TRAINING AND DEVELOPMENT AT

STI, BHUBANESWAR

A Summer Internship Project Report

Submitted in partial fulfillment of
MBA Degree under BPUT, Rourkela Odisha.

By
Supriya Satapathy Roll No. MBA 201881025

2019 - 2020

Under the guidance of

Internal Guide External Guide
Dr. Akankshya Patnaik Mr.
Assitant Professor HR Manager
School of Mangement Studies, NIST Britannia ,khurda
 DECLARATION

I am Supriya Satapathy pursuing (MBA) in National Institute of Science and

Technology (NIST), Berhampur hereby declare that I have completed the project entitled
“Identification of training and needs” under the external guidance of Mr.
(HR Manager) and also internal guidance of Dr. Akankshya Patnaik (Assistant
Professor, School of Management Studies, NIST).

I further declare that the informations presented in my project are true to the best of my
knowledge.

Place:
Date: Monalisha Patr
ACKNOWLEDGEMENT

I am thankful to my internal guide Dr. Akankshya Patnaik, Associate Professor, School of Management
Studies, NIST for guiding me and giving the suggestions for completing my project.

I am thankful to Mr. for mentoring me to complete my project and giving

me the best corporate experience and opportunity for contributing my skills towards growth of organization
and my skill development. By the help of him I collected the data and other required informations for
completing my project work.

Especially I am thankful to Dr. Ratnakar Mishra, Head of the Department, School of Management Studies
for his real source of inspiration in arousing interest towards this report.

We acknowledge with immense pleasure the sustained interest, encouraging attitude and constant inspiration
rendered by Prof. Sangram Mudali (Director) and Prof. Geetika Mudali (Placement Director) N.I.S.T.
Their continued drive for better quality in everything that happens at N.I.S.T. and selfless inspiration has
always helped us to move ahead.

Supriya Satapathy

[3]
TABLE OF CONTENT

 ACKNOWLEDGEMENT-------------------------------1

[4]
CHAPTER- 1 : COMPANY PROFILE:
Britannia Industry Ltd.

Company Overview;
In 1892 to be
precise, a biscuit company was started in a nondescript house in
Calcutta (now Kolkata) with an initial investment of Rs.295. The company we all know as Britannia today.
By 1910, with the advent of electricity, Britannia mechanized its operations, and in 1921, it became the first
company east of the Suez Canal to use imported gas ovens. Britannia's business was flourishing. But, more
importantly, Britannia was acquiring a reputation for quality and value. As a result, during the tragic World
War II, the Government reposed its trust in Britannia by contracting it to supply large quantities of "service
biscuits" to the armed
forces.
As time moved on, the biscuit market continued to grow… and Britannia grew along with it. In 1975, the
Britannia Biscuit Company took over the distribution of biscuits from
Parry's who till now distributed Britannia biscuits in India. In the subsequent public issue of 1978, Indian
shareholding crossed 60%, firmly establishing the Indianness of the firm.
The following year, Britannia Biscuit Company was re-christened Britannia Industries
Limited (BIL). Four years later in 1983, it crossed the Rs. 100 crores revenue mark.
On the operations front, the company was making equally dynamic strides. In 1992, it celebrated its
Platinum Jubilee. In 1997, the company unveiled its new corporate identity
- "Eat Healthy, Think Better" - and made its first foray into the dairy products market. In
1999, the "Britannia Khao, World Cup Jao" promotion further fortified the affinity
consumers had with 'Brand Britannia'.
Britannia strode into the 21st Century as one of India's biggest brands and the preeminent
food brand of the country. It was equally recognized for its innovative approach
to products and marketing: the Lagaan Match was voted India's most successful
promotional activity of the year 2001 while the delicious Britannia 50-50 Maska-Chaska
became India's most successful product launch. In 2002, Britannia's New Business
Division formed a joint venture with Fonterra, the world's second largest Dairy
Company, and Britannia New Zealand Foods Pvt. Ltd. was born. In recognition of its
vision and accelerating graph, Forbes Global rated Britannia 'One amongst the Top 200
Small Companies of the World', and The Economic Times pegged Britannia India's 2nd
Most Trusted Brand.

[5]
Today, more than a century after those tentative first steps, Britannia's fairy tale is not
only going strong but blazing new standards, and that miniscule initial investment has
grown by leaps and bounds to crores of rupees in wealth for Britannia's shareholders. The
company's offerings are spread across the spectrum with products ranging from the
healthy and economical Tiger biscuits to the more lifestyle-oriented Milkman Cheese.
Having succeeded in garnering the trust of almost one-third of India's one billion
population and a strong management at the helm means Britannia will continue to dream
big on its path of innovation and quality. And millions of consumers will savour the
results, happily ever after.
Britannia in fact is an older company originally incorporated as “Britannia Biscuit
Company Ltd.” in Kolkatta in 1918. Subsequently they moved to Mumbai during early
seventies and finally shifted their headquarters to Bangalore. Currently Britannia’s
controlling stake is jointly help by Group Danone & Nusli Wadia of Bombay Dyeing.
About 83% of the company business is biscuits. Bread constitutes only about 5% of their
business and Cake and Rusk about 2%.
Britannia as all of us can recollect had a stated Mission to make every third Indian a
Britannia Consumer.
The different Biscuits which are manufactured by Britannia are:
50-50, Jim Jam, Bourbon, Good Day, Greetings, Little Hearts, Marie Gold, Milk Bikis,
Nice Time, Tiger, Time Pass and Treat.
The Bread which is manufactured by Britannia is “Premium Bake White Sandwich
Bread.”
The Rusk which is manufactured by Britannia is “Premium Bake Cake and Rusk.”

[6]
Britannia Industries Ltd., constantly on its toes to improve its bottom-line, is working out
a product strategy. The company is bullish about the “on-the-go” segment and is planning
to roll out smaller packs under its major sub-brands. It would be gradually expanding its
“ticki-packs” (packs of 2 or 4 biscuits) concepts across its product range.
“The market today is heterogeneous, hence we need to adopt a segmented approach to
reach out to customer”, said Ms. Vinita Bali, CEO. Speaking about the “on-the-go”
segment, Mr. Neeraj Chandra, Marketing Head said “It is priced in Rs. 1 to 5 range.
Britannia hopes to bring our key brand under this packaging.
Britannia is lot more than just biscuits. Its other segments: Bread, cakes, rusks and dairy
are doing equally well”
The Management Team:
Name Designation
Mr. Nusli Neville Wadia Chairman
Mr. Varun Berry Managing Director
Mr. Neeraj Chandra VP & Chief Operating Officer
Mr. P. Shyam Sunder VP & Head of Quality
Mr. Rajesh Kumar Lal VP & Chief Technology Officer
Mr. N. Venkateraman Chief Financial Officer
Mr. Alagu Balaraman VP- Human Resource & Process Architect
Mr. Atul Sinha VP- New Business Development

The new logo was born is the core essence of Britannia- healthy, nutritious, optimistic –
and combining it with a delightful product range to offer variety and choice to
consumers.

[7]
Britannia is a first industry awarded with Certification of ISO-22000.
Similarly, J. B. Mangharam in MP is first to be awarded with this certification.
Milestones:
1892
The Genesis - Britannia established with an investment of Rs. 295 in Kolkata.
1910
Advent of electricity sees operations mechanized.
1921
Imported machinery introduced; Britannia becomes the first company East of the
Suez to use gas ovens.
1939-44
Sales rise exponentially to Rs.16, 27,202 in 1939.
During 1944 sales ramp up by more than eight times to reach Rs.1.36 crore.
1975
Britannia Biscuit Company takes over biscuit distribution from Parry's.
1978
Public issue - Indian shareholding crosses 60%.
1979
Re-christened Britannia Industries Ltd. (BIL).
1983
Sales cross Rs.100 crore.
1989
The Executive Office relocated to Bangalore.
1992
BIL celebrates its Platinum Jubilee.
1993
Wadia Group acquires stake in ABIL, UK and becomes an equal partner with
Group Danone in BIL.
1994
Volumes cross 1,00,000 tons of biscuits.
1997
Re-birth - new corporate identity 'Eat Healthy, Think Better' leads to new mission:
'Make every third Indian a Britannia consumer'.
BIL enters the dairy products market.
[8]
1999
"Britannia Khao World Cup Jao" - a major success! Profit up by 37%.
2000
Forbes Global Ranking - Britannia among Top 300 small companies.
2001
BIL ranked one of India's biggest brands.
No.1 food brand of the country.
Britannia Lagaan Match: India's most successful promotional activity of the year.
Maska Chaska: India's most successful FMCG launch.
2002
BIL launches joint venture with Fonterra, the world's second largest dairy company.
Britannia New Zealand Foods Pvt. Ltd. is born.
Rated as 'One amongst the Top 200 Small Companies of the World' by Forbes
Global.
Economic Times ranks BIL India's 2nd Most Trusted Brand.
Pure Magic -Winner of the Worldstar, Asiastar and Indiastar award for packaging.
2003
'Treat Duet'- most successful launch of the year.
Britannia Khao World Cup Jao rocks the consumer lives yet again.
2004
Britannia accorded the status of being a 'Superbrand'.
Volumes cross 3, 00,000 tons of biscuits.
Good Day adds a new variant - Choconut - in its range.
2005
Re-birth of Tiger - 'Swasth Khao, Tiger Ban Jao' becomes the popular chant!
Britannia launched 'Greetings' range of premium assorted gift packs.
The new plant in Uttaranchal, commissioned ahead of schedule.
The launch of yet another exciting snacking option - Britannia 50-50 Pepper
Chakkar.
2007
Britannia industries formed a joint venture with the Khimji Ramdas Group and
acquired a 70 percent beneficial state in the Dubai-based Strategic Foods
International Co. LLC and 65.4% in the Oman-based Al Sallan Food Industries
Co. SAOG.
Britannia ranks No. 1 Brand in the Metros across all categories.
Britannia rated as the No. 1 “MOST TRUSTED FOOD BRAND” in a survey
[9]
conducted by AC Nielsen ORG0-Marg and published in Economics Times.
2008
Britannia launched Iron fortified 'Tiger Banana' biscuits, 'Good Day Classic
Cookies', Low Fat Dahi and renovated 'MarieGold'.

INTRODUCTION OF BRITANNIA INDUSTRY LIMITED,KHORDHA : -

Name : BRITANNIA INDUSTRY LIMITED

Regional Office

Address :

Head Office Address :

Factory Address : Barunei Temple road, Khordha, Bhubaneswar, Odisha

751001

AT : PLOT NO. F/21, INDUSTRIAL ESTATE,

P.O : KHURDA

DIST : KHURDA

PIN : 752057

[10]
Year of

establishment : 2012 (Operationalised)

Area Covered : 11 ACERS.

MAN POWER : 150 EMPLOYEE

CONTRACTUAL

WORK MAN : 700

MANUFACTURING : BISCUITS ONLY

BISCUIT

PRODUCTION UNIT : 2 No.

CATAGORIES

OF BISCUIT :TIGER, MARIE GOLD,GOOD

DAY(BUTTER,CASHEW),NUTRI CHOICE,

THIN ARAROOT

 PLANT CATERING TO 1000 & MORE DISTRIBUTION UNITS IN ODISHA

& ADJECENT STATES

[11]
  H.R.DEPATMENT : -
The works of the H.R. Department are:

 Managing all the personnel file and rerecords.

 Maintain cordial relationship with all the Trade Unions.

 Training and Development.

 Manpower planning, Recruitment, Selection and Transfer

 Performance Appraisal / CCR.

 Job Evaluations / Delegation of job.

 Fixing the compensation, incentives and bonus.

VISION STATEMENT

To achieve organizational goals and objectives in the 3ps

Production

Price

Profitability

Through continuous pursuit of excellence on a company – wide basis and drawing strength
from our groups stability versatility and resilience.

Optimal utilization of resources.

A learning organization with a dedicated, motivated and effective human team.

Consumer delights through uninterrupted, quality power supply

Striving for zero defects and zero down time.

Creating a safe and health environment.

[12]
Creating satisfied customers, employees, share holders and suppliers.

QUALITY POLICY :-

BRITANNIA committed to supply hygienic food and satisfying consumer at optimum cost.

In order to attain this

Maintain consistency in uninterrupted power.

Adapt to the changing requirement.

Monitor our cost effectiveness.

TPM POLICY:-

The members of BRITANNIA family in continuous pursuit for

excellence and consumer satisfaction are committed to achieve optimal utilization of
resources on an organizational basis by

 Striving for zero accident,

 Enhancing individual skills,

Total involvement through promotion of small group activities,

Creating a healthy and safe environment,

BRITANNIA QUALITY POLICY:-

BRITANNIA is committed to provide timely accurate and error free results to clients
embodying reliability and confidentiality.

[13]
• We shall endeavor to provide accurate and reliable services to meet the consumer
requirement.

• Our endeavor is to satisfy consumers by providing services.

HRM POLICY:-

BRITANNIA is committed to mobilize HR effectively to help achieving

organizational goals and objectives, spelt out in its mission and vision statement. Such
commitment is addressed through establishment of systems for planning and developing
people resources through provision right environment for

 Development of appropriate knowledge and behavior, skills through training and

education

Motivating people for creativity, innovation and commitment for excellence in

work performance

Provision for satisfaction through recognition and reward

Establishment of transparent system and work ethos which are aligned with
corporate values.

ORGANIZATIONAL STRUCTURE OF BRITANNIA

COUNTRY HEAD

REGIONAL
MANUFACTURING HEAD

[14]
 FACTORY MANAGER

HOD HOD HOD HOD HOD HOD

PRODUCTION MECHANICAL FINANCE HR/IR& QUALITY LOGISTICS
ADMIN

Officer Officer Officer

Officer Officer Officer

Operators & Operators & Associates

associates associates

Production

mixing
Raw material\ Pre mixining
section
Stock yard section

[15]
 Cooling Oven
conveyer section for Moulder &
banking rotary
section

Market
Packing
Depot
section

HR:
COUNTRY HEAD
HR

REGIONAL HR
MANEGER
GHH
FACTORY
FUNCTIONAL ADMINISTRATIVE MANAGER

HOD HR

OFFICER HR & OFFICER OFFICER

OFFICER HR & OFFICER
COMPENTATION PAYROLL ADMIN &
IR ADMIN & TIME
FACILITATIOR
KEEP

[16]
INTRODUCTION:
Human resource management has various functions such as manpower , planning , selection , compensation
,etc. But training is one of the most important functions of human resourse management. Training can be
defined as the systematic attempt to enhance the specific skills , desired behaviour and knowledge of
employees which are necessary for performing a job effectively . Employee training beings soon after the
orientation process. It is for a short time period and it is for non-managerial personnel. It is essential for the
growth of the organisational as well as for the employees.

According to Dale S.Beach “Training is the organised procedure by which people learn knowledge and \or
skill for a definite purpose”.

Training of employees tries to improve skills, or add to the existing level of knowledge so that employee is
better equipped to do his present job, or to prepare him for a higher position within creased responsibilities.
However individual growth is not and ends in itself. Organizational growth need to be measured along with
individual growth.

Training refers to the teaching or learning activities done for the primary purpose of helping members of an
organization to acquire and apply the knowledge skills, abilities, and attitude needed by that organization.

Development refers to an attempt of improving current or future employee performance by increasing an

employee’s ability to perform through learning usually by changing the employee’s attitude or increasing
his/her skills and knowledge.

PURPOSE OF THE STUDY:-

The purpose of study is to have an idea about the functions of HR Department with special emphasis on
Training and Development in Britannia ,khordha. This is a report practical experience gained during the project period
I have under gone the study in order to have some practical experience in the field of Training & HRD practices which
helped me in acquiring more practical knowledge in this field.

OBJECTIVE:
The object of the study is to gather firsthand knowledge of the functioning of the organization. This is a report of
practical experiences gained during the period. I have undergone the following programmed in order to have some
experience in the field of PM and IR and acquire more practical knowledge in the field. In addition to that, there
are four other objectives: Individual, Organizational, Functional, and Societal.
Individual Objectives – help employees in achieving their personal goals, which in turn,
[17]
enhances the individual contribution to an organization.
Organizational Objectives – assist the organization with its primary objective by
bringing individual effectiveness.
Functional Objectives – maintain the department’s contribution at a level suitable to the
organization’s needs.
Societal Objectives – ensure that an organization is ethically and socially responsible to
the needs and challenges of the society.

The main objective of the study is as follows:

To have an idea about existing training and development system

To collect the information regarding how well is the system working

Gaining knowledge through field study about the organization

Getting experience from the HR Executive members in the organization

To study the training and development schemes adopted by the organization

To study the performance appraisal system adopted by the organization.

SCOPE OF STUDY:-
For the objective of the study I had cover the following department of Britannia to know the organizational
HR Department and training and development section with their day today functions. These departments are

 Department of HRD
 Department of Project Monitoring Units
 Department of Billing and Management Information System
 Department of Training and Development
 Various distribution units

LIMITATION:
Limitation faced during the course of study is given below.-

Firstly it was not possible to study various aspects of the organization in details within a limited time period.

[18]
 Employees were apprehensive of secrecy of data and therefore hesitated in disclosing all the data
regarding some of the points concerning to this study.

Some executives couldn’t spare time as they were pre-occupied in various works.

Due to lack of experience which is a factor of hindrance for which necessary support has been provided
by faculty guides and company guides.

As this is a general study the hypothesis couldn’t be drawn.

TRAINING AND DEVELOPMENT

WHAT IS TRAINING?
Training is teaching, or developing in oneself or others, any skills and knowledge that relate to specific
useful competencies. Training has specific goals of improving one's capability, capacity, productivity and
performance. It forms the core of apprenticeships and provides the backbone of content at institutes of
technology (also known as technical colleges or polytechnics). In addition to the basic training required for a
trade, occupation or profession, observers of the labour-market recognize as of 2008 the need to continue
training beyond initial qualifications: to maintain, upgrade and update skills throughout working life. People
within many professions and occupations may refer to this sort of training as professional management. It is
a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or
changing of attitudes and behaviors to enhance the performance of employees. Training is activity leading
to skilled behavior its not what you want in life, but is knowing how to reach it It is not where you want to
go, but is knowing how to get there not how high you want to rise, but it knowing how to take off . It may
not be quite the outcome you were aiming for, but it will be an outcome

Training is about knowing where you stand (no matter how good or bad the current situation looks) at
present, and where you will be after some point of time. Training is about the acquisition of knowledge,
skills, and abilities (KSA) through professional development.

WHAT IS DEVELOPMENT?
Lots of time training is confused with development, both are different in certain respects yet components of
the same system. Development implies opportunities created to help employees grow. It is more of long
term or futuristic in nature as opposed to training, which focus on the current job. It also is not limited to the
job avenues in the current organization but may focus on other development aspects also.

Similarly many organizations choose certain employees preferentially for programs to develop them for
future positions. This is done on the basis of existing attitude, skills and abilities, knowledge and
[19]
performance of the employee. Most of the leadership programs tend to be of this nature with a vision of
creating and nurturing leaders for tomorrow.

The major difference between training and development therefore is that while training focuses often on the
current employee needs or competency gaps, development concerns itself with preparing people for future
assignments and responsibilities.

Training and development is vital part of the human resource development. It is assuming ever
important role in wake of the advancement of technology which has resulted in ever increasing competition,
rise in customer’s expectation of quality and service and a subsequent need to lower costs. It is also become
more important globally in order to prepare workers for new jobs. In the current write up, we will focus
more on the emerging need of training and development, its implications upon individuals and the
employers.

The following are the two biggest factors that contribute to the increased need to training and development
in organizations:
1. Change: The word change encapsulates almost everything. It is one of the biggest factors that
contribute to the need of training and development. There is in fact a direct relationship between the
two. Change leads to the need for training and development and training and development leads to
individual and organisational change, and the cycle goes on and on. More specifically it is the
technology that is driving the need; changing the way how businesses function, compete and deliver.
2. Development: It is again one the strong reasons for training and development becoming all the more
important. Money is not the sole motivator at work and this is especially very true for the 21st
century. People who work with organisations seek more than just employment out of their work; they
look at holistic development of self. Spirituality and self awareness for example are gaining
momentum world over.

Importance of Training and Development

 Optimum Utilization of Human Resources -Training and Development helps in optimizing the
utilization of human resource that further helps the employee to achieve the organizational goals as
well as their individual goals.
 Development of Human Resources - Training and Development helps to provide an opportunity and
broad structure for the development of human resources technical and behavioral skills in an
organization. It also helps the employees in attaining personal growth.

[20]
  Development of skills of employees - Training and Development helps in increasing the job
knowledge and skills of employees at each level. It helps to expand the horizons of human intellect
and an overall personality of the employees
 Productivity - Training and Development helps in increasing the productivity of the employees that
helps the organization further to achieve its long-term goal
 Team spirit - Training and Development helps in inculcating the sense of team work, team spirit, and
inter-team collaborations. It helps in inculcating the zeal to learn within the employees
 Organization Culture -Training and Development helps to develop and improve the organizational
health culture and effectiveness. It helps in creating the learning culture within the organization
 Profitability - Training and Development leads to improved profitability and more positive attitudes
towards profit orientation.
 Training and Development aids in organizational development i.e. Organization gets more effective
decision making and problem solving. It helps in understanding and carrying out organizational
policies
 Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes,
and other aspects that successful workers and managers usually display

IMPORTANCE OF TRAINING OBJECTIVES

Training objective is one of the most important parts of training program. While some
people think of training objective as a waste of valuable time. The counterargument here
is that resources are always limited and the training objectives actually lead the design of
training. It provides the clear guidelines and develops the training program in less time
because objectives focus specifically on needs. It helps in adhering to a plan. Training
objectives tell the trainee that what is expected out of him at the end of the training
program. Training objectives are of great significance from a number of stakeholder
perspectives:
1. Trainer
2. Trainee
3. Designer
4. Evaluator
Trainer – The training objective is also beneficial to trainer because it helps the trainer to
measure the progress of trainees and make the required adjustments. Also, trainer comes
in a position to establish a relationship between objectives and particular segments of
training.
Trainee – The training objective is beneficial to the trainee because it helps in reducing

[21]
the anxiety of the trainee up to some extent. Not knowing anything or going to a place
which is unknown creates anxiety that can negatively affect learning. Therefore, it is
important to keep the participants aware of the happenings, rather than keeping it
surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make the
training successful. The objectives create an image of the training program in trainee’s
mind that actually helps in gaining attention. Thirdly, if the goal is set to be challenging
and motivating, then the likelihood of achieving those goals is much higher than the
situation in which no goal is set. Therefore, training objectives helps in increasing the
probability that the participants will be successful in training.
Designer – The training objective is beneficial to the training designer because if the
designer is aware what is to be achieved in the end then he’ll buy the training package
according to that only. The training designer would then look for the training methods,
training equipments, and training content accordingly to achieve those objectives.
Furthermore, planning always helps in dealing effectively in an unexpected situation.
Consider an example; the objective of one training program is to deal effectively with
customers to increase the sales. Since the objective is known, the designer will design a
training program that will include ways to improve the interpersonal skills, such as verbal
and non verbal language, dealing in unexpected situation i.e. when there is a defect in a
product or when a customer is angry.
Therefore, without any guidance, the training may not be designed appropriately.
Evaluator – It becomes easy for the training evaluator to measure the progress of the
trainees because the objectives define the expected performance of trainees. Training
objective is an important to tool to judge the performance of participants.
THE TRAINING SYSTEM
A System is a combination of things or parts that must work together to perform a
particular function. An organization is a system and training is a sub system of the
organization. The System Approach views training as a sub system of an organization.
System Approach can be used to examine broad issues like objectives, functions, and
aim. It establishes a logical relationship between the sequential stages in the process of
training need analysis (TNA), formulating, delivering, and evaluating. There are 4
necessary inputs i.e. technology, man, material, time required in every system to produce
products or services. And every system must have some output from these inputs in order
to survive. The output can be tangible or intangible depending upon the organization’s
requirement. A system approach to training is planned creation of training program. This
approach uses step-by-step procedures to solve the problems. Under systematic approach,
[22]
training is undertaken on planned basis. Out of this planned effort, one such basic model
of five steps is system model that is explained below. Organization are working in open
environment i.e. there are some internal and external forces, that poses threats and
opportunities, therefore, trainers need to be aware of these forces which may impact on
the content, form, and conduct of the training efforts. The internal forces are the various
demands of the organization for a better learning environment; need to be up to date with
the latest technologies.
MODELS OF TRAINING
Training is a sub-system of the organization because the departments such as, marketing
& sales, HR, production, finance, etc depends on training for its survival. Training is a
transforming process that requires some input and in turn it produces output in the form
of knowledge, skills, and attitudes (KSAs).
The three model of training are:
1. System Model
2. Instructional System Development Model
3. Transitional model
System Model Training
The system model consists of five phases and should be repeated on a regular basis to
make further improvements. The training should achieve the purpose of helping
employee to perform their work to required standards. The steps involved in System
Model of training are as follows:
1. Analyze and identify the training needs i.e. to analyze the department, job, employees
requirement, who needs training, what do they need to learn, estimating training cost, etc
The next step is to develop a performance measure on the basis of which actual
performance would be evaluated.
2. Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents.
3. Develop- This phase requires listing the activities in the training program that will
assist the participants to learn, selecting delivery method, examining the training material,
validating information to be imparted to make sure it accomplishes all the goals &
objectives.
4. Implementing is the hardest part of the system because one wrong step can lead to the
failure of whole training program.
5. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent
work performance. Making necessary amendments to any of the previous stage in order
[23]
to remedy or improve failure practices.
Instructional System Development Model
Instructional System Development model was made to answer the training problems.
This model is widely used now-a-days in the organization because it is concerned with
the training need on the job performance. Training objectives are defined on the basis of
job responsibilities and job description and on the basis of the defined objectives
individual progress is measured. This model also helps in determining and developing the
favorable strategies, sequencing the content, and delivering media for the types of
training objectives to be achieved.
The Instructional System Development model comprises of five stages:
1. ANALYSIS – This phase consist of training need assessment, job analysis, and target
audience analysis.
2. PLANNING – This phase consist of setting goal of the learning outcome, instructional
objectives that measures behavior of a participant after the training, types of training
material, media selection, methods of evaluating the trainee, trainer and the training
program, strategies to impart knowledge i.e. selection of content, sequencing of content,
etc.
3. DEVELOPMENT – This phase translates design decisions into training material. It
consists of developing course material for the trainer including handouts, workbooks,
visual aids, demonstration props, etc, course material for the trainee including handouts
of summary.
4. EXECUTION – This phase focuses on logistical arrangements, such as arranging
speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and
other training accessories.
5. EVALUATION – The purpose of this phase is to make sure that the training program
has achieved its aim in terms of subsequent work performance. This phase consists of
identifying strengths and weaknesses and making necessary amendments to any of the
previous stage in order to remedy or improve failure practices.
The ISD model is a continuous process that lasts throughout the training program. It also
highlights that4 feedback is an important phase throughout the entire training program. In
this model, the output of one phase is an input to the next phase.
Transitional Model
Transitional model focuses on the organization as a whole. The outer loop describes the
vision, mission and values of the organization on the basis of which training model i.e.
inner loop is executed.
Vision – focuses on the milestones that the organization would like to achieve after the
[24]
defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role mode, or bringing some internal
transformation, or may be promising to meet some other deadlines.
Mission – explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and
inform the employees regarding the organization. The mission statement tells about the
identity that how the organization would like to be viewed by the customers, employees,
and all other stakeholders.
Values – is the translation of vision and mission into communicable ideals. It reflects the
deeply held values of the organization and is independent of current industry
environment. For example, values may include social responsibility, excellent customer
service, etc.
The mission, vision, and values precede the objective in the inner loop. This model
considers the organization as a whole. The objective is formulated keeping these three
things in mind and then the training model is further implemented.
METHODS OF TRAINING
There are various methods of training, which can be divided in to cognitive and
behavioral methods. Trainers need to understand the pros and cons of each method, also
its impact on trainees keeping their background and skills in mind before giving training.
Cognitive methods are more of giving theoretical training to the trainees. The various
methods under Cognitive approach provide the rules for how to do something, written or
verbal information, demonstrate relationships among concepts, etc. These methods are
associated with changes in knowledge and attitude by stimulating learning.
The various methods that come under Cognitive approach are:
 LECTURES
 DEMONSTRATIONS
 DISCUSSIONS
 COMPUTER BASED TRAINING (CBT)
 INTELLIGENT TUTORIAL SYSTEM(ITS)
 PROGRAMMED INSTRUCTION (PI)
 VIRTUAL REALITY
Behavioural methods are more of giving practical training to the trainees. The various
methods under Behavioural approach allow the trainee to behaviour in a real fashion. These
methods are best used for skill development.
The various methods that come under Behavioural approach are:

[25]
  GAMES AND SIMULATIONS
 BEHAVIOR-MODELING
 BUSINESS GAMES
 CASE STUDIES
 EQUIPMENT STIMULATORS
 IN-BASKET TECHNIQUE
 ROLE PLAYS
Both the methods can be used effectively to change attitudes, but through different
means.
Another Method is MANAGEMENT DEVELOPMENT METHOD.
MANAGEMENT DEVELOPMENT
The more future oriented method and more concerned with education of the employees.
To become a better performer by education implies that management development
activities attempt to instill sound reasoning processes.
Management development method is further divided into two parts:
On the Job Training
Off the Job Training
ON THE JOB TRAINING
The most frequently used method in smaller organizations that is on-the-job training.
This method of training uses more knowledgeable, experienced and skilled employees,
such as mangers, supervisors to give training to less knowledgeable, skilled, and
experienced employees. OJT can be delivered in classrooms as well. This type of training
often takes place at the work place in informal manner.
Some key points on On-the-Job Training
On-the-Job Training is characterized by following points:
It is done on ad-hoc manner with no formal procedure, or content
At the start of training, or during the training, no specific goals or objectives are
developed
Trainers usually have no formal qualification or training experience for training
Training is not carefully planned or prepared
The trainers are selected on the basis of technical expertise or area knowledge Formal
OJT programs are quite different from informal OJT. These programs are carried out by
identifying the employees who are having superior technical knowledge and can
effectively use one-to-one interaction technique.
The procedure of formal on-the-job training program is:

[26]
1. The participant observes a more experienced, knowledgeable, and skilled trainer
(employee)
2. The method, process, and techniques are well discussed before, during and after
trainer has explained about performing the tasks
3. When the trainee is prepared, the trainee starts performing on the work place
4. The trainer provides continuing direction of work and feedback
5. The trainee is given more and more work so that he accomplishes the job
flawlessly
The four techniques for on-the job development are:
COACHING
MENTORING
JOB ROTATION
JOB INSTRUCTION TECHNIQUE (JIT)
UNDERSTUDY
Coaching.

The guidance given by the superiors of the organization to their subordinates is called coaching.
Besides being an unofficial and unplanned training method, it improves the bonding between the
employees and their superiors. The senior manager acts as a coach or instructor and guides the
employees about how to perform the task and how the mistakes done can be rectified. Later,they
also evaluate the performance of these employees.
Mentoring
Mentoring is an ongoing relationship that is developed between a senior and junior
employee. Mentoring provides guidance and clear understanding of how the organization
goes to achieve its vision and mission to the junior employee.
The meetings are not as structured and regular than in coaching. Executive mentoring is generally done by
someone inside the company. The executive can learn a lot from mentoring.Once the mentor identifies the
problem, weakness, and the area that needs to be worked upon, the mentor can advise relevant training. The
mentor can also provide opportunities to work on special processes and projects that require use of
proficiency.
Some key points on Mentoring
Mentoring focus on attitude development
Conducted for management-level employees
Mentoring is done by someone inside the company
It is one-to-one interaction
It helps in identifying weaknesses and focus on the area that needs improvement
[27]
Job Rotation
For the executive, job rotation takes on different perspectives. The executive is usually
not simply going to another department. In some vertically integrated organizations, for
example, where the supplier is actually part of same organization or subsidiary, job
rotation might be to the supplier to see how the business operates from the supplier point
of view. Learning how the organization is perceived from the outside broadens the
executive’s outlook on the process of the organization. Or the rotation might be to a
foreign office to provide a global perspective.
For managers being developed for executive roles, rotation to different functions in the
company is regular carried out.
This approach allows the manger to operate in diverse roles and understand the different
issues that crop up. If someone is to be a corporate leader, they must have this type of
training. A recent study indicated that the single most significant factor that leads to
leader’s achievement was the variety of experiences in different departments, business
units, cities, and countries.
An organized and helpful way to develop talent for the management or executive level of
the organization is job rotation. It is the process of preparing employees at a lower level
to replace someone at the next higher level. It is generally done for the designations that
are crucial for the effective and efficient functioning of the organization.
Benefits of Job Rotation
Some of the major benefits of job rotation are:
It provides the employees with opportunities to broaden the horizon of
knowledge, skills, and abilities by working in different departments, business
units, functions, and countries
Identification of Knowledge, skills, and attitudes (KSAs) required
It determines the areas where improvement is required
Assessment of the employees who have the potential and calibre for filling the
Position
Job Instruction Technique
Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual and
procedural), skills and attitudes development.
Procedure of Job Instruction Technique (JIT)
JIT consists of four steps:
Plan – This step includes a written breakdown of the work to be done because the
trainer and the trainee must understand that documentation is must and important
for the familiarity of work. A trainer who is aware of the work well is likely to do
[28]
many things and in the process might miss few things. Therefore, a structured
analysis and proper documentation ensures that all the points are covered in the
training program. The second step is to find out what the trainee knows and what
training should focus on.
Then, the next step is to create a comfortable atmosphere for the trainees’ i.e.
proper orientation program, availing the resources, familiarizing trainees with the
training program, etc.
Present – In this step, trainer provides the synopsis of the job while presenting the
participants the different aspects of the work. When the trainer finished, the trainee
demonstrates how to do the job and why is that done in that specific manner. Trainee
actually demonstrates the procedure while emphasizing the key points and safety
instructions.
Trial – This step actually a kind of rehearsal step, in which trainee tries to perform the
work and the trainer is able to provide instant feedback. In this step, the focus is on
improving the method of instruction because a trainer considers that any error if
occurring may be a function of training not the trainee. This step allows the trainee to see
the after effects of using an incorrect method. The trainer then helps the trainee by
questioning and guiding to identify the correct procedure.
Follow-up – In this step, the trainer checks the trainee’s job frequently after the
training program is over to prevent bad work habits from developing.
OFF THE JOB TRAINING
There are many management development techniques that an employee can take in off
the job. The few popular methods are:
SENSITIVITY TRAINING
TRANSACTIONAL ANALYSIS
STRAIGHT LECTURES/ LECTURES
SIMULATION EXERCISES
Sensitivity Training
Sensitivity training is about making people understand about themselves and others
reasonably, which is done by developing in them social sensitivity and behavioural
flexibility.
Social sensitivity in one word is empathy. It is ability of an individual to sense what
others feel and think from their own point of view.
 Behavioural flexibility is ability to behave suitably in light of understanding.
Procedure of Sensitivity Training
Sensitivity Training Program requires three steps:
[29]
 Unfreezing the old values –It requires that the trainees become aware of the
inadequacy of the old values. This can be done when the trainee faces dilemma in which
his old values is not able to provide proper guidance. The first step consists of a small
procedure:
An unstructured group of 10-15 people is formed.
Unstructured group without any objective looks to the trainer for its guidance
But the trainer refuses to provide guidance and assume leadership
Soon, the trainees are motivated to resolve the uncertainty
Then, they try to form some hierarchy. Some try assume leadership role which
may not be liked by other trainees
Then, they started realizing that what they desire to do and realize the alternative
ways of dealing with the situation.
Procedure of Sensitivity Training
Development of new values – With the trainer’s support, trainees begin to examine
their interpersonal behavior and giving each other feedback. The reasoning of the
feedbacks are discussed which motivates trainees to experiment with range of new
behaviors and values. This process constitutes the second step in the change process of
the development of these values.
Refreezing the new ones – This step depends upon how much opportunity the trainees
get to practice their new behaviors and values at their work place.
Transactional Analysis
Transactional Analysis provides trainees with a realistic and useful method for analyzing
and understanding the behaviour of others. In every social interaction, there is a motivation
provided by one person and a reaction to that motivation given by another person. This
motivation-reaction relationship between two persons is a transaction.
Transactional analysis can be done by the ego states of an individual.
Lectures
It is one of the oldest methods of training. This method is used to create understanding of
a topic or to influence behaviour, attitudes through lecture. A lecture can be in printed or
oral form. Lecture is telling someone about something. Lecture is given to enhance the
knowledge of listener or to give him the theoretical aspect of a topic. Training is basically
incomplete without lecture. When the trainer begins the training session by telling the
aim, goal, agenda, processes, or methods that will be used in training that means the
trainer is using the lecture method. It is difficult to imagine training without lecture
format. There are some variations in Lecture method. The variation here means that some
forms of lectures are interactive while some are not.
[30]
Straight Lecture: Straight lecture method consists of presenting information, which the
trainee attempts to absorb. In this method, the trainer speaks to a group about a topic.
However, it does not involve any kind of interaction between the trainer and the trainees.
A lecture may also take the form of printed text, such as books, notes, etc. The difference
between the straight lecture and the printed material is the trainer’s intonation, control of
speed, body language, and visual image of the trainer. The trainer in case of straight
lecture can decide to vary from the training script, based on the signals from the trainees,
whereas same material in print is restricted to what is printed.
A good lecture consists of introduction of the topic, purpose of the lecture, and priorities
and preferences of the order in which the topic will be covered.
Main Features of Lecture Method
Some of the main features of lecture method are:
Inability to identify and correct misunderstandings
Less expensive
Can be reached large number of people at once
Knowledge building exercise
Less effective because lectures require long periods of trainee inactivity
Games and Simulations
Games and Simulations are structured and sometimes unstructured, that are usually
played for enjoyment sometimes are used for training purposes as an educational tool.
Training games and simulations are different from work as they are designed to
reproduce or simulate events, circumstances, processes that take place in trainees’ job.
A Training Game is defined as spirited activity or exercise in which trainees compete
with each other according to the defined set of rules.
Simulation is creating computer versions of real-life games. Simulation is about imitating
or making judgment or opining how events might occur in a real situation.
It can entail intricate numerical modeling, role playing without the support of technology,
or combinations.
Training games and simulations are now seen as an effective tool for training because its
key components are:
Challenge
Rules
Interactivity
These three components are quite essential when it comes to learning.
Some of the examples of this technique are:
Trainees can therefore experience these events, processes, games in a controlled setting
[31]
where they can develop knowledge, skills, and attitudes or can find out concepts that will
improve their performance.
The various methods that come under Games and Simulations are:
o BEHAVIOR-MODELING

o BUSINESS GAMES
o CASE STUDIES
o EQUIPMENT STIMULATORS

o IN-BASKET TECHNIQUE
o ROLE PLAYS

TRAINING NEEDS ANALYSIS

TRAINING DESIGN:- Training and development staffs are become more
accountable for the effectiveness of the programs. Evaluation can be use to determine
whether the training achieve their objectives. Evaluation can also assess the value of training,
identified improvement areas, and identified unnecessary training that can be eliminated.
Many training, professionals agree that evaluation is important to successful training, but
few conduct complete and through evaluations. With more emphasis on return on
investment, companies are asking what the value of training is. Too often, training
department has little or no idea how their training related to business objectives of the
company. This could be due partially to trainer lack of measurement and evaluation skills,
which result in measurements that are not valid, reliable or even useful to the management of
the company. The training department that measures increase in number students is trouble.
A training that is department concerned only with counting the number of student in seats
probably isn’t measuring whether the students learned anything or whether the skills they
learned are helping to perform their jobs more effectively.

 Economical operations
 Higher moral
 Stable workforce
 Increased safety
 Better management

[32]
3.6 TRAINING:

Import Conversion Export Destination

systems systems of output
Systems
Sources of
intakes

3.7 ACTIVITIES IN TRAINING SYSTEM DEVELOPMENT:-

The process of training system analysis essentially involves a series of carefully sequenced activities a
sfollows:

(i) Formulate a clear and unequivocal definition and specification of the system under consideration to
include the need for the system and the delimitation of its boundary.

(ii) Develop lucid and functional descriptions of the components of the system and the ways in which they
interact.

(iii) Determine and define the system objective in terms of optimal system operating performance and output.

(iv) Identify and specify the criteria to be used for evaluating the congruence of system objective
performance and output.

(v) Identify and select alternative groupings of system components for evaluation in term of practicability,
desirability and cost benefits and determine the trade-offs involved.

IDENTIFICATION OF TRAINING NEED

Training need identification is a tool utilized to identify what educational courses or activities should be
provided to employees to improve their work productivity. Here the focus should be placed on needs as

[33]
opposed to desires of the employees for a constructive outcome. In-order to emphasize the importance of
training need identification we can focus on the following areas: -

 To pinpoint if training will make a difference in productivity and the bottom line.

 To decide what specific training each employee needs and what will improve his or her job
performance.

 To differentiate between the need for training and organizational issues and bring about a match
between individual aspirations and organizational goals.

Identification of training needs (ITN), if done properly, provides the basis on which all other training
activities can be considered. Also requiring careful thought and analysis, it is a process that needs to be
carried out with sensitivity as people's learning is important to them, and the reputation of the organization is
also at stake.

Identification of training needs is important from both the organizational point of view as well as from an
individual's point of view. From an organization’s point of view it is important because an organization
has objectives that it wants to achieve for the benefit of all stakeholders or members, including owners,
employees, customers, suppliers, and neighbors. These objectives can be achieved only through harnessing
the abilities of its people, releasing potential and maximizing opportunities for development. Therefore
people must know what they need to learn in order to achieve organizational goals. Similarly if seen from
an individual's point of view, people have aspirations, they want to develop and in order to learn and use
new abilities, people need appropriate opportunities, resources, and conditions. Therefore, to meet people's
aspirations, the organization must provide effective and attractive learning resources and conditions. And it
is also important to see that there is a suitable match between achieving organizational goals and providing
attractive learning opportunities.

Also in order to bring a synchronization between organizational and individual objectives people need to
question the way they do things. And this is precisely the hidden objective behind any training need
identification process. It should ideally be a long-term process of encouraging employees to take an active
involvement in their own development, thus increasing their commitment to learning, to their work, and to
the organization as a whole.

Part II : Different Levels at which it is to be Conducted1

These concern the performance of the organization as a whole. Here identification of training needs is done
to find out whether the organization is meeting its current performance standards and objectives and if not,
exploring ways in which training or learning might help it to do so. Sometimes organizational training needs
are also identified when the organization decides that it has to adopt a major new strategy, create a new
[34]
product or service, undergo a large-scale change programme, or develop significant new relationships, such
as joining with others to form new partnerships.

Group-Needs
Since working in groups and teams have become very much prevalent in today's corporate world that
is why nowadays there is increased emphasis given on team effectiveness and team performance. So training
needs are nowadays even identified at the group level. Training needs here are concerned basically with the
performance of a particular group, which may be a team, department, function, sub-unit, or so on.
Information about this group¢s performance may identify areas of need - which, again, may be for training
or other interventions. It is used to find out how efficiently a particular team or group goes about its business
and meets its current objectives

Individual-Needs
These concern the performance of one or more individuals (as individuals, rather than as members of a
group). Here identification of training needs is about finding out to what extent individuals need to learn or
be trained in order to bring their current performance up to the required level as a result of changes in
methods and processes that call for new competencies andskills.

It also sees to it that there is continuous improvement initiative taken by them. Moreover it also helps
to find out whether individuals are comfortable in working across boundaries, with people from different
backgrounds and different perspectives. This is especially important because there is so much work force
diversity observed today in organisations that it has become impossible to retain workforce, which is not
flexible enough to accommodate such changes into their daily work schedule.

Part III : Sources for Identifying Training Needs

There are three sources for identifying training needs. Although they are independent sources for
gathering the necessary data but it is usually beneficial if they are considered complementary to one another
as the objective of the exercise is to prepare as consolidated data of training needs as possible. The three
sources are as follows: -

Job-Profile
It is a comprehensive description of all the functions and the responsibilities that a person has to carry
out in due course of his job. It is very common for us sometimes to find that people of a particular
department more or less perform the same kind of job and therefore a comparative study can be done on
their performance to pinpoint on the training needs of those people who have not performed up to the mark.
In here we can also include Job analysis in order to have a realistic and systematic appraisal of training
needs. Inorder to do this first we need to break up the functions and responsibilities into categories. Next we
have to classify these tasks/activities on the basis of their relative importance to the nature of the job. And
[35]
lastly we can compute a priority listing of these tasks in order to have a catalogue of knowledge, skills and
attitudes required for effective performance of the job.

Experience of the training agency, it is very common for organizations nowadays to hire professional
training agencies in order to look into the training matters. The training agency and the trainers thus should
also draw from their own experiences of organizing programmes for comparable groups or in similar area.
However, earlier experiences can only serve to facilitate the process. It cannot be the sole basis, as training
needs of majority of organisations are very specific.

Pre-trainingsurvey of the participant's needs, this is suggested as the best way to conduct a training need
identification .A pre-training survey is nothing but a survey of the needs and expectations of the participants
well in advance of the programme. And in this exercise it is better to include the superiors also as they are in
a good position to provide necessary data on the training needs of their associates, especially in context of
their performance. This is generally done in a systematic manner with the help of a structured questionnaire
in order to reflect the genuine desire to involve the participants and the organisation in the planning process.
However it might happen in certain cases that it is not possible to actively involve the superiors due to
various reasons like lack of time etc but in that case at least they must be kept fully informed of the
proceedings.

Part IV : Overall Process in Brief

Step 1: Define and chart part of the organisation in which the work has to be done. It is to have a
focussed approach of the study. It could either be a particular department, a section, a unit, a specific group
or a staff category.

Step 2: Use various data collection measures to collect both qualitative as well as quantitative data.

Step 3: Analyse the entire data collected in order to find out causes of problem areas and prioritise
areas, which need immediate attention.

Step 4: Prioritise the different training programmes according to the responses collected.

Step 5: Record and file the entire data so that it can be used for future reference while designing the
training programmes / training calendar.

Part V : Benefits of Needs Assesment

As pointed above needs assessment helps diagnose the causes of performance deficiency in
employees that require remedial actions. This being a generalised statement there are certain specific
benefits of needs assesment. They are as follows: -

[36]
 The organisation is informed about the broader needs of the participants. Through this process it may
be possible that certain new training programmes, which were, previously not in their list may come
to the forefront.

 The organisation is able to reduce the perception gap between the participant and his/her boss about
their needs and expectations from the training programme.

 The organisation is also able to pitch its course input closer to the specific needs of the participants.

 It also saves a lot of money for the organisation as otherwise money is just unnecessarily wasted on
those training programmes, which are either not needed by the employees or they have no interest in
undertaking them.

 Lastly, time, which is the most important resource today, is also saved, as the training programmes
conducted are the ones, which are actually needed by the participants.

Stages of training needs analysis:

 There are three key stages of training needs analysis. These involve identifying the direction of the
organisation, understanding the skills and knowledge of staff through a task analysis, and analysing
the individual needs of each employee. These three stages of training needs analysis are explained in
more detail below:
 1) Organisational needs - this step evaluates the overall training needs in the business. This is where
you analyse future skills needs due to changes in products, equipment, technology, teams or in
response to economic or political factors. Upcoming changes in law or industry standards may also
influence the training needs for your business. Practical ways of identifying organisational needs is by
reviewing documents, processes, setting up advisory teams and carrying out a SWOT (strengths,
weaknesses, opportunities and strengths) analysis - our SWOT analysis template will help you get
started:
 2) Task analysis –
 At this level you compare the job requirements of your business with existing employee skills and
knowledge. This will help you to identify the potential gaps. Here you establish how often specific
tasks are performed, the level of skill and knowledge required to perform these tasks and where and
how these skills are best acquired. Practical ways of carrying out this analysis is to create assessment
centres, tests or practical observations of employees carrying out key tasks.
 3) Individual needs – at this stage, you examine the training needs of each employee. This
information is most often gathered from performance reviews and appraisal systems. You may seek
feedback from employees on their recommendations on how to solve problems that may be

[37]
 hampering their day-to-day job. Other practical ways of identifying individual training requirements
for your employees is through surveys, questionnaires, interviews and focus groups.
 Support to help your business with training needs analysis
 Invest Northern Ireland offers help and advice to local businesses on upskilling their workforce.
The training needs and analysis give you an insight into the tools and techniques used by learning
and development professionals to analyse training needs.

Steps in training needs identification

1. Performing gap analysis
2. Prioritising the needs, and
3. Developing action plan.

Performing gap analysis

The first step in the needs assessment process is to identify the needs. It is used to
check the actual performance of organizations and people against existing standards
or to set new standards. The gap between the current and the required skill will
identify needs, purpose and objectives of the training.
Prioritising the needs
The results of gap analysis are then discussed with the top management to prioritize
the needs. Needs of relatively lesser importance receive lower priority.
Developing action plan
After prioritizing the needs, the training manager of the organization prepares the
action plan. To design a training programme, training manager starts with setting the
objectives, identifying the suitable training methodology, identifying the resource
persons, estimating the cost for the training programme and finalising the dates for
the training programme.
Techniques for investigating organizational and personal needs
Need assessment identifies more than one training needs. In context to this, to get
the necessary data, it is not possible to adopt one needs assessment technique.
Instead, it is necessarily to use more than one need assessment techniques.
There are several need assessment techniques, such as direct observation;
questionnaires; review of relevant literature; interviews; focus groups; tests; record
and report studies and consultation with persons in key positions and/or with
Q l specific knowledge .

[38]
 Levels of training needs identification
There are three levels of training needs identification. They are (i) Organizational
analysis, (ii) Task analysis, and (iii) Individual analysis9.

Organizational analysis
Organizational analysis emphasises on the effectiveness of the organization and
determines where training is needed- and under what conditions it will be conducted.
There are various sources of information to conduct organizational analysis. Some
of these sources are organizational goals, mission statements, strategic plans,
staffing inventory, long and short term staffing needs, changes in equipment,
technology or automation, annual report, plans for reorganization or job
restructuring, planning systems, delegation and control systems, employee attitudes
and satisfaction.
Task analysis
Task analysis provides data about a job or a gfoup of jobs and the knowledge, skills,
attitudes and abilities needed to achieve optimum performance.
The sources of information to conduct task analysis are:
job description that considers major activities involved in performing the job.
where an accurate job description is not available or is out of date, one
should be prepared by using job analysis techniques;
KSA analysis that means a more detailed list of specified tasks for each job
including knowledge, skills and attitudes required;
observation and performance of the job.
review literature about the job-research that is the ‘best practices’ for other
companies;
review professional journals;
asking questions about the job by the supervisor and top management;
analysis of operating problems, i.e., down time, waste, repairs, late
deliveries, quality control etc.
Individual analysis
Individual analysis emphasizes on how well the individual employee is doing the job
and determines which employee needs training and what kind of training does he
need.
The sources of information to conduct individual analysis are:
performance evaluation-to identify weakness and areas of improvement;
observation-to observe both behaviour and the results of the behaviour; work
[39]
 samples-to observe products produced;
interviews-to talk to manager, supervisor and employee to know about what
he needs to learn;
questionnaires- written form of the interview, tests, must measure job-related
qualities such as job knowledge and skills;
attitude surveys-to measure morale, motivation, satisfaction; and checklists
or training progress charts provides up-to-date listing of current skills.
Basic level
Basic level describes the level of skill someone new to the job should %ve to
perform. However, it may also describe a seasoned professional with limited
exposure to the area.
Intermediate level
The level at which someone with detailed knowledge in an area should be
performing and it is expected that this person is capable of taking operational
responsibility of the area. Often, this person is at a mid-level within the organization,
and has supervisory responsibilities.
Advanced level
Advanced level describes the level at which someone with mastery of a skill should
be performing. Often this person is the highest-ranking official in the organization.
However, it may also describe a lower-level professional • with specialized
knowledge in the subject area.
Thus, a systematic approach is needed in analyzing and improving the performance
in organization by determining the set of competencies required by different
positions and it requires input from all levels of an organization. More specifically,
the competency approach provides a cutting edge guide to: reduce the ambiguities in
job and work expectations, hire the best available people, maximize productivity,
enhance 360-degree feedback processes, align behaviour with organizational
strategies and values adapt to change. In a nutshell, competency models are a means
to ensure that the investment for the employees will yield the expected and desired
results.
Reflects a standard competency model which may be adopted for the
purpose.

IDENTIFICATION OF TRAINING AND

DEVELOPMENT AT BRITANNIA
[40]
TRAINING REPORT OF BRITANNIA:-

BRITANNIA attaches utmost priority to human resource development with focus on regular up
gradation of the knowledge and skills of the employees and equipping them with the necessary expertise to
meet the challenges of change and grow successfully. A number of executives have undergone various
training programmes in different institutions which are as follows:

 FSSAI

 CONFEDERATION OF INDIAN INDUSTRY

 ST.JOHN AMBULANCE

 GLOBOGRARY MANAGEMENT INSTITUTE

 NESTAC BEHAVIOURAL DEVELOPMENT CENTRE

[41]