provide opportunities to Ist class employees to fulfill there career aspirations.

To ensure that the managerial resource of the organization are utilized optimally.
Ist class employee Development Objectives at Three Levels of Authority:
i) Top Management
ii) Middle Line Management
iii) Middle Functional Ist class employees and Specialists
Top Management:
i) To improve through process and analytical ability in order to uncover and
examine problems and take decisions in the best interests of the country and
organization;
ii) To think trough problems which may confront the organization now or in the
future;
iii) To understand economic, technical and institutional forces in order to solve
business problem: and
iv) To acquire knowledge about the problems of human relation.
Middle Line Management:
i) To establish a clear picture of Ist class employee functions and responsibilities;
ii) To bring about an awareness of the board aspects of management problem:
iii) To develop the ability to analyses problems and to take appropriate action;
iv) To develop familiarity with the managerial uses of financial accounting,
psychology, business law and business statistics;
v) To inculcate knowledge of human motivation and human relationships; and
vi) To develop responsible leadership.
Middle Functional Ist class employees and Specialists
i) To increase knowledge of business function and operations in specific fields in
marketing production, finance, personnel;
ii) To increase proficiency in management techniques such as work study,
inventory control, operations research.
iii) To understand and functions performed in the company
iv) To understand industrial relations problems and
v) To develop the ability to analyse problems in ones area or functions.
Process of Ist class employee Development:
The Ist class employee development programmes are as follows
i) Analysis of Development Needs

ii) Appraisal of present Managerial Talent

iii) Inventory of Ist class employee Manpower
iv) Planning Individual Development Programmes.
v) Establish MotivationProgrammes
vi) Evaluating Development Programmes.
Analysis of Development Needs:
First of all the present and future development needs of the organization are
ascertained. It is necessary to determine how many and what type of Ist class employee are
required to meet the present and future needs of the enterprise. This calls for organizational
planning. Then job descriptions and specifications are prepared for all Ist class employee
positions to know the type of knowledge, skills, training and experience required for each
position.
Appraisal of present Managerial Talent:
A qualitative assessment of the existing Ist class employees is made to determine the
type of Ist class employee talent available with in the organization. The performance of
every Ist class employee is compared with the standard expected of him.
Inventory of Ist class employee Manpower:

This inventory is prepared to obtain complete information about each Ist class
employee. Data on the age, education, experience, health, test results, and performance
appraisal result is collected. This information is maintained on cards or replacement tables,
one for each Ist class employee.
Planning Individual Development Programmes:
Each one of us has a unique set of physical, intellectual, and emotional characteristic.
Therefore development plan should be tailor made for each individual. Such programmes of
development should give due attention to the interests and goals of the subordinates as well
as to the Motivationopportunities existing in the organization.
Establishing MotivationProgrammes:
The human resource department prepares comprehensive and well-conceived
programmes. The department identifies developing needs and may launch specific courses in
fields of leadership, decision making etc.
Evaluating development Programmes:
Considerable money, time, and efforts are spent on Ist class employee development
programmes. It is therefore; natural to find out to what extent the programme objectives have

been achieved. Observation of the trainees behavior, rating of the training elements, opinion
surveys, interview, tests, and changes in productivity, quality, cost etc., can be used to
evaluate development programmes.
Methods and Techniques of Ist class employee Development:
It is of two types
i) one-the-job Techniques
ii) off-the-job Techniques
On-the-job Techniques:
It is divided into some groups.
Coaching:
In this method, the superior guides and instruct the trainee as a coach. The coach or
counselor sets mutually agreed upon goals, suggest how to achieve these goals, periodically
reviews the trainees progress and suggests changes required in behavior and performance.
Understudy:
An understudy is a person selected and being trained as the apparent to assume at a
future time the full duties and responsibilities of the position presently held by his superior. In
this way a fully trained person becomes available to replace a manager during his long
absence or illness, on this retirement, transfer, promotion, or death.
Position Rotation:
It involves movement or transfer of Ist class employees from one position or job to
another on some planned basis. Position rotation is also called job rotation. The aim is to
broaden the knowledge, skills, and outlook of Ist class employees. Job rotation or position
rotation is often designed for junior Ist class employees. It may continue for a period ranging
from six months to two years.
Project Assignment:
Under this method a number of trainee Ist class employees are put together to work on
a project directly related to their functional area. The group called project team or task force
will study the problem and find appropriate solution. This is a flexible training device due to
temporary nature of assignments.
Committee Assignment:
A permanent committee consisting of trainee Ist class employees is constituted. All
the trainees participate in the deliberations of the committee. Trough discussion in committee
meeting they are acquainted with different viewpoints and alternative methods of problem
solving. They also learn interpersonal skills.

Multiple Management:
Under it, a junior board of young Ist class employees is constituted. Major problems
are analyzed in the junior board, which makes recommendations to the Board of Directors.
The young Ist class employees learn decision making skills and the Board of Directors
received considerable exposure to problems and issues.
Selective Reading
Managing has become a specialized job requiring a close touch with the latest
developments in their field. By reading selected professional books and journals, mangers
can keep in touch with the latest research finding, theories, and techniques in management.
Lectures
These are formally organized talk by an instructor on specific topics. Lecture is
essential when technical or special information of a complex nature is to be provided. These
can be supplemented by discussions, case studies, demonstrations, audio visual aids, and film
shows. Lecture method is a simple way of imparting knowledge to a large number of persons
within a short time.
Lecture method can be made effective in the following ways:
i) A lecture should be well planned as to its purpose and contents
ii) The lecturer should be competent and a good speaker
iii) The lecture should not be for more than an hour.
iv) The lecture should be made interesting through leading questions, guided
discussions, and audio visual aids.
Group Discussions
It is a variant of the lecture method. Under it, paper is prepared and presented by one
or more trainees on the selected topic. This followed by a critical discussion. The chairman
of the discussion or seminar summarizes the contents of the paper and the discussion with the
related topics.
Conference Method
A conference is a meeting of several people to discuss the subject of common interest.
However, contribution from members can be expected as each one builds upon ideas of other
participants. This method is best suited when a problem has to be analyzed and examined
from different viewpoints. The success of the conference depends on the conference leader.

Chapter 2
RESEARCH DESIGN

RESEARCH DESIGN
Research design is the specification of method and procedure for acquiring the
information needed to structure to solve the problems.
Research design is systematic gathering, recording and analyzing the data, which is use to
solve the problems.
The research Design is of Descriptive nature.
Descriptive research studies are those studies which are concerned with describing the
characteristics of a particular individual or a group. These are the studies concerned with
Specific predictions, with narration of facts and characteristics concerning individual, group
or situation. The design in such studies must be rigid and not flexible and must focus
attention on the following:
Formulating the objective of the study.
Designing the methods of data collection.
Selecting the sample.
Collecting the data.
Processing and analyzing the data.
Reporting the findings.

Scope of the study

This project study is helpful in following aspects.
It will be helpful to the employees of Sasya Auto to know the effect of Training needs
assessment.
It will be helpful in knowing employees satisfaction towards the training given to
them.
It will be helpful in knowing the assumption level about the plan which is to be
executed in the work environment of Sasya Auto.
It will be helpful to know the satisfaction level of employees on training methods in Sasya
Auto.

Need for the Study
Training Need Assessment helps in optimizing the utilization of human resource that
further helps the employee to achieve the organizational goals as well as their individual goals.
It 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 and it also helps in increasing the productivity of the employees that helps the
organization further to achieve its long-term goal.
Training is very important for over all development of the employees for achieving
organizational objectives. When in MAY I joined Sasya Motors the process of identification
of training needs of all the staff and officers had started in the HR department and they wanted
suggestions for improvement and effectiveness.

REVIEW OF LITERATURE
Training Needs assessment is the first step in the instructional design process and as such
is an important process for performance improvement practitioners (Rossett, 1987), especially for
those for whom training is a primary function. Needs assessment is not just for training, however;
performance improvement practitioners identify and prioritize all types of performance gaps by
conducting a needs assessment (Kaufman, 1994; Rothwell & Kazanas, 2004). This leads to a
needs analysis to determine the cause of the performance problem and the appropriate solution
that will close the gap in performance, regardless of whether the solution is training (Kaufman,
1994).
Even though performance improvement practitioners generally accept needs assessment and
analysis as important first steps to solving performance problems (Rossett, 1997; Fulop, Loop-
Bartick, & Rossett, 1997), they do not always conduct needs assessments prior to implementing
performance improvement solutions. Sometimes organizational needs or constraints prevent the
use of a needs assessment or dictate the assessment method used in each situation. Generally, the
practitioner chooses his or her preferred method of conducting a needs assessment (Bemis,
Belenk~7, & Soder, 1983).
Since there is no one method of needs assessment to fit all situations, examining and
using more than one method for needs assessment may be confusing for practitioners new to
needs assessment (Cline & Seibert, 1993). There are multiple terms in needs assessment literature
to refer to the process.
Front-end analysis, training needs assessment, needs assessment, needs analysis, task
analysis, and job-task analysis are several terms used synonymously with needs assessment
(Rossett, 1987; Robbins, Doyle, Orandi, & Prokop, 1996). Most of these terms tend to have the
same meaning in that they all seek to determine performance needs. At times, practitioners
also consider the analysis of the cause of problems and the selection of a performance
improvement solution as part of the definition. With so many terms for needs assessment, it
becomes clear why new practitioners are confused when choosing a needs assessment
method. This study seeks to outline needs assessment methods and their appropriate
application for assessing and analyzing performance problems

Training Needs assessment is the process of identifying performance and then

prioritizing those needs (Kaufman, 1986, 1994; Rothwell & Kazanas, 2004). Stated another
way, a performance need is the difference between current and desired performance or what
is versus what should be (Altschuld, 2004; Kaufman, 1994; Watkins & Kaufman, 1996).
What should be performance is typically the performance of the best or star performers. It is
a known high-level of performance.
Once a practitioner identifies a need, he or she determines if the need has enough
priority or impact to allocate resources for an analysis that will determine the root cause of
the performance problem. Based on the root cause, the practitioner designs a solution to close
the performance gap (Nolan, 1996). Confusion and disagreement regarding assessment and
analysis terms is a common occurrence in the needs assessment literature.
Authors use the terms needs assessment and analysis interchangeably to mean one or
both of the definitions presented in the Definition o/Terms. This may stem from the fact that
both assessment and analysis are vital to the design of performance improvement solutions
that work.
Once the root cause of a performance gap is determined, the solution mayor may not
include training or instruction. If the solution is training, the instructional objectives derive
from the organizational, operational, and/or individual needs identified in the assessment
(Rothwell, 1984). At times, the term training needs assessment is described as needs
assessment, but according to Watkins and Kaufman (1996), ifthe solution is training there is
no need to do an assessment or analysis. A training needs assessment is more accurately
described as a training requirements assessment that may follow a needs assessment and
needs analysis. Despite this, many organizations conduct a training needs assessment and
implement a training solution prior to conducting a needs assessment in the hope that
performance problems will disappear (Renard and Sinnock, 1990). Without a needs
assessment, however, there is no guarantee that the training solution will solve the
performance problem. Resources, time, energy, and learner goodwill may be depleted while
the performance problem persists

Competency-based Needs Assessment

Swanson and Houlton (1998) define competencies "as underlying characteristics of
employees that enable them to perform ajob or task" (p. 30). Competencies are more general
in nature than specific expertise, which makes them useful for analyzing what people need to
know to be successful in a job class versus a particular task. Because competencies are
slightly removed from the task, they are more flexible and applicable to jobs that are
changing. Rothwell (1984) cautions that in competency assessments, "specification of
improvement is too often based on performance measures already existing (p. 20)" versus the
performance that is possible in a future condition.
A competency-based needs assessment is useful for developing competencies for ajob
class or group; when developing a system for recruiting, hiring, developing, and romoting;
and when analyzing competencies for ajob group across organizations or cultures (Gupta,
2007).
Strategic Needs Assessment
A strategic needs assessment examines performance against an organization's
business strategy and identifies the difference between the current and the desired conditions
(Gupta, 2007). In this case, the desired conditions do not exist and are not met by performers.
It is a long-term approach used when conditions are uncertain or in flux (Rothwell 1984;
Swanson & Houlton, 1998) as well as when undertaking organizational change initiatives
(Gupta, 2007). The primary difference between a strategic needs assessment and other types
of assessments is that the desired performance condition is typically a new objective with
different goals from the current condition.
Needs assessment is an important first step for identifying and analyzing performance
problems (Rossett, 1997; Fulop et aI., 1997), but practitioners do not always conduct a needs
assessment. Understanding needs assessment methods and theirapplication is one barrier to
conducting a needs assessment and analysis. This literature review aims to compile needs
assessment methods and their recommended use to serve as an aid for performance
improvement practitioners.

Performance improvement practitioners do not always conduct a needs assessment to identity

and then analyze performance problems even though needs assessment and analysis provide
foundation for an effective performance improvement solution (Rossett, 1997; Fulop et.;
1997). In other instances, practitioners chose only a preferred or known method of
assessment and analysis (Bemis et al., 1983)
Training is still a major focus in needs assessment literature, but there is a move toward
analysis of performance and all the possible variables for improvement. This change requires
a change in assessment and analysis methods. Most needs assessment and analysis methods
do not analyze organizational culture or environmental factors that may lead to solutions
other than training. The focus is primarily on the individual performer and the tasks
performed. More needs assessment and analysis methods are needed that include assessment
and analysis of the organization and environment as factors for performance improvement.
Existing needs assessment and analysis methods may also be revised to include a more
comprehensive view of performance and the factors that influence performance.

Objectives of the Study
To identify whether the company is implementing Training Need Assessment or Not.

To identify the culture of the organization.
To study what type of training methods is implemented by the organization
To verify whether the organization is evaluating the work force aftre the training..

RESEARCH METHODOLOGY
Research methodology is a way to systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. In it we study the
various steps, the research process that is generally adopted to study the research problem and
basic logic behind them.
DATA COLLECTION:
Data can be collected through primary or secondary or by both primary and secondary
sources.
Primary Data
Primary data consists of original first hand information collected specially for the purpose of
study. Data can be collected by primary sources by using consumer surveys. I n this type of
information person could himself collected the data by personal interview or questionnaires
or other things.
SOURCES OF PRIMARY DATA

1. Data observation
2. Survey - Personal Interview
In this report the primary data is collected through Questionnaire and Personal interview.
Secondary Data
Secondary data consists of information that already exists somewhere, having been collected
for another purpose.
In this Project report the secondary data is used for track past performance of Sasya Motors.
1) Internet
2) Information from the manager at Sasya Motors.

SAMPLING TECHNIQUES
In this survey Stratified sampling method is used.
A method of sampling that involves the division of a population into smaller groups known
as strata. In stratified random sampling, the strata are formed based on members' shared
attributes or characteristics. A random sample from each stratum is taken in a number
proportional to the stratum's size when compared to the population. These subsets of the
strata are then pooled to form a random sample.
SAMPLING UNIT:
Sampling unit refers to eligible individual respondent for the project.
In my study the sampling unit is Staff and employees of Sasya Motors, Kurnool.
SAMPLING SIZE:
Sampling size refers to total number of respondents targeted for collecting the data for the
research. Out of total population the sample of 50 respondents is taken in my study.

Limitations of the study

Personal Bias: Some respondents may have biasness, so they may have not given
correct information, which may affect the conclusion of this study
Time Limit: Time for this research work was limited otherwise more information
could have been collected.

Chapter 3
INDUSTRY PROFILE

INDUSTRY PROFILE
HISTORY OF THE TWO WHEELERS:
The Britannica Encyclopedia a motorcycle as a bike or tricycle propelled by an
internal combustion engine (or, less often by an electric engine). The automobile was the
reply to the 19th century reams of self-propelling the horse-drawn carriage. Similarly, the
invention of the motorcycle created the self propelling bicycle. The first commercial design
was three-wheeler built by Edward Butler in Great Britain in 1884. This employed a
horizontal single-cylinder gasoline engine mounted between two steer able front wheels and
connected by a drive chain to the rear wheel. The 1900s saw the conversion of many bicycles
or pedal cycles by adding small, centrally mounted spark ignition engine engines. There was
then felt the need for reliable constructions. This led to road trial tests and competition
between manufacturers. Tourist Trophy (TT) races were held on the Isle of main in 1907 as
reliability or endurance races. Such were the proving ground for many new ideas from early
two-stroke-cycle designs to supercharged multivalent engines mounted on aerodynamic,
carbon fiber reinforced bodywork.
INVENTION OF TWO WHEELERS:
The invention of two wheelers is a much-debated issue. Who invented the first
motorcycle? May seem like a simple question, safety, bicycle, i.e., bicycle with front and
rear wheels of the same size, with a pedal crank mechanism to drive the rear wheel. Those
bicycles in turn described from high-wheel bicycles. The high wheelers descended from an
early type of pushbike, without pedals, propelled by the riders feet pushing against the
ground. These appeared around 1800, used iron banded wagon wheels, and were called
bone-crushers, both for their jarring ride, and their tendency to toss their riders. Gottiieb
Daimler (who credited with the building the first motorcycle in 1885, one wheel in the front
and one in the back, although it had a smaller spring-loaded outrigger wheel on each side. It
was constructed mostly of wood, the wheels were of the iron-banded wooden-spooked
wagon-type and it definitely had a bone-crusher chassis!

FURTHER DEVELOPMENTS:
Most of the developments during the early phase concentrated on three and four-
wheeled design since it was complex enough to get the machines running with out having to
worry about them falling over. The next notable two-wheeler though was the Hildebrand &
Wolf Mueller, patented in Munich in 1894. In 1895, the French firm of DeDion-button built
and engine that was to make the mass production and common use of motorcycle possible.
The first motorcycle with electric start and a fully modem electrical system; the Hence
special from the Indian Motorcycle Company astounded the industry in 1931. Before World
War 1, IMC was the largest motorcycle manufacturer in the world producing over 20000
bikes per year.
INCREASING POPULARITY:
The popularity of the vehicle grew especially after 1910, in 1916; the Indian
motorcycle company introduced the model H racer, and placed it on sale. During World War
1, all branches of the armed forces in Europe used motorcycles principally for dispatching.
After the war, it enjoyed a sport vogue until the Great Depression began in motorcycles lasted
into the late 20th century; weight the vehicle being used for high-speed touring and sport
competitions. The more sophisticated of a 125cc model. Since then, an increasing number of
powerful bikes have blazed the roads.
HISTORICAL INDUSTRY DEVELOPMENTS:
Indian is the second largest manufacturer and producer to two wheelers in the World.
It stands next only to Japan and China in terms of the number of V produced and domestic
sales respectively. This destination was achieved due to variety of reason like restrictive
policy followed by the government of India towards the passenger car industry, rising
demand for personal transport, inefficiency in the public transportation system etc. The
Indian two-wheelers industry made a small beginning in the early 50s when Automobile
products of India (API) started manufacturing scooters in the country. Until 1958, API and
Enfield were the sole producers.
The two wheelers market was opened were opened to foreign competition in the
mid-80s. And the then market leaders-Escorts and Enfield were caught unaware by the
onslaught of the 100cc bikes of the four Indo- Japanese joint ventures. With the availability
of fuel-efficiency low power bikes, demand swelled, resulting in HERO then the only
producer of four stroke bikes (100cc category), gaining a top slot.
The first Japanese motorcycles were introduced in the early eighties. TVS Suzuki and
HERO brought in the first two-stroke and four-stroke engine motorcycles respectively.

These two players initially started with assembly of CKD Kits, and later on progressed to
indigenous manufacturing.
The industry had a smooth ride in the 50s, 60s and 70s when government prohibited
new entries and strictly controlled capacity expansion. The industry saw a sudden growth in
the 80s. The industry witnessed a steady of 14% leading to a peak volume of 1.9 mn vehicles
in 1990.
In 1990 the entire automobile industry saw a drastic fall in demand. This resulted in a
decline of 15% in 1991 and 8% in 1992, resulting in a production loss of 0.4mn vehicles.
Barring HERO, all the major producers suffered from recession in FY93 and FY94. HERO
showed a marginal decline in 1992.
The reason for recession in the sector were the incessant rise in fuel prices, high input
costs and reduced purchasing power due to significant like increased production in 1992, due
to new entrants coupled with recession in the industry resulted in companies either reporting
losses or a fall in profits.
GROWTH OF TWO WHEELER INDUSTRY DURING THE LAST DECADE:
The two-wheelers market has had a perceptible shift from a buyers market to a sellers
market with a variety of choice, players will have compete on various fronts viz. pricing,
technology product design, productivity after sale service, marketing and distribution. In the
short term, market shares of individual manufacturers are going to be sensitive to capacity,
product acceptance, pricing and competitive pressures from other manufacturers.
As incomes grow and people grow and people feel the need to own a private means of
transport, sales of two-wheelers will rise. Penetration is expected to increase to
approximately to more than 25% by 2005.
The motorcycle segment will continue to lead the demand for two-wheelers in the
coming years. Motorcycle sale was increased by 20% yoy as compared to 1% growth in the
scooter market and 3% by moped sales respectively during the previous two years.
The four-stroke scooters has added new dimension to the two-wheeler segment in the past
years.
The Asian continent is that largest user of the two-wheelers in the world. This is due to poor
road infrastructure and low per capita income, restrictive policy on car industry. This is due
to oligopoly between top five players in the segment, compared to thirsty manufacturers in
the car industry.

HERO motors LTd., is one of the leading companies in the two-wheeler industry. At
present it is the market leader in the motorcycle segment with around 47% the market share
during FY 2000 01. During the year, company posted a 41.15% yoy rise in turnover to
Rs.31, 686.5mn in motorcycles which driven by a 35.17% yoy rise in Motorcycle sales
volumes. The company has emerged as one of the most successful players, much ahead of its
competitions an account of its superior and reliable product quality complemented with
excellent marketing techniques. The company has been consistently addressing the growing
demand for motorcycles and has been cumulative customer base of over 4 million customers,
which is expected to reach 5min mark with rural and semi-urban segment being the new class
of consumers.

Chapter 4
COMPANY PROFILE

COMPANY PROFILE
Hero Motocorp Ltd., formerly HERO, is an Indian motorcycle and scooter
manufacturer based in New Delhi, India. HERO started in 1984 as a joint venture between
Hero Cycles of India and Honda of Japan. The company is the largest two wheeler
manufacturer in India. The 2006 Forbes 200 Most Respected companies list has HERO
Motors ranked at #108.
In 2010, when Honda decided to move out of the joint venture, Hero Group bought
the shares held by Honda. Subsequently, in August 2011 the company was renamed Hero
MotoCorp with a new corporate identity. On 4 June 2012,Hero Motocorp approved a
proposal to merge the investment arm of its parent Hero Investment Pvt. Ltd. into the
automaker. The decision comes after 18 months of its split from Honda Motors.
Hero is the brand name used by the Munjal brothers for their flagship company,
Hero Cycles Ltd. A joint venture between the Hero Group and Honda Motor Company was
established in 1984 as the HERO Motors Limited at Dharuhera, India. Munjal family and
Honda group both owned 26% stake in the Company. In 2010, it was reported that Honda
planned to sell its stake in the venture to the Munjal family.
During the 1980s, the company introduced motorcycles that were popular in India for
their fuel economy and low cost. A popular advertising campaign based on the slogan 'Fill it
Shut it Forget it' that emphasised the motorcycle's fuel efficiency helped the company
grow at a double-digit pace since inception. The technology in the bikes of HERO for almost
26 years (19842010) has come from the Japanese counterpart Honda.
Hero MotoCorp has three manufacturing facilities based at Dharuhera, Gurgaon in
Haryana and at Haridwar in Uttarakhand. These plants together are capable of churning out 3
million bikes per year. Hero MotoCorp has a large sales and service network with over 3,000
dealerships and service points across India. HERO has a customer loyalty program since
2000, called the HERO Passport Program.
The company has a stated aim of achieving revenues of $10 billion and volumes of 10
million two-wheelers by 201617. This in conjunction with new countries where they can
now market their two-wheelers following the disengagement from Honda. Hero MotoCorp
hopes to achieve 10 per cent of their revenues from international markets, and they expected
to launch sales in Nigeria by end-2011 or early-2012. In addition, to cope with the new
demand over the coming half decade, the company was going to build their fourth factory in

South India and their fifth factory in Western India. There is no confirmation where the
factories would be built.
VISION
The story began with a simple vision the vision of a mobile and an empowered India,
powered by its bikes. Hero MotoCorp Ltd., companys new identity, reflects its commitment
towards providing world class mobility solutions with renewed focus on expanding companys
footprint in the global arena.
MISSION
Hero MotoCorps mission is to become a global en terprise fulfilling its customers
needs and aspirations for mobility, setting benchmarks in technology, styling and quality so
that it converts its customers into its brand advocates. The Company will provide an engaging
env ironment for its people to perform to their true potential. It will con tinue its focus on
value creation and enduring relationships with its partners.
STRATEGY
Hero MotoCorps key strategies are to build a robust product portfolio across
categories, explore growth opportunities globally, continuously improve its operational
efficiency, aggressively expand its reach to customers, con tinue to invest in brand building
activities and ensure customer and shareholder delight.
MANUFACTURING
HERO bikes are manufactured across three globally benchmarked manufacturing
facilities. Two of these are based at Gurgaon and Dharuhera which are located in the state of
Haryana in northern India. The third and the latest manufacturing plant is b ased at Haridwar,
in the hill state of Uttarakhand.
TECHNOLOGY
In the 1980s the Company pioneered the introduction of fuel-efficient, environment
friendly four-stroke motorcycles in the country. It became the first Company to launch the
Fuel Injection (FI) technology in Indian moto rcycles, with the launch of the Glamour FI in
June 2006.
Its plants use world class equipment and processes and have become a benchmark in
leanness and productivity. Hero MotoCorp, in its endeavor to remain technology pioneer, will
continue to innovate and develop cutting edge products and processes.
PRODUCTS

HERO's product range includes variety of motorcycles that have set the industry
standards across all the market segments. The Company also started manufacturing scooter in
2005. HERO offers large no. of products and caters to wide variety of requirements across all
the segments.
DISTRIBUTION
The Companys growth in th e two wheeler market in India is the result of an intrinsic
ability to increase reach in new geographies and growth markets. Hero MotoCorps extensive
sales and service network now spans over to 5000 customer touch points. These comprise a
mix of authorized dealerships, Service & Spare Parts outlets, and dealer-appointed outlets
across the country.
BRAND
The new Hero is rising and is poised to shine on the global arena. Companys new identity
Hero MotoCorp Ltd. Is truly reflective of its vision to strengthen focus on mobility and
techn ology and creating global footprint. Building and promoting new brand identity will be
central to all its initiatives, utilizing every opportunity and leveraging its strong presence
across sports, entertainment and ground- level activation.
HERO RACING
Hero MotoCorp set the race tracks on fire with their maiden foray into one of the most
exciting race circuits for super bikes by partnering with Erik Buell Racing (EBR), USA. With
this partnership Hero now enters into the exciting racing arena by sponsoring two teams:
Team Hero & AMSOIL Hero at the AMA Pro Racing Superbikes Championship. AMSOIL
Hero is represented by the popular rider Geoff May #99, an accomplished rider whose
passion is contagious & spirit is indomitable. Both the riders ride the scorching EBR 1190 RS
bikes.
As a company, we have always supported and nurtured sports and sporting talent in
India. We are delighted to be taking an Indian brand to a highly-competitive and highly-
popular international motorcycle race arena - says Mr. Pawan Munjal, Managing Director &
Chief Executive Officer, Hero MotoCorp
Mr. Erik F. Buell, Chairman & CTO of EBR, said EBR is delighted to partner with a
company as iconic as Hero MotoCorp. Both HMCL and EBR share the common commitment
to manufacturing world-class two-wheelers with technology of the future. The 'Team Hero' at
AMA Championships is really a natural extension of our strategic collaboration. Top-class

motorcycle racing is a very popular sport in the US, and the presence of the Hero brand
name is going to lend a lot of stature and excitement to all EBR fans out there."
MOTIVATION PHILOSOPHY IN HERO
HERO recognizes that employees are the most important resource of any
organization. In the modern world, the human factor alone can provide a competitive edge to
any organization. As one author remarks Some of the best assets walk into and outside the
organization everyday.
All HRD efforts are based on the fundamental concept that Human-beings infinite
potential for growth and development that can be converted into performance by investment
of time and effort by management at all levels. In HERO Human Resource
Management is identified as a key area providing the cutting edge to the organization in its
endeavor towards competitive excellence. The HRD philosophy of the organization is based
on continuous efforts to enhance the knowledge develop skills and reorient attitude of
employees to keep pace with the changing environment. An attempt is made to align HD
programmers with the basic business strategy.
TRAINING OBJECTIVES OF HERO :
Objectives crystallize the fundamental principles enunciated in the mission and policy
statement. To operational the policy mission and statement, the following are the objectives
of HERO of different training programmers.
1. To ensure that adequate time and efforts are invested at all levels of management
towards people management.
2. To instill in all employees a feeling of pride and belong with an intention to increase
organizational loyalty.
3. To design specific programmes with special focus on equipping the employees to
meet the emerging challenges and opportunities.
4. To help employees improve their core competency that has direct impact on their
performance and productivity.
5. To inculcate in the employee, the need for observing sound organization principles in
order to ensure healthy organization practices.
A study of the fundamental mission and philosophy of HERO brings out to our notice
the fundamental assumptions behind all HRD attempts at HERO.
A high level of confidence in capacity and integrity of all employees.

Recognition by the management of need for the integration of the objectives of the
organization and the needs of the individual employees.
The need to recognize the fact that HRD attempts must be incorporated into the basic
business policies and practices.
The conscious attempt to make every individual feel that he is a part of a team, which
has a specific objective.
The need to ensure that training is a proactive process, which must be designed taking
into consideration future changes in the environment, the business, and the
competition and customer expectations.
The need to constantly update job specific skills among employees to make them
more efficient and effective in discharging their duties.
To aim at attitudinal changes required making the employee more conscious of his
role as a representative of the organization.
To provide avenues for the growth and development of the individual through
actualization of inherent potentialities.
TRAINING PERIOD
The duration of training varies with skill to be acquired, the complexity of the subject,
a trainees aptitude and ability to understand, and the training media used.
Generally, a training period should not be unduly long: if it is, trainees may feel bore
uninterested. The ideal session should not go beyond 2 to 3 hours at stretch, with a break in
between 2 sessions. It convenient employees may be trained for a week or a fortnight for an
hour or two, every day after work hours.
The training period may extend from 3 weeks to 5 months even more, depending
upon job requirements.
The physical locations of the programmes should be in pleasant surrounding away

from the noise and tension of the work place.
IMPLEMENTATION OF TRAINING
Once the training programmes have been designed, it needs to be implemented.
Implementation is beset with certain problems. Firstly, most managers are action oriented
and frequently say no to training efforts. Secondly, there is problem of location suitable

trainers within an organization. Any training programmed implementation involves action on

the following:
Deciding the location and organizing training and other facilities.

Scheduling the training programme.
Conducting the programme
Monitoring the progress of trainees.
TRAINING EVALUATION
Objectives of training evaluation is to determine the ability of the participant in the
training programmed to perform jobs for which they were trained, the specific nature of
training deficiencies, whether the trainees required any additional on the job training and the
extent of training not needed for the participants to meet job requirements.
PRINCIPALS OF EVALUATIONS
Evaluation specialist must be clear about the goals and purposes of evaluation.
Evaluation must be continuous.
Evaluation must be specific.
Evaluation must be provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.
It is mainly based on objective methods.
TRAINING EFFECTIVENESS
Training effectiveness is the degree to which trainees are able to learn and apply the
knowledge and skills acquired in the training programme. It depends to the attitudes,
interests, values, and expectations of the trainees and the training environment. A training
programmer is likely to be more effective when the trainees want to learn, are involved in
their jobs, have career strategies. Contents of a training programme, and the ability and
motivation of trainers also determine training effectiveness.
METHODS OF EVALUATION
Several methods can be employed to collect data on the outcomes of training. Some
of these are:
1. The opinions and judgments of trainers, superiors, and peers.
2. Asking the trainers to fill up evaluation forms.
3. Using a questionnaire to know the reactions of trainees,

4. Giving oral and written tests to trainees to ascertain how far they have learnt,
5. Arranging structured interviews with the trainees,
6. Comparing trainees performance on the job before and after training.
7. Studying profiles and career development charts of trainees,
8. Measuring levels of productivity, wages, costs, absenteeisms and employee turnover
after training.
9. Trainees comments and reactions during the training period, and Cost benefit analysis
of training programme.
FEEDBACK
After the evaluation, the situation should be analysed to identify the possible causes
for difference between the expected outcomes and the actual outcomes. The precautions
should be taken in designing and implementing future training programme so as to avoid
these causes. The outcomes of training programme should justify the time, money, and
efforts invested by the organization in training. Information collected during evaluation
should be provided to the trainees and the trainers as well as to others concerned with the
designing and implementation of training programmes. Follow-up action is required to
ensure implementation of evaluation report at every stage.

Chapter 5
ORGANIZATIONAL PROFILE

ORGANIZATIONAL PROFILE
INTRODUCT TO SASYA AUTO
Sasya Auto was
established in the year 2002 as
sales and service of Hero Honda
Spare Parts. Chairperson of
Sasya Auto is S.M Srinivasa Rao
after succesful gains in Sales and
Service of Hero Honda later in
the year 2007 Sasya Auto got the
dealership of Hero Honda Two
Wheelers in Kurnool. At the time
of establishement of the
Dealership the sales manager is
Lakshmikanth Reddy, Work Manager is Narayana Swamy. Sasya Auto has got a skilled
human resources in the firm and are as fallows; 4 Floor Managers,8 supervisors, Technicians
14 members, Asistant Technicians 14 Members, Computer Operator 1 member, Telephone
Operator 1 members as internal employees, and the external employees are as fallows; Sales
Executies 7 2 Females and 5 Males working in the firm for more than 3 years.
In the year 2012 due to the solvency of the collbarotion between Hero and Honda the
Sasya Auto Dealership changed form Hero Honda to only Hero. The Sasya Auto sales is
15 20 bikes regularly and during the special ocassions the sales move to more than 30 bikes
a day. Regional sales manager is Yoganand.
At the same time Sasya Auto is serving its 100 customers regularly. Which intact both free
service and pay service. Sasya Auto also conducts a monthly once camps to promote the
newly launched two wheelers of Hero, viz Hero CBZ Xtreme, Hunk, Ignitor, Karizma. Sasya
Auto also conducts a Exchange mela under special discount offers twice or trice in a year in
various parts of the Kurnool District like Orvakal, Shanti Nagar, Dhone, Patti Konda etc.

Chapter 6
DATA NALYSIS
&
INTREPRETATION

Table 1. Do you think that the training is really necessary?
Is training important No. of Respondents Percentage of Respondents

Yes 36 60
No 24 40
Total 60 100%
Interpretation
The above table is aimed to show the importance of training in view of employees and
according to the table it is clear that 60% of the respondents think that the training is
necessary, and 40% of the respondents think that it is not.

Graph No. 1. Do you think that the training is really necessary?
Whetherto Training important to you
40
Yes
No
60

Table 2. Did the training help you to improve your performance?
Training help improving No. of Respondents Percentage of Respondents

Yes 42 70%
No 18 30%
Total 60 100%
Interpretation
From the above table it is concluded that 70% of the respondents think that training
improves performance in the job and where 30% of the respondents think that training does
not help to improve performance.

Graph 2. Did the training help you to improve your performance?
Whether training helps in improvment
30%
Yes
No
70%

Table 3. Did you have any training counsels or committee in your organization?
Presence of counsel or No. of Respondents Percentage of Respondents

committee
Yes 54 90%
No 6 10%
Total 60 100%
Interpretation
According to the above table, 90% of the respondents say yes that they have training
counsels or committee in organization, where 10% say they dont have one.

Graph 3. Did you have any training counsels or committee in your organization?
Presene of Counsel or Committee
10%
Yes
No
90%

Table 4. Have you undergone any training in this organization?
Undergone a training No. of Respondents Percentage of Respondents

Yes 48 80%
No 12 20%
Total 60 100%
Interpretation
From the above table it is concluded that 80% of the respondents have undergone
training program in this organization, and 20% have not gone in any training program.

Graph 4. Have you undergone any training in this organization?
Have you undergone any training program
20%
Yes
80%
No

Table 5: Are you satisfied with your current job?
Satisfaction on current job No. of Respondents Percentage of Respondents

Yes 42 70%
No 18 30%
Total 60 100%
Interpretation
The above table reveals that most of the respondents that is 70% are satisfied with
their current job on the job and it also indicates that some of the respondents i.e. 30% are not
satisfied with the job job.

Graph No.5: Are you satisfied with your current performance?
Satisfaction on current performance

80% 76%
70%
60%
50%
40%
Percentage of Respondents
30%
24%
20%
10%
0%
Yes No

Table 6. How you feel your current performance can be increased?
Improvement of current No. of Respondents Percentage of Respondents

performance through
Training programs 27 54%
Working conditions 5 10%
Adopt ion of new 15 30%
techniques
Providing better facilities 3 6%
Total 50 100%
Interpretation
From the above table it is concluded that respondents feel that they can improve their
job performance through Training programs i.e. 27%, through Work conditions i.e. 10%
through Adopt of new techniques i.e. 30% and through Providing better facilities i.e. 6%

Graph No.6 How you feel your current performance can be increased?
Improvement of Current Performance through
6%
Training programs
30% Working conditions
54% Adopt ion of new techniques
Providing better facilities
9%

Table 7. Whether your company goes for Training Need Assessment program?
Particulars No. of Respondents Percentage of Respondents

Yes 54 90%
No 6 10%
Total 60 100%
Interpretation
From the above table, according to the employees 90% of the respondents say that the
company goes for training needs and assessments program and 10% responded in no that
the company doesnt go for training need and assessment program.

Graph 7. Whether your company goes for Training Need Assessment program?
Does the Organization holds TNA

90%
90%
80%
70%
60%
50% Percentage of Respondents

40%
30%
20% 10%
10%
0%
Yes No

Table 8. How your organization organizes Training Need Assessment program?

When technical changes 30 50%
When any employee required 12 20%
training
When new program implemented 18 30%
Total 60 100%
Interpretation
The above table is aimed to show the reason for organizing a training program for
employees in the organization and the table states as follows; 50% of the respondents say
When technical changes are there company organizes training program, 30% say when new
program implemented, and the rest 20% say when any employee required training, then the
organiztion goes for training program.

Graph 8. How your organization organizes Training Need Assessment program?
When the Organization Organizes TNA

60%
50%
50%
40%
30%
30%

20%
10%
0%
When technical When any When new program
changes employee required implemented
training

Table 9. Are your objectives of the program in accordance with employee needs and
were made clear to you?
Strongly agree 12 20%
Agree 32 53%
Neutral 10 17%
Disagree 6 10%
Strongly disagree 0 0%
Total 60 100%
Interpretation
The above table is aimed to show that the training objectives were made
comprehensible to the employees before the program being held, and according to the table
53% of the employees Agree, that the objectives of the program were made clear to them
before the program being held, 20% of the respondents strongly agree, 17% of the
respondents are neutral when it was asked to them, and the remain 10% disagree.

Graph 9. Are your objectives of the program in accordance with employee needs and
were made clear to you?
Objectives made clear to you

60%
53%
50%
40%
30%
20%
20% 17%
10%
10%
0%
0%
Strongly Agree Neutral Disagree Strongly
agree disagree

Table 10. How many times does the organization, organizes Training program in a
year?

Once in a year 42 70%
Twice in a year 12 20%
more than twice 6 10%
Total 60 100%
Interpretation
From the above table it is concluded that 70% of the respondents say that the
organization organizes training program once in a year, where 20% of the respondents say
that the organization organizes training program twice in a year and the rest 10% of the
employees say that the training program held in organization for them is more than twice in a
year.

Graph 10. How many times does the organization, organizes Training program in a
year?
How many times TNA organized by the

Organization
80%
70%
70%
60%
50%
30%
20%
20%
10%
10%
0%
Once in a year Twice in a year more than twice

Table 11. Which type of training program have you attended in the organization?

On the Job Training 45 75%
Off the Job Training 15 25%
Total 60 100%
Interpretation
From the above table it is concluded that 75% of the employees have attended on the
job training in the organization, and the rest 25% of the employees have attended off the job
training in the organization.

Graph 11. Which type of training program have you attended in the organization?
Which TNA Program have you attended
80%
70%
60%
50%
40%
30%
20%
10%
0%
On the Job Training Off the Job Training

Table 12. Which type of training do you required?
Type of training required No. of Respondents Percentage of Respondents

On the job training 40 67%
Off the job training 20 33%
Total 50 100%
Interpretation
The above table is describing the respondents view on what type of training they
require for the improvement and according to the table, 67% of the respondents prefer to have
On the job training and the rest 33% of the respondents prefer to have Off the job training.

Graph 12. Which type of training do you required?
Which TNA Program do you require

80%
70% 67%
60%
50%
40%
30%
20%
10%
0%
On the job training Off the job training

Table 13. If on the job which method do you prefer?
Method you prefer No. of Respondents Percentage of Respondents

Coaching 18 30%
Job instruction 36 60%
Job rotation 6 10%
Total 60 100%
Interpretation
The above table show the respondents preference on method of training if have an
opportunity to have on the job training and according to the table 30% of the respondents
prefer Coaching method, 60% of the respondents prefer Job instruction and the rest 10%
prefer Job rotation.

Graph 13. If on the job which method do you prefer?
Method you prefer for on job training
70 64
60
50
40
28 Percentage of Respondents
30
20
8
10
0
Coaching Job instruction Job rotation

Table 14. If off the job which method you prefer?
Method you prefer No. of Respondents Percentage of Respondents

Role playing 22 37%
Conferences 12 20%
Lectures 12 20%
Programmed instructions 14 23%
Total 60 100%
Interpretation
The above table show the respondents preference on method of training if have an
opportunity to have off the job training and according to the table 37% of the respondents
prefer Role playing, 20% of the respondents prefer Conferences, 20% of the respondents
prefer Lectures and the rest 23% of the respondents prefer Programmed instruction.

Graph 14. If off the job which method you prefer?
Method you prefer for off the job training

40% 37%
35%
30%
25% 23%
20% 20%
20%
15%
10%
5%
0%
Role playing Conferences Lectures Programmed
instructions

Table 15. What is the ideal duration of the training?
Duration of training No. of Respondents Percentage of Respondents

require
Half day 10 17%
One day 23 38%
More than 2 days 13 22%
According to the 14 23%
programme
Total 60 100%
Interpretation
The table is describing the duration of training require by the respondents during the
training program and according to the table 23% of the respondents want to have training
program according to the program, 22% of the respondents wants to have training program
for more than 2 days, 23% of the respondents want to have training program for one day and
the rest 17% of the respondents want to have training program for Half day.

Graph 15. What is the ideal duration of the training?
Ideal Duration of the Training program
17%
23%
Half day
One day
More than 2 days
According to the programme
22%
38%

Table 16. Are the sessions interactive with sufficient opportunities given to you to seek
clarifications and to participate in the discussion?

Agree 24 40%
Neutral 18 30%
Disagree 3 5%
Total 60 100%
Interpretation
From the above table it is concluded that 40% of the respondents agree that the
sufficient opportunities and participation in the discussion is given to them, 30% of the
respondents are neutral on it, where 25% of the respondents strongly agree it as a fact and the
rest 5% of the respondents disagree with it.

Graph 16. Are the sessions interactive with sufficient opportunities given to you to seek
clarifications and to participate in the discussion?
Are you opportunated for clarification and

discussion
45%
40%
40%
35%
30%
30%
25%
25%
15%
10%
5%
5%
0%
0%
agree disagree

Table 17. Are you given sufficient freedom to give rating of individual session?

Agree 36 60%
Neutral 4 7%
Disagree 0 0%
Total 60 100%
Interpretation
The above table is shown to know whether the employees are given freedom to give
their opinions and rating of individual sessions and it is stated that 60% agree that they have
freedom to rate individual sessions, 33% of the respondents strongly agree, and the rest 7%
are neutral on it and no employee has gone in a negative approach about it.

Graph 17. Are you given sufficient freedom to give rating of individual session?
Freedom to give rating of individual session

70%
60%
50%
40%
30%
20%
10%
0%
agree disagree

Table 18. Rate the following benefits of training on the scale:
Rate benefits of training No. of Respondents Percentage of Respondents

Quick learning 6 10%
Higher productivity 7 22%
Improved quality 3 5%
Standardization of procedures 14 23%
Better utilization of new 12 20%
technology
Optimum utilization of resources 6 10%
Less supervision required 6 10%
Better management 6 10%
Total 60 100%
Interpretation
The above table is aimed to show the respondents opinions on the benefits if have
gone through a training program and according to the responses in the table by the
respondents it shows 5% of the respondents feel it improves Higher productivity or sales,
10% of the respondents feel it improves optimum utilization of resources, 10% of the
respondents feel it hold better management, 20% of the respondents feel it hold better
utilization of new technology, 10% of the respondents feel it hold less supervision required,
23% of the respondents feel it hold standardization of procedures, 5% of the respondents feel
it improve quality of work, 10% of the respondents it improves Quick learning.

Graph 18. Rate the following benefits of training on the scale:
Benefits you get from TNA

25% 23%
22%
20%
20%
15%
10% 10% 10% 10%
10%
5%
5%
0%

Table 19. Do you feel any improvement after entered into this organization?

Improvement in standard of living 14 23%
improvement in Social status 25 42%
Others 11 18%
Improvement in culture 10 17%
Total 60 100%
Interpretation
The above table is aimed to show the employees development in their lives in various
aspects after joining in the organization and it is stated that 42% of the employees find
development in their social status, 23% of the respondents find development in standard of
living, 17% of the respondents find improvement in culture, and the rest 18% find
development in others aspects.

Graph 19. Do you feel any improvement after entered into this organization?
Improvement of Employees once enter in

organization
42%
45%
40%
35%
30%
23%
25%
18% 17%
15%
10%
5%
0%
Improvement improvement Others Improvement
in standard of in Social in culture
living status

Table 20. Are the employees are satisfied with the training program?

Highly dissatisfied 2 3%
Dissatisfied 3 5%
Neutral 18 30%
Satisfied 30 50%
Highly satisfied 7 12%
Total 60 100%
Interpretation
The above table is aimed to show the employees satisfaction level after obtaining
training program in the organization and the table concluded that 50% of the respondents are
satisfied with the training program, 30% of the respondents are neutral, 12% of the
respondents are highly satisfied with the training program, 5% of the respondents are
dissatisfied and the rest 2% of the respondents are highly dissatisfied with the training
program.

Graph 20. Are the employees are satisfied with the training program?
Employees Satisfaction Level towards

Training program
50%
Highly dissatisfied
18% Dissatisfied
62% Neutral
Satisfied
5%
Highly satisfied
3% 12%

Chapter 7
Findings
Suggestions
Conclusion

FINDINGS
As per the responses of the employees, organization goes for Training Need
Assessment program.
Most of the respondents are satisfied with the training programs held at Sasya Auto.
As per the response of the employees the training programs are organized at regular
intervals, mostly once in a year at Sasya Auto.
Training programs are preplanned and organized with accordance to the need of the
skills of the employees.
At Sasya Auto, training program will be organized when there are any technical
changes.
Recommendations are always welcomed and proper support from supervisors and
subordinates are provided to employees.

SUGGESTIONS
The current performance of managers and executives can be increased by
providing better growth opportunities & that of staff and officers by training.
More on the job training should be provided the off the job training & job rotation
should be considered in on the job training.
Confidence building and acquiring new skills are the most important benefits of
training from the point of view of the employees.
Training is required by the most of the employees in area of the communication skills
and managerial skills. In communication skills they require training mainly in
presentation skills and verbal skills, while in case of managerial skills training is
required in areas of stress and time management.
Staff level employees are more interested in creativity and innovation related
workshops.

Conclusion
Sasya Motors is committed to safety and health of its employees and other persons
who may be affected by its operations. It believes that the safe work practices lead to
better business performance, motivated workforce and higher productivity. With this view
point Sasya Motors has always gone through the training programs for its employees on
need basis which helps it to grow efficiently and improve the sales and maintain
customers with good relations.
Through training need assessment it is concluded that Sasya motors are sincere and
careful for its employee growth which leads the growth of the organization and it has
done well to capture attention of the employees towards work allotted to them which
leads to reach the goal of the organization.

Chapter 8
Questionnaire
Bibliography

QUESTIONNAIRE
Name: _______________________ Designation : _______________________
Email: _______________________ Contact : _______________________
1. Do you think that the training is really necessary? [ ]
a) Yes b) No
2. Did the training help you to improve your performance? [ ]
a) Yes b) No
3. Did you have any training counsels or committee in your organization? [ ]
a) Yes b) No
4. Have you undergone any training in this organization? [ ]
a) Yes b) No
5. Are you satisfied with your current job? [ ]
a) Yes b) No
6. How do you feel your current performance can be increased? [ ]
Through:
a) Training programs b) Working conditions
c) Adoption of new techniques d) Providing better facilities
7. Whether your company goes for Training Need Assessment program? [ ]
a) Yes b) No
8. How your organization organizes Training Need Assessment program? [ ]
a) When technical changes b) When any employee required training
c) When new program implemented
9. Are your objectives of the program in accordance with employee needs and were
made clear to you? [ ]
a) Strongly agree b) Agree c) Neutral d) Disagree e) Strongly disagree
10. How many times does the organization organizes Training program in a year?
a) Once in a year b) Twice in a year c) more than twice [ ]
11. Which type of training program have you attended in the organization? [ ]
a) On the Job Training b) Off the Job Training
12. Which type of training do you required? [ ]
a) On the Job Training b) Off the Job Training

13. If you are followed by on the job mehtod, which method do you prefer? [ ]
a) Coaching b) Job instruction c) Job rotation
14. If you are followed by off the job method, which method do you prefer? [ ]
a) Role playing b) Conferences
c) Lectures d) Program instruction
15. What is the ideal duration of the training? [ ]
a) Half day b) one day
c) More than 2 days d) According to the program
16. Are the sessions interactive with sufficient opportunities given to you to seek
clarifications and to participate in the discussion? [ ]
17. Are you given sufficient freedom to give rating of individual session? [ ]
18. Rate the following benefits of training on the scale: [ ]
a) Quick learning b) Better utilization of new technology
c) Higher productivity c) Optimum utilization of resources
e) Improved quality f) Less supervision required
g) Standardization of procedures h) Better management
19. Do you feel any improvement after entered into this organization? [ ]
a) Improvement in standard of living b) improvement in Social status
c) Others d) Improvement in culture
20. Are the employees are satisfied with the training program? [ ]
a) Highly dissatisfied b) Dissatisfied c) Neutral
d) Satisfied e) Highly satisfied
Please specify any changes that you recommend to be done during training program:
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________
Thank You for your time

Bibliography
Websites:
www.wikipedia.org
www.managementparadise.com
www.hero.co.in
www.ask.co.in
Books:
Information from Sasya Motors.

Human Resource Management V S P Rao
Marketing Management Philip Kotler
Personal management C.B.Mamoria
Human resource management by C.B Gupta
Human resource management by P. Subha Rao
Resource methodology by C.R.Kothari

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Training Need Assessment 2012 - 2014

Sasya Auto Ltd, Kurnool ~1~

Sasya Auto Ltd, Kurnool ~2~

Sasya Auto Ltd, Kurnool ~3~

Sasya Auto Ltd, Kurnool ~4~

Lack of skills or knowledge, or experience

Sasya Auto Ltd, Kurnool ~5~

Five Steps of Training Needs Assessment

Step 1: step 2: Step 3: Step 4: Step 5:

Sasya Auto Ltd, Kurnool ~6~

Step1: Identify Problem and Needs

Step 1: step 2: Step 3: Step 4: Step 5:

Sasya Auto Ltd, Kurnool ~7~

Step 2: Determine Design of Needs Analysis

Step 1: step 2: Step 3: Step 4: Step 5:

Sasya Auto Ltd, Kurnool ~8~

Figure 2: Types of Needs Assessment

Feasibility analysis Why should this training be done?

Needs versus wants analysis Why should this training be done?

Goal analysis What is the specific behavior improvement

Job/task analysis What is the best and correct way to do this

Target group analysis Who is the trainee for this training?

Contextual analysis When will the training be presented?

Sasya Auto Ltd, Kurnool ~9~

Step 3: Collect Data

Step 1: step 2: Step 3: Step 4: Step 5:

Sasya Auto Ltd, Kurnool ~ 10 ~

Step 4: Analyze Data

Training needs analysis:

Sasya Auto Ltd, Kurnool ~ 11 ~

Step 5: Provide Feedback

Sasya Auto Ltd, Kurnool ~ 12 ~

IDENITIFYING TRAINING NEEDS

Task or Role Analysis

Sasya Auto Ltd, Kurnool ~ 13 ~

Designing a Training Programme

A sound training policy clearly defines the following issues:

Sasya Auto Ltd, Kurnool ~ 14 ~

Training Methods and Techniques

Sasya Auto Ltd, Kurnool ~ 15 ~

Assessment of Training Needs

The following forms identify training needs

Sasya Auto Ltd, Kurnool ~ 16 ~

Sasya Auto Ltd, Kurnool ~ 17 ~

To provide opportunities to Ist class employees to fulfill there career aspirations.

Sasya Auto Ltd, Kurnool ~ 18 ~

ii) Appraisal of present Managerial Talent

Inventory of Ist class employee Manpower:

Sasya Auto Ltd, Kurnool ~ 19 ~

Sasya Auto Ltd, Kurnool ~ 20 ~

Sasya Auto Ltd, Kurnool ~ 21 ~

Sasya Auto Ltd, Kurnool ~ 22 ~

Sasya Auto Ltd, Kurnool ~ 23 ~

Scope of the study

Sasya Auto Ltd, Kurnool ~ 24 ~

Need for the Study

Sasya Auto Ltd, Kurnool ~ 25 ~

Sasya Auto Ltd, Kurnool ~ 26 ~

Training Needs assessment is the process of identifying performance and then

Sasya Auto Ltd, Kurnool ~ 27 ~

Competency-based Needs Assessment

Sasya Auto Ltd, Kurnool ~ 28 ~

Performance improvement practitioners do not always conduct a needs assessment to identity