IES MCRC ERP Project

ERP PROCESS FOR TRAINING MODULE

Report by: y y y y y y Jeetu Gambani Ritesh Gandhi Suhail Gaziani Vinay Iyer Vishal Jadhav Rahul Jagetiya PG-73 PG-74 PG-75 PG-76 PG-77 PG-78

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CONTENTS

1. Introduction to ERP 2. Need for ERP in modern businesses 3. Exploring Training Process 4. Accessing Training needs 5. Deciding who to train 6. Challenges for Trainer 7. Choosing training methods 8. Using training materials 9. Evaluation, follow-up and support 10. Process of training 11. Steps in Training Process 12. ERP Training Online 13. Types of ERP training packages 14. Master data 15. Transactional data 16. Usage of data

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Introduction to ERP An enterprise resource planning (ERP) system is a large-scale software package companies use to collect, store and disseminate information. Each package contains multiple ERP modules that focus on collecting, storing and disseminating specific information. For example, modules will include production, human resources, marketing, and finance, as well as a variety of others based on the company using the ERP package. Using separate ERP modules is both economical and easier to control within the organization s operating environment. UsiiiUsing a large-scale software package typically requires a significant investment by the organization. Equipment needs can include individual personal computers, servers to store electronic information, scanners for inventory management, routers and wires or cables to connect the equipment. Ancillary products include software licenses, Internet connection and security software to protect the information stored in the individual ERP modules. In addition to these investments, companies must pay for the continual upgrades to both software and hardware. Only using modules that are absolutely necessary can reduce the size of direct investment for the ERP package The integration of individual ERP modules can also reduce the investment in a company s employees. With new software and hardware comes the challenge of training employees on how to use the system. This training is both expensive and time consuming, as employees are is typically different in their technical backgrounds and how they learn. Having to spend too much time on employee training can reduce the company s opportunity to make money through their normal operations. When using individual ERP modules, the company will reduce training time and only have a need to educate employees on specific responsibilities that pertain to their jobs. When implementing an ERP package, companies must often reorganize the way they conduct normal business operations. Purchasing individual modules allows for the maximization of job tasks through targeted integration. Companies can also implement these modules on a time-delayed basis, meaning that they will delay the addition of some modules in favor of others. This helps smaller companies pay for only the modules they need immediately. As the small business grows and establishes its place in the business environment, the ERP package can grow with it. For example, the small business may have little need for the human resource module. It can delay the implementation of it in favor of the accounting module. Only using a few modules also limits the number of user licenses, which is a common way that ERP vendors charge fees for technical support or other ancillary services.
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Need and Importance of ERP in Businesses: y y y y y y y y For Management to know what is happening in the company Bring about better management of activities For cycle time reduction To achieve cost control & low working capital To marry latest technologies To shun the geographical gaps To satisfy the customers with high expectations To be Competitive & survive the corporate war

But, with new software and hardware comes the challenge of Training the employees on how to use the system effectively so as to generate fruitful returns on the investments made on these systems. This Training is both expensive and time consuming, as employees are is typically different in their technical backgrounds and how they learn. Having to spend too much time on employee training can reduce the company s opportunity to make money through their normal operations. When using individual ERP modules, the company will reduce training time and only have a need to educate employees on specific responsibilities that pertain to their jobs.

Exploring the Training Process Training is a means of communicating new knowledge and skills and changing attitudes. It can raise awareness and provide people with the opportunity to explore their existing knowledge and skills. There are many different kinds of training for many different audiences, including service providers and service users.

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Why is training important? As well as giving people new skills and knowledge, and maintaining existing skills, training can: y y y y y y increase people s confidence confirm to people the value of what they are already doing enable people to pass on new skills to colleagues in the workplace raise general awareness change people s attitudes improve morale.

Training can play an important role in improving health workers effectiveness. Whether training is part of an ongoing process of professional development or simply about learning a specific skill, it can improve people s skills and knowledge and help them carry out their job more effectively.

What is training? One definition of training is the process of bringing a person to an agreed standard of skill by practice and instruction . Another definition is a trainer and participant working together to transfer information from the trainer to the participant, to develop the participant s knowledge, attitudes or skills so they can perform work tasks better . Taken together these definitions say two things: 1. Training is directed towards agreed standards or objectives. These are sometimes called learning outcomes what you want people to learn from training. 2. The person being trained participates with the trainer in the training activity, rather than simply receiving instruction. Training usually involves participation. This means that a person being trained has an active role in the training process, rather than a passive role. Also it often takes place in the workplace or community where the skills and knowledge being communicated will be used.

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What is learning? Teaching and training are about communicating information and facilitating learning. Learning is what people do when they receive that information. But learning is more than collecting information it must also involve a permanent change in behaviour, attitude or understanding. For example, health workers have only truly learned about a new drug if they fully understand when and how the drug should be used, not just if they have learned the name of the drug. For training to be useful in the workplace the planned objectives must meet the needs of the participants. This stage is the basis of setting up successful training. We then look at different aspects of running a training session, including thinking about the environment, using visual aids, adapting existing training materials, deciding who should attend training and involving participants. This can help trainers assess whether training was successful in achieving its objective and what impact training has had on the work effectiveness of trainees. It can also help to identify what further training and support people may need.

Accessing Training needs How to assess training needs Training is a means of communicating new knowledge and skills and changing attitudes. It can raise awareness and provide people with the opportunity to explore their existing knowledge and skills. But, to be effective, training should be based on the needs of the people who are being trained (the participants). Training needs should be identified by both participants and their managers. Training should not only meet the needs of people being trained, but should meet the needs of the organization or project they are working for, and contribute to better services or standards for service users. A training need is the gap between what somebody already knows, and what they need to know to do their job or fulfill their role effectively. By identifying training needs trainers can decide what the objectives of the planned training should be. The first step in identifying training needs is to assess the current level of knowledge and skills of the participants. The second step is to clarify what skills, knowledge and attitudes people need to do their jobs or tasks.

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An assessment of training needs can be done in a number of ways: y Questionnaires: Questions need to be clear, specific and simple. Avoid closed questions (i.e. those having a yes or no answer) as these identify what people think they know rather than what they actually know. Questions should be geared towards finding out whether people have the skills and knowledge you think they need to do their jobs effectively. Group discussions with participants: These enable health workers to share comments and observations about what is happening in their workplaces and what skills they feel they may need. Individual discussions with participants: These give people the chance to talk in confidence about difficulties they are having and things they need to learn. Self-assessment: This involves asking health workers to list the things they think they are good at and what subjects they think they need training on. Discussions with managers, service users and others: Trainers can gather views on training needs from those who come into contact with the person to be trained. Observing participants while they are working: These methods help trainers to assess what people already know and what knowledge and skills they may need to acquire to work effectively. It is best to gather as much information as possible, using as many different methods as possible. However, you must decide how much information it is realistically possible to gather within the limits of available time and financial resources. This may mean only being able to carry out one or two of the above.

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The trainer needs to decide what can realistically be covered during a training session. Trainers should aim to ensure that training objectives (what they want people to learn from the training session or programme) are very clear. Trainers can then plan training so that it addresses only those objectives. Training is an ongoing process. Participants need support and encouragement to use their new knowledge and skills in their work. Ideally, training programmes should give participants the opportunity to give feedback on the training they have received and problems encountered in applying it in their everyday work.

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Deciding who to train Planning the content of training and deciding who should be trained are linked activities. It is important to be clear about training objectives and to ensure that the objectives are relevant to participants. Once you have identified participants it is important to adapt the training plan to suit their needs.

The following will help you decide who should attend your training: y Who will participants work with when they have finished training? For example, if the training is about antenatal care it may be more appropriate to train female health workers in areas where female modesty is important. If the training is about sex education it may be better to train a range of people who can then work with their own peer groups. y Do participants need to have certain skills or knowledge? Some training courses may require participants to have background knowledge. For example, if the training is about treating opportunistic infections in people with HIV/ AIDS, then participants need to have some knowledge of HIV/AIDS. y Will training be relevant to participants jobs? For example, if the training is about setting up a programme for treating tuberculosis, the most suitable participants are district health managers, rather than community health workers. Participants learn best when they can see clearly how the training can be used in their lives or work.

y Do participants have the support of colleagues and managers? For training to be used in the workplace, participants need to have the support of managers and colleagues so that they can use skills and knowledge when they return to work. y Is it possible to train two people from the same area? This means that when training has ended and participants have returned to work they can provide each other with support.

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y Do participants need to be able to speak certain languages? y Do participants need to have certain qualities? For example, are they friendly and approachable? Are they willing to pass on the skills they learn to others? y Are the participants motivated and do they want to do the training? Ensure participants attend training for the right reasons, rather than for time off . Some training courses require a certain level of education or literacy, e.g. finished primary or secondary school, but this may exclude many people who have useful skills and knowledge that they learnt in life rather than in school. People do not always need to be able to read and write to be included in training. Written words can often be replaced by pictures, symbols, role plays or songs.

Challenges for the trainer Trainers need specific skills in order to run a successful training session. There are many theories on how to conduct training successfully, but it is often easier aid than done . It is crucial that training theory is adapted to practical situations and trainers need the skills to be able to do this. Skills Developing a rapport A trainer who builds a good relationship with participants is more likely to succeed in engaging and communicating well with participants. Practical ways to build a good relationship with participants include: y knowing them by their first name y knowing their strengths and weaknesses y spending informal time with them during the course. A trainer should be able to relate to many types of people and be able to encourage them to contribute. A trainer who develops a good rapport with participants is in a better position to encourage them to take responsibility for their own learning.
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Cultural sensitivity Trainers need to be aware of what views and approaches are acceptable in different cultures and how to adapt training to reflect these views. For example, in some communities women do not stand to voice views in front of men, and if they do speak in front of men they do not face them. Training could be adapted by sitting participants in small circles, containing either men or women, and for everyone (including the trainer) to remain seated while speaking. Perception Good trainers perceive participants verbal and non-verbal messages. During training, it is useful to check that trainers and participants are communicating well and that participants understand the purpose and content of the training course. Challenges Meeting expectations Training usually has an agenda with specific learning outcomes. However, even if objectives and outcomes have been communicated well in advance, some participants may have different expectations. Before training starts, ask participants about their expectations and try to ensure that these are addressed. If expectations cannot be addressed, explain why. Some expectations may go beyond your ability as a trainer; do not hesitate to state your limits. Group dynamics Group dynamics (how people in the group relate to each other) are a key challenge. In all groups, the levels of skill, competency and responsibility will vary and this is often reflected in people s enthusiasm and level of participation. A trainer needs to acknowledge these differences and ensure that everyone is involved. Physical environment Trainers need to consider the physical environment. Should learning take place in a classroom or outside? How should seating be arranged? In a large circle or several small circles? Do you have the materials you need for practical activities? Are there enough materials for all participants?
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Time available Mornings are a good time for learning theory, whereas afternoons and evenings when people are often tired and find it harder to concentrate are good for group work, practical activities or site visits. It is also important to build in time for breaks and meals and be aware of any cultural needs (such as a break for prayers). If the course is residential, remember to include time for social activities, so participants can relax. Choosing training methods People learn better when training includes a variety of training methods. A trainer s primary role is to help participants learn. A good trainer encourages participants to discover things and learn for themselves. Three things can help to stimulate participants curiosity: 1. Involving people as active participants in the learning process, rather than passive recipients of information. 2. Ensuring the training is relevant to the participants day-to-day work. 3. Using a variety of media and methods. When planning training, always focus on the training objectives or learning outcomes these are what you want people to learn and the needs of the participants. When considering what training methods to use, consider which method is best suited to what you are trying to communicate. For example, when training people to give mouth-to-mouth resuscitation is it best to use pictures, a lecture, handouts or a demonstration using a model? The training methods you choose should also reflect the needs and abilities of the participants. For example, there is no point in giving people lots of handouts if they have difficulty reading.

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Talks and lectures Talks and lectures given by a trainer help the trainer to pass on information in a pre-planned and organized manner. However, they can become boring for participants unless they are kept short and are well delivered. When preparing a talk or lecture: y y y y break down what you want to say into a number of points keep it short illustrate your talk with visual aids write down your talk or use prompt cards don t make it up on the spot.

Discussions To be useful, a discussion has to involve participants. To ensure that this happens, trainers and participants must agree ground rules for the discussion. The best way to do this is to ask the group what they think the ground rules should be, then write them on a large piece of paper where everyone can see them. The trainer and participants can then remind people of the ground rules if they are broken during the discussion. Ground rules may include statements like: y respect opinions y only one person to talk at a time y keep to the subject y no shouting y everyone to contribute. Discussions are more successful if they have a purpose and a focus. Discussions that are too general often result in people going off the subject. To focus a discussion, start it by using a visual aid, a video or some other training materials. Then ask questions like: What is happening in the picture/video? Why is this happening? Have you experienced things like this in your work? Discussions are useful because they enable participants to:

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y learn from each other y ask questions about things they do not understand y ask questions about things they are most interested in. The trainer s role is to encourage others to talk: a good trainer only talks a little and directs the discussions of participants. It is useful to note key points during the discussion and to summarise the main outcomes of a discussion at the end of the session. Practical activities Practical activities may include a trainer showing participants how to do something, participants performing tasks while the trainer observes them, or site visits to see new equipment or facilities. Practical activities can help participants to relate training to their jobs. Practical activities can be used after a theory session, so people can put the theory they have learned into practice. The disadvantages of site visits are that the workplace can often be noisy and full of distractions or people working there may be too busy to talk with participants, which can prevent participants from learning. Also, such visits can be time consuming and costly. Role play Role play is when participants or trainers act out real life situations. Demonstrate Role play can be used to demonstrate skills. Trainers can do this by taking part in the role play themselves, or by pointing out what participants do right and wrong in the role play. Practise Role play can give people the chance to practise skills they have learned in training. Stimulate discussion Role play can stimulate discussion and raise awareness. Evaluate Trainers can evaluate participants skills by observing how they do things in a role play by providing feedback to participants on their performance. For example, if you are training people about HIV/AIDS you might like to do a role play about counselling people before they take an HIV test. You could do this by asking people to play the roles of a health worker and someone who has come for an HIV test. Before presenting the role play to the whole group, participants should discuss their roles with each other: What will the health
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worker want to discuss with the person? What sort of questions will the person having the test have for the health worker? After the role play has been presented, the whole group can discuss the issues that have been raised. Using training materials Adapting training materials Training materials are usually designed for a well-defined audience or assumed use. These assumptions can include the age, sex or group profile of the participants or the objective for which the material has been defined. So materials may need to be adapted to suit particular participants or objectives. Materials make assumptions about the trainer, including their ability to be creative and adapt the materials, to set an appropriate timetable for training, and to think of appropriate methods and questions. They also assume that the trainer knows about their subject matter. To use training materials effectively, trainers should view using the materials as a means to an end and not the end itself. Training materials are one tool at the trainer s disposal, but in themselves they do not constitute a training session. Before using any training material, trainers should ask themselves three questions: 1. Is using the material the best way to help participants understand the facts and so help me achieve my objective? 2. How much time does it need? 3. What adaptations do I need to make to the material to help it fit my objective? Try to test the material before using it in training. This means discussing it with people you will be training, or their managers, to see if it is relevant and likely to meet their needs. Training that includes practical activities can be very successful. Most people learn more when they are doing than when they are listening. Selection of training materials and methods is very important. When choosing training activities, trainers should consider the needs of
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participants (e.g. are they literate, do they have traditions of story-telling or street theatre) and resources available. Trainers should also consider the practical aspects of using different types of training materials. For example, if you plan to use videos in a training session make sure there is electricity and a television available. Similarly, if you plan to use a CD-ROM or the Internet make sure you have access to a computer. In many areas low-cost training aids are the best option. Training manuals and books Training manuals and books are usually the main source of information for trainers. They can help trainers to get access to the expertise and knowledge of other people. They are useful for participants because they can be referred to after the training course. However, it is often too expensive to give each participant a training manual to take away. Trainers should bear in mind that manuals may need to be adapted to meet local needs. While many manuals and activity plans include suggestions that they should be adapted to meet local needs , this requires special skills and is very time consuming. Trainers themselves may need training in this area before they can adapt materials effectively. When adapting materials remember the level of information that your participants need and will understand. Do not give them too little or too much information. Try to use training materials that: y look attractive y are easy to use y are simple, readable and understandable y have illustrations that are clear and appropriate. Visual aids Pictures, such as drawings, photographs, pictures cut out of books or magazines or other visual aids can help people to remember things. They can also be used to start discussions. Visual aids may be pictures, but they can also be real objects. Never use a picture if you can use the real thing. For

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example, do not show a picture of a condom if you can show a real condom. Visual aids can also be models. Other types of visual aids include:

y Wallcharts Pictures, diagrams or graphs that are put on a wall. They can include more information than posters because the trainer is there to explain them. y Flashcards A series of cards, with words or pictures, which are shown to a group to stimulate discussion. y Flip charts Large sheets of paper with key points that can be used to stimulate discussion. y Slides or overheads shown using a projector. When choosing visual aids remember to take into account local, social, cultural and religious beliefs and practices. Also, choose visual aids relevant to the topic of the training session, the experience of the participants and the size of the group. Sometimes it is best to use visual aids that are specifically designed for teaching. However, sometimes people learn more when they create their own visual aids. Videos Videos are useful for holding the attention of participants and generating discussion. Used on their own they are not effective as a method of teaching, but they can be used with other methods. They are also useful for introducing a subject. Before showing a video explain what it is about, and discuss it with participants afterwards. Videos often come with facilitator guides that contain background information, questions to use in a training session and suggestions for activities. There are practical considerations when showing a video: a video shown on a small screen is not suitable for a group of more than 20 people and films need to be shown in a darkened area.

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CD-ROMs CD-ROMs (compact disc read-only memory) can be a useful training tool if you have access to computers. CD-ROMs can hold up to 360,000 printed pages of text and are a popular way of storing large collections of information such as databases and encyclopaedias. Some CD-ROMs include audio and interactive material, and question and answer sessions that can help to assess how much people have learned. Remember if you have 10 participants and only one computer, not all participants will be able to see the screen if the computer is used in a group activity. Instead, if possible, let participants take turns to use the computer during breaks or after training finishes for the day.

Handouts There are many types of handout. They can be a brief written summary of points made during training or further background information on a subject (this may be a photocopied page from a book). These types of handout are usually given out after talks. Others, such as those explaining an activity or practical task, are given out at the beginning of a training session. Handouts can usefully include diagrams. Tips for using summary handouts: y Tell people that you will give them a handout at the end of the talk, so they listen to you rather than spend time trying to write notes. y Try to give them out after a talk, rather than before, or people might spend time reading the handouts rather than concentrating on what you are saying. y Handouts should only be used in conjunction with other training methods (i.e. a talk). y Think of summary handouts as reminders. Keep them short and simple.

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Evaluation, follow-up and support Using evaluation can help trainers to improve existing training courses and plan future training. Follow-up and support can help to ensure participants use the skills they have learnt in their everyday work.

Evaluating training Evaluation is crucial for providing further information about future training. If your training has been well received and has resulted in positive changes in how people do their jobs, then it has clearly been a success and is worth repeating. On the other hand, if participants say they did not like the training and it has no effect on how they do their jobs, then the training needs to be changed. Sometimes evaluating training also might result in further new training needs being identified. Here are some questions to ask when evaluating training: y y y y Did you (the trainer) think the training went well? Did participants enjoy the training? Did participants learn from the training? Has training changed how participants do their jobs?

Evaluation can take place during a course, e.g. at the end of a session or at the end of a course. Participants can feed back their opinions by filling in questionnaires or having a short discussion about what they have learnt. Trainers can use these to assess whether learning objectives have been met. One way of evaluating training courses is by using a questionnaire at the end of the course, which gives participants the chance to give immediate feedback on course content.

Training evaluation form Give out evaluation forms at the end of a training session and allow a few minutes for people to complete the form. Give them the option of putting their names on the form or not. Ask participants to fill it in as fully and honestly as possible and to hand in the form as they leave. You can use the information given on the forms to help you revise existing training and plan new training.

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Follow-up and support The training course is only part of the learning process; putting the learning into practice is the next step. While on the course, it is easy for people to feel motivated, but less easy when they have returned to their day-to-day work. Although training evaluation forms are useful for getting immediate feedback from participants, the real test of successful training is whether the way people work has changed and improved. Co-workers and managers can play a key role in supporting new ideas and ways of doing things by encouraging those who attended training courses to incorporate what they have learnt into their work. This process can be started by asking people to talk to about the training they have just received when they return to work, and during management supervisions and appraisals. There are many different ways of evaluating how training courses have affected someone s work: y Action planning On the training course participants could be encouragedto outline an action plan for what they want to achieve in the next week, month, or three months after the course. The trainer or the participant s manager should follow-up these action plans to see if any progress has been made. y Questionnaires These could be sent out by the trainer a few months after the course to see how much of the information has been retained. y Follow-up site visit Here the trainer can take the opportunity of talking to colleagues and health service users to see to what extent the health workers have been able to incorporate their new knowledge and skills into their work. y Follow-up training sessions A short session to discuss some of the challenges or barriers to using what has been learnt on the course in the workplace. Participants can also share their experiences and encourage and support each other. Much of the emphasis on incorporating training course material into work lies in the self-motivation and the benefits participants may find, as well as the support of colleagues.
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Additional resources Participants can be encouraged to continue their development by supplying a range of resources they can access: y y y y y y y a contact list of all the participants on the course handouts and information packs lists of relevant websites newsletters and journals of interest useful telephone numbers, like helplines contact details of professional bodies books

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PROCESS FOR TRAINING

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STEPS IN TRAINING PROCESS: 1. Establish/ modify criteria for each post/ cadre covering knowledge and skills: A well defined criteria of knowledge and skills in tantamount to the post/job should be established in order to recognize the input required from each individual. 2. Receive and compile data on individuals in the personal files: A separate file should be maintained for each individual in regards to the details regarding various trainings, courses, workshops attended by him/her, qualifications etc. 3. Do a gap analysis and document/ establish the training needs: A gap analysis is essential in order to determine the type and level of training that has to be provided to the individual. A gap analysis helps one determine the need for training. It s the difference between what somebody already knows, and what they need to know to do their job or fulfill their role effectively. By identifying training needs trainers can decide what the objectives of the planned training should be. The first step in identifying training needs is to assess the current level of knowledge and skills of the participants. The second step is to clarify what skills, knowledge and attitudes people need to do their jobs or tasks. An assessment of training needs can be done in a number of ways such as Questionnaires, Group Discussions, Self-Assessment, Observational techniques, etc. 4. Identifying training topics and plan for the training/ other activities and prepare training plan: On basis of the gap analysis appropriate training plans are needs to be carried out. That is, who needs to be trained for what and how? This will help determine the content matter as well as the concerned size of trainees.

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5. Identify faculty, venue and material for the training: Once the right training plan is ascertained the required material, appropriate venue and the faculty with the veracious knowledge and skills should be identified to carry out the required process of imparting training. 6. Identify courses for external training: In case a greater breadth of experience and working practices is required which cannot be availed by the internal training such necessary courses should be identified and arranged. 7. Schedule and organize training or other activities: To ensure the smooth flow the entire training plan should be carefully organized. This calls for preparing the schedule for training before hand to make sure that the training in being carried out in time and going at the set pace. Such scheduling will also help keep a check as to the timely achievement of pre-determined targets. 8. Conduct training: This step refers to the actual implementation of the set schedule for training the concerned trainees and employees. 9. Is the training effective: Feedbacks and various other performance analyses should be conducted to evaluate the effectiveness of the training. Timely evaluation should be undertaken so as to test the effectiveness of the conducted training. Appropriate steps should be taken to see whether the training is adding to the productivity (quantitative as well as qualitative) of the organization.

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ERP Training - Online Main aim is to provide companies with a flexible and effective training solution for their ERP implementation needs. It specializes in creating and delivering professional and long-lasting e-learning modules that reflect the required knowledge of users on the actual system in use. With this training system, users can access the training at their own pace, in their own time and repeat it until they achieve competency in each topic. It also helps to communicate with people from different background, cultures and languages

TYPES OF ERP TRAINING PACKAGES: 1. Self-paced online software demonstration Software demonstrations are perfect for a self paced learning of new processes. By watching a guided demonstration of each part of a process, the user can easily learn new tasks and procedures. The modules can be reviewed at any time to re-enforce the learning process. 2. Interactive training simulation By adding interactivity to the demonstration the learning process is deepened and is made more pleasant. Based on the study of Neuro-Linguistic Programming, kinaesthetic people learn more by actually doing the steps, than by merely watching them. Our interactive simulations provide users with a safe and easy environment in which to practice their understanding and still feel guided. 3. Professional voice over instructions If required, a professional voice over can be inserted to also provide verbal instructions to reinforce the learning experience. Auditory style people tend to benefit from having the learning message reinforced verbally.

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4. Multiple languages available for both on-screen instructions and voice over Both the screen based text and the professional voice over can be arranged to be in most languages. 5. Electronic user guides If required, ERPOT can provide an electronic user guide that summarizes the content of the training module in a linear mode for future reference by the users. 6. Face to face training Face to face and classroom training is also possible. Both individual and group training can be developed and delivered to facilitate the learning process

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Master Data

Trainer Master Table 1. 2. 3. 4. 5. 6. 7. 8. 9. 7. 8. Trainer Id Trainer name Training Topic Trainer Joining Date Training Fees Number of Trainees Type of Staff (New/Existing) Type of Training (General/Technical) Rating for last Training Date of Training Time of Training

Employee Master Table 1. Employee Id 2. Employee Name 3. Employee Address 4. Employee Contact 5. Employee Email id 6. Designation 7. Date of Joining 8. Salary 9. Bonus 10. Department Id 11. Performance Rating 12. Trainings attended (Yes/No)

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Department Master Table 1. 2. 3. 4. Department Id Department name Number of Employees Department Head

Transactional Data 1. 2. 3. 4. 5. 6. 7. 8. Trainer Id Employee Id Department Id Training Date Training Time Number of Trainees Rating of Trainer Rating of Trainee

Usage of Data 1. 2. 3. 4. 5. 6. 7. 8. Who are the employees trained? Who is the Trainer? How many trainees are trained? Schedule of Training Effectiveness of Training Effectiveness in Production Capacity Performance of Trainer as well as Trainee Is any more training program required?

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Linkage with other Module We have linked Training module with Payroll module. With this Payroll department will be able to decide whom to allot rise in salary and allot bonus for the good performance. This will also help in performance appraisal. Data of Training Module that can be helpful to Payroll Module : 1. Employee Id 2. Employee Name 3. Employee Address 4. Employee Contact 5. Employee Email id 6. Designation 7. Date of Joining 8. Salary 9. Bonus 10. Department Id 11. Performance Rating 12. Department Id 13. Department name 14. Number of Employees 15. Department Head 16. Rating of Trainer 17. Rating of Trainee

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