EXECUTIVE SUMMARY

This report is a vital part of the subject Training and Development MBA (HRM) 3st

semester. It is based on the training programme which we were asked to develop just to

experience real life practices involved in training, in order to bridge the gap between the

theoretical and the actual for better comprehension and knowledge of different aspects of

this field.

The main purpose of this report is to design a training programme which was suppose to

be carried out with in an organization. I designed a training program to for which i

choose the topic TIME MANAGEMENT. Training program involves different stages that

starts with the problem identification and ends with the post training feedback from the

targeted audience which were the upper and middle level employees of the organization.

Objectives were set for the training programme and areas were identified which had to be

covered. Different training techniques including Case Study , Buzz groups, A talk or

lecture, Handouts and reference material were used. Session design and session guide

were prepared to make it easy for the trainer. In the end a training feedback form was

issued to know if the training was successful enough.

 ACKNOWLEDGMENT

“In the name of Allah most gracious and merciful who bestowed His blessings upon
me in every hurdle during hard times”

Designing a Training Programme is indeed really a hard job to do, which requires sincere

efforts for accomplishment. Therefore those who have helped me out, supported me and

guided me in anyway cannot be ignored for heartily regards and bundle of thanks.

Sir.Mussawir was Among those whose kind supervision was constantly motivating me

and whose encouragement enabled me to work on the assignment. I heartily say thanks to

him for his kind anticipation.

 INTRODUCTION

TIME MANAGEMENT

Time is valuable resource. Time passes inexcusably in a fixed rhythm: 60 seconds/

minute, 60 minutes every hour. Time which has passed can never come back. Time is
democratically shared resource: we all have 24 hours every day, seven days every week.
It does not matter how g` wealthy we are, we cannot buy more time. We cannot hard
time, borrow time, steal time or change it in any ways. All we can do is make the best use
of the time we have.
The purpose of time management is to wake us up. Time management is a catchy
title. Time passes inexorably in a fixed rhythm: There is nothing you can do about that. In
fact there is only one thing we can manage, and that is our self. This is important to plan
future course of action.

PROBLEMS
 Social commitments.
 Work load.
 Peer group’s pressure
 Family commitments.
 Organizational Politics

SUGGESTIONS & RECOMMENDATION

 Job description should be clearly stated.
 Friendly work environment should be created.
 Job should be made interesting for the employees.
 Pleasant Organizational Culture should be created.
 Awareness about Time management should be increased.
 Frequent Workshops, Seminars, Group discussions should be arranged for Skills
Development and to boost the Motivation level of the employees.
 TRAINING PROGRAMME

TRAINING PROGRAM TARGET POPULATION

The training workshop is designed for middle and senior level managers, team leaders,
performance appraisers, coordinators and volunteers, who are directly, or indirectly
involved and are expected to be engaged in different activities properly in future.

DURATION
3 days

OBJECTIVES
“To enable the participants to better understand the importance of time management in an
organization and to implement it appropriately to keep employees aware of their
performance due to organized approach i.e. to let them know how well they have
performed on established goals, thus to encourage two-way feedback to carry out on-the-
job activities efficiently and effectively”. This training will improve the competence of
the learners in the following areas:
 To provide answers to employees on how they are doing.
 To clarify employee’s expectations due to time management.
 Establish the degree to which employees are meeting the objectives.
 To improve performance on the job.
 Develop an improvement plan that the Managers/Supervisor & the subordinates
understand and accept.
 To develop strong asset in the form of people.
 Give subordinates some personal responsibility.
METHODOLOGY
The training will be based on interactive sessions with focus on experiential and
interactive learning models. There will be structured exercises, group discussions, case
studies, and some other techniques.
AREAS TO COVER/ SUBJECTS TO BE TAUGHT
1. Introduction to Time Management(TM)
2. Essentials of Time Management.
3. Problems in managing time.
4. Challenges for an organization development
5. An ideal organization.
6. Importance of Time management and Communication
7. How to bridge the communication gaps due to time management
8. Impacts of Time Management on OD
9. How to make time management effective.

WHY WE SELECTED THESE AREAS

At ABKT (Association for Behavior and Knowledge Transformation) the employees
especially the upper and middle levels lacks time management due to which the
operations of the organizations are affected. Things are suspended up to days and weeks
and projects which are of much importance, get delayed hence results in affecting the
organization.
For what is Time? Who is able easily and briefly to explain it? Who is able so
much as to comprehend it in thought as to express himself concerning it? And yet what is
our usual discourse do we more familiarly and knowingly make more mention of than
time? And surely we understand it well enough when we speak of it; we understand it
also when in speaking with another we hear it named. What then is time? If nobody asks
me I know, but if I wanted to explain it to someone that should ask me, plainly I do not
know.
Things have not changed much since St. Augustine wrote those words. We all
know what we mean by time but we cannot say what it is. Philosophers and physicists are
less sure, for their speculations and calculations do not throw more light on the matter.
The nearest we can come to grasping the concept of time is to look upon it as a
dimension, like space. It is the dimension in which change happens. The rate of change
varies enormously; mountains form and crumble over millions of years while men are
born and die over decades. Being human we tend to measure time and change in terms of
our life span.
Although we know that each hour actually has sixty minutes and each minute
sixty seconds, we experience time in different ways. Sometimes we are not aware of it at
all. Sometimes it goes faster and sometimes slower. Time has its own psychology.
No young man believes he shall ever die, wrote William Hazlitt. There is a feeling
of eternity in youth; perhaps the young are prodigal with time because they feel they have
so much of it. Yet boredom, not knowing what to do with time, can be the other side of
the coin.
Time spent in purposeful activity can fly past. That may be why, as we grow
older, time seems to be speeding up – years go by faster, days are like hours, and hours
minutes. That is, providing we are busy. Time management is most likely to be attractive
to busy people.
 TECHNIQUES TO BE USED
CASE STUDY
A case study is a detailed description of events that either really happened or are products
of the imagination. Its purpose is to take the participants closer to the real context of a
situation or problem. Through a case study we can analyze a problem to identify its
causes and solutions based on the experiences of the participants. Case studies can also
draw comparisons between ideal and real-life conditions. Different purposes of case
study method is used
• To increase awareness of a problem
• To exchange experiences
• To reach decisions by studying a situation or an incident
• To learn from past successes and failures
• To clarify perception of the problem and the solution or results

USE OF CASE STUDY AT DIFFERENT STAGES

AT THE BEGINNING
• Select the topic or theme.
• Prepare questions or instructions to help participants investigate and understand
important aspects of the case.
• Decide upon the type of case and presentation.
• Prepare the case study with reference to participants’ own experiences if possible.

DURING THE CASE STUDY PRESENTATION

• Give the case study to small groups or individuals for analysis.
• Provide necessary assistance to guide the analysis in the proper direction.
• Ask participants to write down their findings on a chart.
AT THE END OF THE CASE STUDY
• Ask each group or individual to state their findings.
• After listening to the views of one group/individual, let another present theirs.
• Lead the discussion in terms of the learning objectives of the training course.
HANDOUTS AND REFERENCE MATERIAL
Handouts are duplicated pieces of paper containing notes, diagrams, or abstracts from
articles or textbooks. The information in a handout can be a summary of the content of a
training session or learning element, or background reference material, or both

USE OF HANDOUTS ON DIFFERENT STAGES

There are two stages:
i) Preparation ii) Presentation

PREPARATION
 Identify the main points you want to cover
 Make notes on each of the points
 Select or compose diagrams, line drawings, charts, tables to illustrate your points
 Edit your material into a coherent message or series of messages
 Decide on a paper format and layout (you may need help with this). Normally, A4
size paper is used
 Type up your material, assemble your illustrations, and paste them together onto the
page. This is known as ‘camera-ready copy’
 Duplicate the material
 Make sure you have more than enough copies to go round

A TALK OR LECTURE
A lecture is where you stand in front of your audience and deliver the material by talking
to them.
USE OF TALK OR LECTURE
A talk consists of three parts:
i) Preparation ii) Presentation iii) Summary
PREPARATION
 It takes at least twice as long to prepare a talk as it does to give it, even when you
know your subject thoroughly
 Never plan to speak for more than 20 minutes. Break up longer sessions with other
techniques and aids like films.
 Do not pack too much information into one session
 Plan when you are going to allow questions
 Prepare your visual aids and the layout of your flipchart or writing surface
 Even if you have given your talk a number of times before, you should read your
notes and recast your material each time to keep it fresh.
USE
When training objectives are cognitive and theoretical concepts are to deliver.

BUZZ GROUPS
A question or statement is displayed on a flipchart and participants will generate their
responses in small groups. Responses will be listed and common responses will be
selected for discussion by the participants as a whole.

USE OF BUZZ GROUPS AT DIFFERENT STAGES– BUZZ

i) At the start of a presentation ii) After a break iii) To change the subject
 A carefully-phrased question or statement on a flip chart is written.
 Participants will be divided into small groups; three people to a group is ideal
 Have each group discuss the question/statement for about 10 minutes to produce a list
of ideas
 Ideas from each group is taken and will be written then on flipcharts so that
everybody can see
DISCUSSION
 The participants will be then directed to scan the lists
 Common items will be asked from all lists. After one has been suggested, it will be
underline on each list
 Invite nominated participants to explain the item:
 Repeat the process for the next item
 When the discussion is well established; you can pick on particular items on any list
and request explanation
 At the end of the discussion, summarize briefly and make a positive link with what
happens next

Buzz Groups are used to

 Establish current levels of knowledge and understanding within the group
 Establish previous experience.

QUESTION AND ANSWER

This technique is very effective for obtaining information about the experiences of the
participants by asking questions. There are different types of questions:
• Predetermined questions: Questions are directed at a specific person determined in
advance.
• Open questions: Questions are not aimed at any particular person; anybody can
answer.
• Delayed directed questions: The first questions are kept open and then directed to a
particular person.
Questions can be:
• Closed: The questions have to be answered by Yes or No.
• Open-ended: The questions have to be answered with some detail or elaboration.

All these question and answer session will enhance the feedback from the target audience
and will provide the information about weak areas which are to be cover

AIDS
Overhead projector
Flip chats
Writing material (paper, pen, pencil, markers etc)
 SESSION DESIGN
Day 1:- Introducing the basic concepts of Time Management

Specific learning objective: To enable the participants to understand what time

management is all about, what its essentials are and what kind of problems arise in this
process.
S.No Subject contents Training techniques and aids Time Remarks
(min) (if any)
1. Introduction to Lecture – Over head projector 30
Time Management (OHP)

2. Process of Lecture-cum-discussion 30
Time Management
3. Essentials of Buzz Group- Flip chart (FP) 40
Time Management

4. Problems and Case Study 30

Issues regarding
Time Management
5. Sum up the session Lecture 10

Day 2:- History of Time Management and its Importance

Specific learning objective: To enable the participants to realize the importance of time
management in organization development and to make participants aware of the history
S.No Subject contents Training Techniques Time Remarks
and aids (min) (if any)
1. Challenges for an organization Hand outs and reference 30
development materials
2. Impact of Time management on Lecture-cum-discussion 30
organization development
3. Importance of Lecture and buzz 30
Time Management groups- OHP
4. An ideal organization Case study and question 40
& answer
5. Sum up the session Lecture 10

Day 3:- Time Effectiveness in Offices

Specific learning objective: To enable the participants to identify the importance of
managing time for different task and how to make time management effective.

S.No Subject contents Training techniques and Time Remarks (if

aids (min any)
)
1. Importance of Lecture and case study- 40
Time Management (OHP)
in office tasks
2. Importance of Buzz groups- (FC) 30
Time Management in Social
Dealings
3. How to bridge Lecture-cum-discussion 30
the communication gaps
4. How to make TM effective Question and Answer 30
5. Sum up the session Lecture 10

SESSION GUIDE

SESSION NUMBER 1
Main Subject: introducing the basic concepts of Time Management

Topics to cover:
 Introduction to Time Management
 Process of Time Management
 Essentials of Time Management
 Problems in managing time

Specific learning objective: To enable the participants to understand what time

management is all about, what its essentials are and what kind of problems arise in this
process.

Time: 150 min Training Materials: Handout 1

Handout 2
.
Training Techniques: Lecture, Case study, Buzz group, lecture-cum-discussion

Training Equipment: Over head projector, materials for flip charts

Instructions for trainer on each learning step:

 A detailed introduction of the subject using OHP
 Discussion of 2nd topic through lecture-cum-discussion
 Using buzz group and flip chart technique to elaborate essentials of Time
Management
 A case study to cover the last topic
 Summing up of the lesson
 Feedback from the learners
 Action commitment

SESSION NUMBER 2
Main Subject: History and Importance of Time Management
Topics to cover:
 Challenges for an organization development
 Impact of time management on organization development
 Importance of Time Management
 An ideal organization

Specific Learning objective: To enable the participants to realize the importance of time
management in organization development

Time: 120 min Training Materials: Handout 1

Handout 2
Training techniques: Lecture, lecture-cum-discussion, Buzz groups, Handouts and
reference materials, Question and Answer, Case study.

Training Equipment: Over Head Projector

Instructions for trainer:

 Handouts and reference materials to be given to cover the topic “challenges for
and organization development”
 Lecture-cum-discussion for 2nd topic
 To give lecture using OHP and make buzz groups to discuss the 3rd topic
 Case study to be given for topic “an ideal organization” and conduct question
answer session
 Summing up of the lesson
 Feedback from learners
 Action commitment

SESSION NUMBER 3
Main subject: Time Effectiveness in Offices
Topics to cover:
 Importance of time management
 Time Effectiveness in Offices
 How to make time management effective
 Importance of clearly stated job description

Specific learning objective: To enable the participants to identify the importance of

make time management effective.

Time: 150 min Training Materials: Handout 1

Training techniques: Lecture, lecture-cum-discussion, Buzz groups, Handouts and

reference materials, Question and Answer, Case study.

Training equipments: Flip chart (FC), Overhead projector (OHP)

Instructions for trainer:

 Lecture and case study to highlight the importance of TM
 Lecture-cum-discussion to highlight the issue “how to bridge communication
gap”
 Question and answer session to discuss how to make TM effective
 Handouts and reference materials to be given to highlight the importance of
clearly stated job description.
 Summing up of the lesson
 Feedback from learners
 Action commitment

TRAINING EVALUATION FORM

We are interested in your assessment of the training provided and would like to ask you
to complete the form. For each statement, please check if you agree or disagree using a
rating scale from “1” to “5”. A rating of “1” indicates that you strongly disagree with the
statement and a rating of “5” indicates that you strongly agree and “3” is the level where
you neither agree nor disagree.

Categories Check your response

Strongly Disagree – Strongly Agree
Preparation 1 2 3 4 5
The invitation for the training stated the goals clearly
I was given enough information to prepare for the training

Content Delivery
The goals of the training were clearly defined
The topics covered were relevant
Each session stated the objectives clearly
There was sufficient opportunity for interactive participation
The format allowed me to get to know the other participants
The training was too technical and difficult to understand
The training experience will be useful in my work
I got most of my questions answered during the training
The materials were pitched at the right level
The materials for the training were helpful
The schedule for the training provided sufficient time to cover all of the
proposed activities
The handouts provided were helpful

Facilitator:
The facilitators were knowledgeable about the topic
The facilitators were well prepared for the session
The facilitators encouraged active participation
The facilitators answered questions in a complete and clear manner
The facilitators used variety of training methods
The facilitators were respectful of the different skills and values
presented by the participants
The facilitator modeled cross-sector collaboration

Facility
The meeting room and related facilities provided a comfortable setting
for the training
The location for the training was convenient for me
The refreshments and food provided were of good quality
The tools and equipments during the sessions worked well
The sessions lasted about the right amount of time
General Satisfaction:
The goals of the training have been met
I am satisfied with my increased understanding of the topic
This training is among the best trainings I have received on the topic of
child abuse
I was generally very satisfied with all aspects of this training event
I plan to keep in contact with professionals I met at the training
I plan to share the information I received during the training with other
workers in my agency
The training provided me an opportunity to meet other professionals
from different disciplines and backgrounds
I was satisfied with the variety of training methods used

How do you hope to change your practice as a result of this training?

What additional training would you like to have in the future?

Additional Comments:

Thank You

REFERANCES and BIBLIOGRAPHY

i) www.netmba.com
ii) www.ehow.com
iii) www.businessdictionary.com
iv) www.google.com

1. Effective Time Management, John Adair. Publisher: Pan Book Ltd. 6 Th Edition
1993.

2. Time Management for Executives, Lauren Robert Januz & Susan K. Jones.
Publisher Stdgwick & Jackson, London, 8th Edition, 1994.

3. Contemporary Applied Management, Andrew J. Dubrin.