Escolar Documentos
Profissional Documentos
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ON
HARYANA
Session
2017-19
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STUDENT’S DECLARATION
I hereby declare that this Project Report titled “Training and Development Practices at
Sunrise eSupport’’ student of Gurgaon Institute of Technology and Management,
Gurugram, is a bonafide work undertaken by me and has not been submitted in partial
fulfillment of the requirements for the Degree of Master of Business Administration to
Maharishi Dayanand University, Rohtak is my original work and the same has not
been submitted for the award of any other Degree/Diploma/Fellowship or other similar
titles or prizes.
Student signature
BHUMIJA SINGH
Reg. No. 17GU130173
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ACKNOWLEDGEMENT
In pursuing of my MBA and other commitments, I under took the task of completing my
project report on “Training and Development Practices at Sunrise eSupport”. To this
and I would like to thank and convey my gratitude to the management of Sunrise eSuport,
who allowed me to conduct my project and gave me their whole-hearted support.
I also record my thanks to all the employees, ex-employees and customers of Sunrise
eSupport some of whom were frank and forthright and a few who were slightly
apprehensive but nevertheless gave me their full co-operation. To all those I owe a debt
of gratitude.
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CONTENT
EXECUTIVE SUMMARY..........................................................................................06
INTRODUCTION .......................................................................................................07
LITERATURE REVIEW.............................................................................................09
OBJECTIVES OF TRAINING....................................................................................12
RESEARCH METHODOLOGY.................................................................................31
MODALITIES.............................................................................................................38
SUCCESSION PLANING...........................................................................................39
DATA ANALYSIS........................................................................................................40
PLANNING TRAINING.............................................................................................47
IMPLEMENTATION...................................................................................................48
FEEDBACK.................................................................................................................48
REACTION..................................................................................................................48
LEARNING.................................................................................................................50
BEHAVIOR..................................................................................................................50
APPROACH................................................................................................................52
EMPLOYEE NEEDS...................................................................................................53
SERVICE OFFERINGS...............................................................................................53
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INDUCTION................................................................................................................55
CONCLUSION............................................................................................................57
REFERENCES.............................................................................................................58
ANNEXURE – QUESTIONNAIRE............................................................................59
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EXECUTIVE SUMMARY
Every organization needs to well-trained and experienced people to perform the activities
that have to be done. As the job becomes more complex, it becomes necessary to raise the skill
level of employees and thus, employee development. In a rapidly changing society, employee
training and development is not only an activity that is desirable but also an activity that an
organization must commit resources to maintain a viable and knowledgeable work force.
Training & Development is the field concerned with workplace learning to improve
performance. Such training can be generally categorized as on-the-job or off-the-job. It deals
with the design and delivery of learning to improve performance within organizations.
New workers in a firm are usually given an induction programme in which they meet other
workers and are shown the skills they must learn. Many large firms will have a detailed
training scheme, which is done on an 'in-house' basis.
Training is imparted in every field and we would be referring to the training in mid and large
size companies as to how the companies develop or polish the knowledge, skills and attitudes
of their employees for higher productivity and satisfaction to both the employer and employee.
Thus, we will be discussing the training practices prevalent at Sunrise eSupport Pvt. Ltd. We
have also covered how exactly the employees imbibe the values and culture at Sunrise which
they are proud of.
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INTRODUCTION TO TRAINING & DEVELOPMENT
Training is one of the processes required to turn new members of an organization into
“productive insiders”.
“Training is the international act of providing means for learning to take place.”
Proctor and Thornton
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particular purposes. Training is aimed at learning a skill by a prescribed method of
application of a technique.” Tripth
Thus, training refers to the efforts made on the part of the trainer who facilitates
learning on the part of the training to increasing skills knowledge and perfection in a
specific task for efficiency economy and satisfaction.
Upon reviewing the variety of definition of training available the following
characteristics can be listed as key elements for effective training.
Training enables employees to demonstrate new concepts, build skills, solve difficult
interpersonal relationship and technical problems or gain insight into behavior accepted
as “the way things are”.
A key assumption of training is that by giving employees skill and insight for
identifying and defining organizational problems, individual will have greater
capacity to change unproductive and unsatisfying organizational structures and
processes. It is a catalytic process that depends largely on the abilities of informed
and skilled members to develop their tools for charge.
However, the individual abilities must be simultaneously supported by
organizational accountability so that, participants use their abilities to the hilt to
learn from the training programmes and transfer those learning to the workplace
and is technically termed as the transfer of training effects. It is basically the
process of increasing the knowledge and skills for doing a particular job; an
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organized procedure by which people gain knowledge and skill for a definite
purpose.
LITERATURE REVIEW
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Training refers to the organization’s efforts to improve an individual’s ability to
perform a job or organizational role. It can be defined as a learning experience in
which it seeks a relative permanent change in an individual that would improve his
ability to perform the job.
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT
Training and development go hand in hand and are often used synonymously but there is
a difference between them.
Development is a related process. It covers not only those activities, which improve job
performance, but also those, which bring about growth of the personality. It helps
individual in the progress towards maturity and actualization of potential capabilities so
that they can become not only good employees but better human beings.
PRINCIPLES OF TRAINING
Motivation
Learning is enhanced when the learner is motivated. Learning experience must
be designed so learners can see how it will help in achieving the goals of the
organization. Effectiveness of training depends on motivation.
Feedback
Training requires feedback. It is required so the trainee can correct his mistakes.
Only getting information about how he is doing to achieve goals, he can correct
the deviations.
Reinforcement
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The principle of reinforcement tells the behaviors that are positively reinforced
are encouraged and sustained. It increases the likelihood that a learned behavior
well be repeated.
Practice
Practice increases a trainee’s performance. When the trainees practice actually,
they gain confidence and are less likely to make errors or to forget what they
have learned.
Individual Differences
Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training
must be geared to the intelligence and aptitude of individual trainee.
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OBJECTIVES OF TRAINING
To increase productivity
An instructor can help employees increase their level of performance on their
assignment. Increase in human performance leads to increase in the operational
productivity and also the increase in the profit of the company.
To improve quality
Better-trained workers are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational
employment atmosphere.
To help a company fulfill its future personnel needs
The organizations having good internal training and development programmes
will have to make less changes and adjustments. When the need arises, vacancies
can be easily staffed.
To improve organizational climate
An endless chain of positive reactions result from a well planned training
programme.
To improve health and safety
Proper training can prevent industrial accidents. A safer atmosphere leads to more
stable attitudes on part of the employees.
Obsolescence prevention
Training and development programmes foster the initiative and creativity of
employees and can help prevent manpower obsolescence.
Personal growth
Employees on a personal basis gain individually from their exposure to
educational expressions. Training programmes give them wider awareness and
skills.
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NEED FOR TRAINING
To impart to the new entrants the basic knowledge and skills they need for definite
tasks.
To build a line of competent people and prepare them to occupy more responsible
positions.
To prevent obsolescence.
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TYPES OF TRAINING
Job training: It refers to the training provided with a view to increase the knowledge
and skills of an employee for performance on the job. Employees may be taught the
correct methods of handling equipment and machines used in a job. Such training
helps to reduce accidents, waste and inefficiency in the performance of the job.
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methods. Refresher or re-training programmes are conducted to avoid obsolescence
of knowledge and skills.
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PROCESS OF TRAINING
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METHODS OF TRAINING
METHODS OF
TRAINING
On-the-job techniques
On the job techniques enables managers to practice management skills, make mistakes
and learn from their mistakes under the guidance of an experienced, competent manager.
Some of the methods are as:
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Enlarged and enriched job responsibilities: By giving an employee added job
duties, and increasing the autonomy and responsibilities associated with the job, the
firm allows an employee to learn a lot about the job, department and organization.
Job instruction training: It is also known as step-by-step training. Here, the trainer
explains the trainee the way of doing the jobs, job knowledge and skills and allows
him to do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee. In simple words, it involves
preparation, presentation, performance, and tryout and follow up.
Committee assignments: Here in, a group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. This develops
team work and group cohesiveness feelings amongst the trainees.
In house programmes
These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.
Off-site programmes
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It is held elsewhere and sponsored by an educational institution, a professional
association, a government agency or an independent training and development firm.
Lecture method: The lecture is a traditional and direct method of instruction. The
instruction organizes the material and gives it to the group of trainees in the form of a
talk. To be effective, the lecture must motivate and create interest among the trainees.
An advantage of this method is that it is direct and can be used for a large group of
trainees.
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Programmed instruction: This method has become popular in recent years. The
subject matter to be learned is presented in a series of carefully planned sequential
units. These units are arranged from simple to mere complex levels of instructions.
The trainee goes through these units by answering questions or filling the blanks. This
method is expensive and time consuming.
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EXECUTIVE DEVELOPMENT PROCESS
Executives are the people who shape the policies, make the decisions and see their
implementation in any business organization. They are the president, the vice-president,
the managing director, works manager, plant superintendent, controller, treasurer, office
managers, engineers, directors of functions such as purchasing, research, personnel, legal,
marketing etc.
Executive development may be stated as the application of planned efforts for raising
the performance standards of high level managers, and for improving the attitudes and
activities that enter into or influence their work and their work relations.
Following are the steps, which are involved in the development process of executives:
Objectives
The first and foremost step is to define the long- term objectives of training and
development of executives.
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requirement of the organization will bring the gap in knowledge and skills of
existing executive. This is the weakness.
Implementation
The training programme envisaged before is put into operation. The actual
training is initiated by proper timetable and other arrangements.
Evaluation
In this step, the effectiveness of the executive training programme is evaluated by
measuring the improved performance of executives who underwent the
programme, on their job. There are various criteria of measuring effectiveness
such as validity, reliability etc.
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EVALUATING THE EFFECTIVENESS OF TRAINING
Kearns (1994) suggests that there are four groups of ‘measures’ of training
effectiveness, which are used by organization. The groups are as follows:
- No Measurement
- Subjective Measures
- Qualitative Measures
- Objective Measures
Quality measures appear to be more objective than the previous group, but are
often flawed by subjectivity as well. They are typified by questionnaires asking delegates
to “put a value on” the likely benefits of a training programme.
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Objective measures are the only really meaningful ones. However, they challenge
the provider of training to demonstrate how their training activities feed through to the
“bottom line”: in terms of return on investment and return on the capital employed. There
has often been an assumption, in times past, that training somehow “justifies itself”,
because it is all about developing people. However, it is incumbent on organizations to
look critically at the ways in which they evaluate their training activities, lest they fall
prey to the subject approach and are badly caught out when a rigorous analysis of all the
functions of the organization’s business is called for.
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Evaluation of training outcomes
Measuring the carry-home value of a training programme in terms of what has been
achieved and how much is the main task of evaluation. This, however, is a complex
technical and professional task. Benefits of a training programme are not obvious and
they are not readily measurable. Payoffs from training are intangible and rather slow to
become apparent. A central problem is the absence of objective criteria and specific
definitions of relevant variables by which to measure the effectiveness either of specific
programmes or changes in employee behaviour. Nevertheless, the good personnel
managers do make an effort to systematically appraise the benefits and results of their
programmes.
In job-related training, the objective is to train people for specific job skills so that
their productivity may increase. Evaluation can be done either to the direct criterion of
increase in output or to the indirect criteria of decrease in cost, breakage or rejects. Even
more indirect are measures that point out changes in absenteeism or turnover. The most
difficult problems of evaluation lie in the area of human relations skill training, which is
given to the supervisors and middle- level managers. Supervisory and managerial training
programmes are, for this reason, less amenable to objective review procedures. Much
subjectivity enters into evaluations of these programmes, since exact standards and
criteria are hard to devise.
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THE EVALUATION MODELS
The process of evaluating the training effectiveness involves the consideration of various
constraints. Many researchers have developed various methods and models in order to
facilitate this process. Some of the models are described as below: -
Context Evaluation: Obtaining and using information about the current operational
context i.e. about individual difficulties, organizational deficiencies etc. in practice, this
mainly implies the assessment of training needs as a basis for decision. This involves:
Examining the expectations and perceptions of the people.
Examining whether the training needs were accurately identified.
Putting the specific training event in the wider context of other training activities.
Establishing whether the trainers enjoyed the confidence of the trainees and
whether the latter are comfortable with the level and focus of the training.
Input Evaluation: Determine using factor and opinion about the available human and
material training resources in order to choose between alternative training methods. This
involves:
Establishing the adequacy of the resource base and its cost.
Considering the choice and effectiveness of the training methods and techniques.
Identifying the numbers who successfully completed the program compared with
those who started and draw appropriate inferences.
Establishing whether the trainers were perceived to be credible as far as the
trainees are concerned.
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Establishing whether the psychological and emotional climate of learning was
appropriate.
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labour turnover etc, studies of organizational climate and human resource accounting are
taken as the ultimate results achieved by the trainee.
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HAMBLIN’S MODEL
Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training
program is one in which the weakness and failures are identified and corrected by means
of the negative feedback and strengths and successes and corrected by means of the
positive feedback.
The processes, which occur as a result of a successful training programme, can be divided
into 4 levels. The evaluation can be carried out at any of the following levels:
Reaction Level: It measures the reactions of the trainees to the content and methods
of the training, not the trainer, and to any other factors perceived as relevant. It
determines what the trainee thought about the training.
Learning Level: It measures the learning attitude of the trainees during the learning
period. It collects information that did the trainees learn what was intended.
Job Behaviour Level: The job behaviour of the trainees in the work environment at
the end of the training period i.e. did the training got transferred to the job?
Effect on the Department: Has the training helped the trainees in improving the
department’s performance?
The Ultimate Level: It measures that has the training affected the ultimate well being
of the organization in terms of the business objectives.
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Measuring Techniques at
Training Each Level
O1 E1 Reaction Notebooks
Reactions Reaction Observer’s Record
Objectives Effects Reaction Forms
O2 E2 Written Exam
Learning Learning Multiple choice Test
Objectives Effects Learning Portfolios
O3 E3 Activity Sampling
Job Behaviour Job Behavior Interviews
Objectives Effects Questionnaires
O4 E4 Indices of Productivity
Organization Organization Organisation Culture
Objectives Effects
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OBJECTIVE OF THE STUDY
To study the training and development activities carried out in Sunrise eSupport
To find out the effectiveness of the training programs that the trainees underwent.
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RESEARCH METHODOLOGY
Instrument used to measure the training system in Sunrise eSupport Pvt. Ltd. was of
primary and secondary kinds .
STATISTICAL TOOLS:-
It is very difficult to have detailed knowledge of employees so the surveyor has taken 50
samples due to limited resources and time factor. The management ranks are working in
different categories of different department. Thus it becomes equally justified to plan in
such a way that it covers all departments.
TOOLS:-
Pie chart
Bar diagram
Text and statements
DATA COLLECTION:-
The questionnaire was served to senior manager, managers and employees.
Interpretation is also made in each question on the basis of the table and graph shown in
analysis chapter
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RELEVANCE BEHIND THIS STUDY
The essential elements in any commercial enterprise are materials, equipment and human
resource. Training allied to the other human resource specializations within management,
ensures a pool of manpower of the required level of expertise at the right time. But firstly
consider the attention given by an average organization to the provision of materials,
machinery and equipment. Then compare the commitment to the third essential factor in
then production cycle, viz: - human resources. One of the most Important factors in his
regard is the traditional view of training and trainers. They are seen as an expense, a
service, as second rate to production or as a necessary evil. Training has tended to fall
behind other management activities, especially in the planning phase. It is often carried
out as a reaction to immediate needs, a patch up operation in many cases, instead of an
ordered activity. Training and Development is especially designed to enhance the
competency of managers and workers dealing with a variety of organizational functions.
Training and Development is a process through which the goals of management
development can be achieved. Investment in Training and Development has come to be
considered as an asset for organizational development or in other words, Training is
indispensable for effective organizational development. Earlier, training was almost
exclusively trainer oriented and it was not need based. The trainer (training institute)
determined the objectives of the course, its duration, its contents and format etc. On many
occasions training was of a pedagogic nature with the trainer in complete control of the
direction of the training. Moreover, the alignment of the corporate goal was missing. The
views of the trainees were rarely sought or even if they were, it was with a condescending
attitude. Due to all these reasons the bottom-line contribution of training or the
organizational development were less. The current scenario seemed quite challenging
and motivating for me to do my reserach project on it.
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CONTRIBUTION TO THE RESEARCHER
I sincerely believe that working on this research work will help me to understand the
whole aspect of Training and Development, in a better manner and would also help me
to gain some practical knowledge about the Industry.
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ASPECTS OF TRAINING & DEVELOPMENT IN SUNRISE
eSUPPORT
Sunrise eSupport offering world-class customer care and human resources services since
2012. We combine specialized knowledge and expertise with solid execution to deliver
outsourced solutions, consulting services and software support.
We are dealing with clients in more than 10 countries and successfully managing the
increasing complexity and cost of caring for customers and employees. We serve the world's
leading companies in many industries including:
Customer Support
Digital Marketing
Technology
Consumer products and services
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Vision and Values:
At Sunrise Suuport, we understand the importance of defining our vision and values to
ensure consistency in the products and services that we provide you.
Our Vision
Our Values
Placing a high priority on these key values enables us to stay focused on delivering
superior service and products.
Teamwork
Shareowner's trust
Respect for the individual
Diversity
Corporate citizenship.
Global headquarter is located in PO BOX 494, Toongabbie, 2146, New South Wales,
AustraliaUSA
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Client portfolio includes top companies in tech support, communications, auto-
mobile, digital marketing, app and web development, technology and other
industries in more than 10 countries
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Functional and Behavioral Training at SUNRISE eSUPPORT
The responsibility for functional training rests with the individual departments who
will plan for and execute their own training initiatives in functional areas.
The functional head is required to keep Human Resources informed of the details of
functional training given to each member of the department so as to keep the
personal information record updated and to match with identified training needs.
The responsibility for managerial or behavioural training rests with the Human
Resources function which will execute a training plan aligning individual and
business needs.
Modalities
Identification of the training needs of employees is the first step in the training and
development process.
Training needs are obtained from observation of performance on the job, the
performance management process, the succession planning process as well as from
the employee’s own sensing of his development areas. Training needs could also be
articulated by the senior management team of the company based on their
observation of the organization as a whole.
Training needs are collated from all these sources by the Human Resources function
in April/May and passed back to the functional head for validation.
The training needs so validated are actioned by the Human Resources in the
appropriate manner. For example, if a development need is better addressed by on
the job training rather than through an external intervention, the suggestion will be
made to the functional head/supervising manager.
For all development needs requiring classroom or experiential training, Human
Resources will facilitate the process of addressing these needs, either through
external or internal programs.
For needs which are common in nature and extend across the organization, in house
training will be facilitated, either with internal or external faculty or a mix of both.
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For development needs which are more individual, training interventions will be
identified from vendors outside the organization.
For both types of training, Human Resources will identify and send the details of
the programme to the functional head for confirmation of sponsorship of the
employee concerned.
All costs incurred for in house or external training will be apportioned to the
respective cost centers of the participating employees.
Succession Planning
Succession planning is an exercise undertaken periodically in order to prepare for
employee movement out of the present job. The objective of planning for
succession is to:
o Ensure that no lacunae are created by anticipated or unanticipated employee
movements, so that there is no disruption in work processes.
o Ensure provision of adequate developmental inputs to incumbents
identified to move into new roles.
Human Resources will initiate the process of succession planning for all jobs at the
level of Manager and above, in all functions across the company.
All jobs will be discussed and potential successors identified from within the
company jointly by the functional head and a representative from the Human
Resources function.
In the event that no successor is available from within the company, it may be
decided to initiate a search outside the organization within a certain time frame.
The developmental needs of potential successors will be identified simultaneously
and responsibility for addressing these apportioned between the functional head and
Human Resources.
The data so gathered on all critical jobs and the availability of potential successors
will be discussed with the Managing Director for certain, and within the Strategic
Council if required.
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DATA ANALYSIS
DATA ANALYSIS
Training Evaluation Questionnaire
1. The content of the training programme was relevant to your role in the
organization.
(Fig No.1)
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2. Your understanding of the Job improved or increased as a result of this
programme.
(Fig No.2)
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3. The training programme stimulated your learning.
(Fig No.3)
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4. Your Skill/Knowledge/Behaviour increased or improved as a result of the
Training programme.
(Fig No.4)
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5. Application of the learned skill/ knowledge/ behaviour on the job was
(Fig No.5)
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6. Results of such application were:
a. Outstanding b. Satisfactory c. No result
(Fig No.6)
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7. Your expectations from the Training programme were met.
To a great extent 6 5 4 3 2 1 to some extent
(Fig No.7)
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Need Identification and Analysis Implementation
Evaluation is done in two parts, at the need identification stage and the analysis stage.
At the need identification level, the supervisor evaluates the necessity and puts
down in writing, his/her expectations from the program, in terms of the end
objectives
At the analysis stage, where the expectations are scanned by the training function,
the training function does a reality check and decides on modes of training after
discussions with the incumbent and supervisor where necessary. This is
communicated with the incumbent and superior.
The evaluation at the objective setting level would entail matching the individual objectives
with the program objectives. This would require the incumbent, superior, and faculty
agreeing on the expectations and the end objectives for each individual (process already in
place).
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Clarification of 30 days Training Clarifying the
Objectives before the Function, Line objectives :
program Manager Individual, program
Implementation
At the implementation stage, aligning of training program with participant and supervisor
expectations is the key. This would mean a prior briefing by the supervisor to the
participant on the expectations from the program. During the program, training manager
would evaluate the training program and also take a midcourse unstructured feedback to
facilitate course correction.
Feedback
Closing of loop in the training evaluation is an important part not only to as it measures
learning from the training and hence the ROI, but also sends a message to the participants
on the seriousness with which training has been done. The feedback model given here is
based on the Kirkpatrick’s model of training evaluation. It deals with the four stages of
feedback with inter-linkages between them. Presently we would only deal with the first
three, though evaluating behavioural impact would incorporate elements of organizational
impact.
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Reactio n
Reaction Learning Behaviou Organizationa
r l
This is the feedback got at the end of the program. The idea is to evaluate the immediate
reaction to the program given the objectives of the program. There are two components to
this: structured feedback and an unstructured feedback. The structured feedback will be
taken on the following components:
Content
Design
Instructor
Perceived Impact
Administrative/ Logistics
Action Plan on Implementation of learnings
The collated structured feedback would then be sent to the supervisors and the faculty.
During the unstructured feedback, the training functionary would try to understand the
general feeling at the end of the program.
Learning
The learning feedback will be incorporated as a part of the design of the program.
However, it must be noted that learning feedback cannot be measured accurately for all
programs. It can be done only for knowledge related or skill building programs. In attitude
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modification programs, learning is self-awareness and a change in behaviour. These cannot
be measured immediately, but would come up in the next level of behaviour modification.
However, this would be measured to an extent by pre and post training questionnaires. The
learning feedback mid-course would also help in making mid-course corrections.
Behaviour
The usage of Knowledge/ skills gained from the program can be measured by reviewing
action plan implementation at the end of 3 months and 6 months from the participant and
the superior. In addition a structured feedback would be taken from the participant and the
superior on the following factors along with the action plan review:
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months after Function,
the program Participant, Line
Manager
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ANALYSIS OF TRAINING METHODS IN SUNRISE eSUPPORT
Sunrise enables organizations everywhere to enhance the value of their relationships with
customers and employees. They are global leaders in customer management, billing and
HR services, providing outsourcing, services, consulting and software solutions to leading
companies around the world. Their business portfolio includes:
Our Approach
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Training and Certification is not a "one-time event" conducted at the outset of a program,
rather achievement, advancement and recognition is part of every specialist's performance
plan.
Employee Needs
They understand the importance of a good training regimen – it's something that they
execute almost everyday and are proud of. For instance, consider:
Service Offerings
Learning Delivery takes place through a variety of media (instructor–led training, live
and self-paced e–learning) and through both formal and informal channels (on–the–job
training, mentoring and communities of practice). These include:
Self-paced Delivery
Collaborative Environments
Electronic Performance Support Systems (EPSS)/Workflow Learning
Event Logistics
Materials Shipment
Physical/Technical/Psychomotor Skills Lab
Live E-Learning
Tutoring/Mentoring Program
Video/Audio Broadcast/Podcast.
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Technology Training is given to keep the employees abreast with the latest technologies,
regular training sessions are held to match the individual needs of employees on a regular
basis.
Thus, with the mix of all these trainings they are able to train all their employees and they
have happy employees as they have a clear understanding of what is expected of them and
how they are to perform for the same. They deliver all the trainings so that the employees
are able to get a fair idea of the best practices that are being followed in Sunrise India as
well as in the other offices of Sunrise around the world. This helps maintain a consistency
in the culture and attitude of the company what it is known for.
Various methods help them get a feel as to how all the processes work; their skills are
polished and leading to a conducive environment. Live e-training is very helpful as the
mentor at the other end in some other part of the world is able to help the employees know
of how to go about carrying off a process.
Technical knowledge alone does not suffice to deliver world-class solutions to fulfill the
complex needs of the customers. Equally important is the understanding of the domain in
which the client operates. They train their employees on regular basis with domain
knowledge relevant to the vertical, to which they belong. This helps them better understand
the complexities of the client requirement and provide comprehensive end-to-end solutions
for the customers.
Sunrise not only grooms its technical talents but also brings out the leader in them.
They believe that development is a process and not an event. Their leadership program
encourages their employees to take on new challenges at every stage of their career
growth.
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INDUCTION
Once the people are selected and recruited they are inducted before they are given ant
training. The induction program is one day long in which he is introduced to the people
he would be working with and everything about the company including mission and
vision is explained to him so that from day one he is able to feel that he is a part of the
family.
A daylong induction programme where the new employees are told about the company
and its rules and regulations. The employees must adhere to the rules and regulations.
After this exercise their key performance areas are defined. Once this all is done the
person is ready to start working.
The Manager will inform HR Executive about the scheduled date of joining of the
new employee.
Initiate the induction process two to five days before the date of joining by
informing Administration.
Make the necessary arrangements for the new employee. HR Executive will also
inform Finance, Hiring Manager, Process Head, VP and President & MD regarding
the joining of new employee.
On the day of joining HR Executive receives the new employee and provides him/
her with the Induction Kit.
HR Executive will help the employee to fill the documents provided in the
Induction kit.
HR Executive will forward the documents to Finance after verifying them.
Employee dossier is prepared, which is verified by HR Manager.
Employee dossier will form the part of personal file of the employee.
On receipt of employee dossier, HR Executive updates the Head Count Report.
HR Executive briefs the employee about the company (its policies, practices and
work culture)
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HR Executive introduces the new employee to departmental heads (Finance,
Admin, ISS, Engineering and HR).
HR Executive introduces the new employee to the Hiring Manager.
After induction the employee is trained about the particular process that he is assigned and
the expected level of performance is clearly explained.
Thus, once inducted the employee is then trained according to the process that he would
handle in future and once the initial training is complete the employee is then allowed to
finally start working and training sessions keep happening while the employee works.
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CONCLUSION
From the above anlysis we can conclude that the company we worked on is dedicated to
whatever it does. It is committed to its customers and make them happy customers while
back at office it takes good care of its employees.
It understands that its employees are family to them and take care of them as the employees
would make happy customers and thus, make them feel like a family.
Sunrise is a socially responsible company and are taking initiatives for employee
development and are focusing on the strategy
“HAPPY EMPLOYEES MAKE HAPPY CUSTOMERS”
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REFERENCES
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QUESTIONNAIRE
Training Evaluation Questionnaire
(Circle the score that most closely represents your views.)
1. The content of the training programme was relevant to your role in the
organization.
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