FINAL PROJECT

Human Resource Development

SUBMITTED TO:-
Ma’am Saima Jamil
Institute of Administrative Sciences
University of the Punjab

PREPARED BY:-
 NORAIZ AHMAD 95
 KASHIF JAVED 91
 FAISAL ASHRAF 60
 SUMMER IMRAN 99
 USMAN ALI
 SAMAVIYA GULL 94
Table of Contents
FINAL PROJECT............................................................................................................................1
PREPARED BY:-............................................................................................................................1
Abstract............................................................................................................................................5
Introduction of the Company...........................................................................................................5
Vision:..........................................................................................................................................6
Strong culture and believe............................................................................................................6
Background of the Company...........................................................................................................6
Reasons for choosing this organization...........................................................................................7
Research Aim and Objectives Aim..................................................................................................8
PRODUCTS OF THE COMPANY.................................................................................................8
LIKE:...........................................................................................................................................8
Literature Review............................................................................................................................9
Example.....................................................................................................................................10
Hypothesis.....................................................................................................................................10
How we intend the access to Qarshi..............................................................................................11
Methodology adopted for conducting interview............................................................................11
An interview is generally a Qualitative research technique which involves asking open-ended
questions to converse with respondents and collect elicit data about a subject. The interviewer
in most cases is the subject matter expert who intends to understand respondent opinions in a
well-planned and executed series of questions and answers. Interviews are similar to focus
groups and surveys when it comes to garnering information from the target market but are
entirely different in their operation focus groups are restricted to a small group of 4- 5
individuals whereas surveys are quantitative in nature. Interviews are conducted with a sample
from a population and the key characteristic they exhibit is their conversational tone.............11
Methodology..................................................................................................................................11
Research Methodology..................................................................................................................11
Vision:........................................................................................................................................12
Objectives:.................................................................................................................................12
Research design.............................................................................................................................12
Selection of research questions..................................................................................................13
Conceptual framework...............................................................................................................13
 Selection of appropriate research method..................................................................................14
Research methods......................................................................................................................14
Choosing the research method...................................................................................................14
Drawing conclusions..................................................................................................................14
Generalization............................................................................................................................14
HR Department..............................................................................................................................14
Training and development at qarshi industry pvt. ltd....................................................................15
Introduction to employee training and development:................................................................15
Introduction:..........................................................................................................................15
The relevance of occupational psychology to training and development:............................16
Opportunities of employment in training and development:.................................................16
Research into the psychology of training and development:.................................................17
Training & development need = Standard Performance (expected) – Actual Performance......18
Characteristics of an effective training system......................................................................18
Start with training needs assessment:............................................................................................18
Nature of training and development...........................................................................................20
Objectives/Purpose/Goals of Training and Development.............................................................20
Organizational Analysis.........................................................................................................21
Job Analysis...........................................................................................................................22
Individual Analysis................................................................................................................22
The need for Training and Development...............................................................................23
Designing and Developing Effective Training Modules...............................................................25
Know You’re Employees......................................................................................................25
Dividing Employees into Groups:.........................................................................................25
Preparing the Information:.....................................................................................................25
Presenting the Information:...................................................................................................25
Delivering Training Programs:..............................................................................................26
Training should match the Workplace:..................................................................................26
Labeling:................................................................................................................................26
Create a Supportive Environment at Work:...........................................................................26
Continued Learning:..............................................................................................................26
 Practice:.................................................................................................................................27
Opportunity:...........................................................................................................................27
Train - Practice - Train:.........................................................................................................27
On the job training methods.......................................................................................................27
(1) On specific Job.................................................................................................................27
Experience.............................................................................................................................27
Coaching On-the-job.............................................................................................................28
Understudy.............................................................................................................................28
(2) Position Rotation..............................................................................................................28
Special Projects......................................................................................................................28
Selective Reading..................................................................................................................29
Vestibule Schools..................................................................................................................29
Off the job training methods......................................................................................................29
Conferences...........................................................................................................................29
Case studies...........................................................................................................................29
Brainstorming........................................................................................................................30
Laboratory Training...............................................................................................................30
Simulation..............................................................................................................................30
Role-Playing..........................................................................................................................30
Procedures..............................................................................................................................31
Roles and Responsibilities.....................................................................................................31
Aids on the Job......................................................................................................................32
Coaching................................................................................................................................32
Targets...................................................................................................................................32
Incentives...............................................................................................................................33
Communication......................................................................................................................33
Engagement...........................................................................................................................34
Abstract
We have done a research on “Qarshi Industries (Pvt.) Ltd”. First of all, we visited Qarshi
Industries (Pvt.) Ltd lahore Office to get the basic information about Qarshi Industries
along with the information about their ptoduct. It has helped us very much. Every
organization needs to have well trained and experienced people to perform the activities
that have to be done. If current or potential occupents can meet these requirements,
Training is not important. On the other hand, if this is not the caae, it is necessary to raise
the skill levels and increase the versitility and adoptability of the employees. Moreover,
employees are the internal assets of an organization. Training presents a prime
opportunity to expand the knowledge base of all employees so that they can relate those
training with their workplace and give their best performance achieving company goals.
Knowledge and skills development is vital to the health of organizations.On the report we
mentioned all the information we gathered regarding the company and its various HR
practices, and came up with some analysis of our own. We also tried to provide some
recommendations to the company with our own and limited knowledge and experience
QARSHI
Introduction of the Company
From humble beginning in 1968, Qarshi Industries (Pvt.) Ltd. is now Pakistan's largest herbal
pharmaceutical company. It was conceptualized 75 years ago by the venerated eastern poet
Allama Muhammad Iqbal. ... The clinic was started with a view to provide pure and effective
herbal medicines to the general populace.

I undertook my project in Qarshi Pvt. Ltd. It is one of the largest herbal based products company
in Pakistan. It is worthwhile to mention that with a range of over 200 products, following
operational divisions are successfully marketing various Qarshi quality products. Natural
Medicine Division, Consumer Product Division, Distribution Division, International Marketing
Division, Farm Products Division, Springley Division, Institutional Sale Division, Qarshi Health
Shops.

Qarshi Industries (Pvt.) Ltd. is one of the largest natural products companies in Pakistan. It is a
modern and progressive facility that manufactures and markets leading brands that have become
household names. As a leading manufacturer of Natural Products, Qarshi is engaged in
promoting healthy living for over seven decades. It has been offering blend age-old Oriental and
Greek herbal preparations with the latest advancements in science and technology to provide safe
and effective products to its customers.
Qarshi Industries is highly rated company in its category in Pakistan. It has consolidated its

image as a quality-conscious company and has, over the year, demonstrated its firm commitment

to quality and strict adherence to international standards. Qarshi takes pride in maintaining a high

quality in its products and superior skills and acquiring the latest in advanced technology.

Vision:
 Leadership in our field
 HRD
 R&D
 CSR

Strong culture and believe

 Ownership
 Cleanliness
 Competition

Background of the Company

There are three major areas in QARSHI, Research & Development, Commercial, and Welfare.
R&D includes Qarshi Dawakhana (1968) and Qarshi Research Int (2003). On the other hand.
Commercial section includes Qarshi Industries (manufacturing and selling of natural products)
&Qarshi International (for international business). Last but not the least welfare includes Qarshi
Foundation (Health, education, conservation & employment) &Qarshi Knowledge City
(education-research and commercial-NPO).

In 1968 the youngest son of Shifa-ul-Mulk, Mr. Iqbal Ahmed Qarshi after completing M.S.C in
Chemical Engineering, laid the foundations of Qarshi Dawakhana that has now evolved into
Qarshi Industries, a modern and successful company that outweighs by far, the expectations of
its original founder.

From humble beginning in 1968,Qarshi Industries (Pvt.) Ltd. is now Pakistan’s largest herbal
pharmaceutical company. It was conceptualized 75 years ago by the venerated eastern poet
Allama Muhammad Iqbal.

Its inception was in the shape of a clinic at Biden Road in the city of Lahore, in the heart of
Punjab, which was opened by Shifa-ul-Mulk Hakim Muhammad Hassan Qarshi, He was a
practitioner of herbal medicine and health supplements.
The clinic was started with a view to provide pure and effective herbal medicines to the general
public.

Qarshi Industries is highly rated company in its category in Pakistan. It has consolidated its
image as a quality-conscious company and has, over the year, demonstrated its firm commitment
to quality and strict adherence to international standards. Qarshi takes pride in maintaining a
high quality in its products and superior skills and acquiring the latest in advanced technology.

Qarshi Industries (Pvt.) Ltd. is one of the largest natural products manufacturers in Pakistan. It is
a modern and progressive facility that manufactures and markets leading brands which have
become household names. Qarshi is engaged in promoting healthy living since five decades. It
has been offering a blend of age-old Oriental and Greek herbal preparations.

One of the largest quality natural products companies in Pakistan, Qarshi is a leading
organization with a large number of National / International Certifications and Accreditations.
With a vision to become global leaders in quality, human resource development, research and
development, and corporate social responsibility, Qarshi is engaged in promoting healthy living
and offers a blend of age-old Oriental and Greek herbal preparations with the latest
advancements in science and technology, providing more than 300 Quality Natural Products to
its customers worldwide.

Reasons for choosing this organization.

Qarshi Industries (Pvt.) Ltd. is one of the largest natural products manufacturers in Pakistan. It is
a modern and progressive facility that manufactures and markets leading brands which have
become household names. Qarshi is engaged in promoting healthy living since five decades. It
has been offering a blend of age-old Oriental and Greek herbal preparations.
A company true strategic position can only be known by analyzing its business and financial
performance which the chosen topic will help me to do in case of Qarshi; moreover, it will
enable me to use my academic knowledge in a better way.
As, above history we told Qarshi is almost five decades old and very strong culture organization,
there norms are rich. The role of human resource department has gone from the traditional ‘hire
and fire’ to an in-depth position, focusing on another aspect of the company like looking after
employee engagement. Not every company understands or values their human resource
department. Human resources professionals are the lifeblood of the company, because their job is
to ensure that the business gets the most out of its employees. In other words, the human
resource department needs to provide a high return on the business’s investment in its people.
I choose Qarshi pvt. Ltd, as it is one of the pioneers in herbal products it is listed on stock
exchange hence, has an easy access to information. Therefor the choice of this organization is to
scrutinize marketing operations under specific conditions prevailing nationally or internationally.
Despite being blurred out of local lime light Qarshi regained its lost position in the market.
PRODUCTS OF THE COMPANY
 FOOD & BEVERAGES
 REFRESHING SYRUPS
 HEALTH CARE

LIKE:
 JAM-E-SHIRIN & REFRESHING SYRUPS
 JOHAR JOSHANDA HERBAL TEA
 NATURAL MENIRAL WATER
 JAM & MARMALADES
 CARBONATED SOFT DRINKS
 PRESERVES & HONEY
 KETCHUP & SAUCES
 INSTANT POWDER DRINKS
 ARQIAT
 ANTI-ALLERGICS
 BONE & JOINT HEALTH

Literature Review
The Qarshi business (Pvt.) Ltd. is one of the biggest common homes grown based item
organization in Pakistan. Mankind today confronts gigantic difficulties. With immense financial
extension on an overall scale, the soundness of our buyers is put in higher destinations. Qarshi
Industries, a leading maker of Natural Products, has been pushing solid living in excess of seven
decades. The age-old Oriental and Greek natural arrangements are mixed with the most recent in
Science and Technology at Qarshi Industries to give sheltered and viable items to the greater part
of our clients

Training and development Training and Development basically deals with the acquisition of
understanding, knowhow, techniques and practices. In fact, training and development is one of
the imperatives of human resource management as it can improve performance at individual,
collegial and organizational levels. As the process of ‘increasing one’s capacity to take action,
organizations are now increasingly becoming particular with organizational learning and
therefore collective development. Organizational learning, on the other hand, refers to the
“efficient procedure to process, interpret and respond to both internal and external information of
a predominantly explicit nature. According to Easter by-Smith (1999), the emergence of the
concept of organizational learning is central on the hitherto idea that prior advocacies of learning
are tended to its commercial significance and are lacking of empirical information on learning
processes.

Strategically, organizational learning, which makes use of training and development as one of
the several responses, deals with the acquisition of understanding, know-how, techniques and
practices. These intellectual intangibles can be translated into an organizational resource through
the people that acquire, infer and utilize such towards the achievement of the organization-wide
training and development (Armstrong, 2006). Training and development are planned learning
experiences which teach employees how to perform current and future jobs more effectively.
Sims (2002) emphasizes that training focuses on present jobs while development prepares
employees for possible future jobs. Basically, the objective of training and development is to
contribute to the organization's overall goal.

“Applesshh and Lemonsshh” the soft drink product launched by Qarshi industries pvt. Ltd.
Qarshi has good image in the mind of the customers due to its herbal products and having
international health standard. We tried to analyze that what are the reasons due to which the
consumers not prefer Qarshi soft drinks. The objective of this study is to examine the effect of
sales promotion and sales decline of the Qarshi soft drinks. Scientists discovered carbon dioxide
behind the bubble in natural mineral water. The first marketed soft drinks appeared in the 17th
century. They were made from water and lemon juice sweetened with honey. Consumers
regularly purchase multiple products from the same category. We find evidence of such purchase
behavior for carbonated soft drinks (CSDs) of Qarshi. Temporary price reductions (sales) are
common for many goods and naturally result in a large increase in the quantity sold. We explore
whether the data support the hypothesis that these increases are, at least partly, due to demand
anticipation: at low prices, consumers store for future consumption. There are several reasons to
study and quantify consumers’ inventory behavior. Soft drink consumption has become a highly
visible and controversial public health and public policy issue. Different advertisers have
discovered that certain attributes of their target market (e.g., little yet topographically scattered)
or qualities of their item (e.g., exceptionally intricate) make publicizing a less appealing choice.
For these advertisers better comes about may be acquired utilizing other special methodologies
and may prompt regulating all their limited time using to non-promoting advancements. Sales
promotion is a major force in marketing today. Coupons, rebates, free sample, point of purchase
techniques are some of the promotional strategies being employed today. An analysis of the sales
promotion on sale volume would help marketers to increase their product sales. Qarshi industries
promote their goods services to the market using a verity of promotional strategies. Promotion is
used to communicate and persuade potential customers to the advantages of the offer. Household
data contain more information than the stores have, and data is the more useful analysis of sales
promotions. The big advantages of household are that it represents the actual behavior of the
consumers. It offers the opportunity to the sales promotions to observe the reaction, choice and
behavior of the consumers. With household data for example:
How we intend the access to Qarshi
One of the most fundamental tasks related to this project was gaining access. It involved both
securing entry into Qarshi and individuals (employees) associated with it. The methods include
using endorsements from authorities, gradually facing over entry into the organization. Initially,
we email the organization and after some time we get the response.

Methodology adopted for conducting interview

An interview is generally a Qualitative research technique which involves asking open-ended
questions to converse with respondents and collect elicit data about a subject. The interviewer in
most cases is the subject matter expert who intends to understand respondent opinions in a well-
planned and executed series of questions and answers. Interviews are similar to focus groups and
surveys when it comes to garnering information from the target market but are entirely different
in their operation focus groups are restricted to a small group of 4- 5 individuals
whereas surveys are quantitative in nature. Interviews are conducted with a sample from a
population and the key characteristic they exhibit is their conversational tone.

HR Department
The process an organization takes when creating a human resource department differs
based on whether the organization is brand new or if the organization has been in
operation for some time and is just now adding an HR department. In addition, the issues
and concerns of starting the HR department are affected by the current size and expected
growth of the organization, the amount of support and infrastructure already in place, the
industry, and the organizational vision and culture. This article provides a general
overview of areas and issues an employer should consider when building an HR
department from the ground up, including the following:
Recruiting and staffing.

Training and development

Compensation and benefits

Training and development at qarshi industry pvt. ltd
Introduction to employee training and development:
Introduction:
Training and development play an important role in the effectiveness of organisations and to the
experiences of people in work. Training has implications for productivity, health and safety at
work and personal development. All organisations employing people need to train and develop
their staff. Most organisations are cognisant of this requirement and invest effort and other
resources in training and development. Such investment can take the form of employing
specialist training and development staff and paying salaries to staff undergoing training and
development. Investment in training and development entails obtaining and maintaining space
and equipment. It also means that operational personnel, employed in the organisation’s main
business functions, such as production, maintenance, sales, marketing and management support,
must also direct their attention and effort from time to time towards supporting training
development and delivery. This means they are required to give less attention to activities that
are obviously more productive in terms of the organisation’s main business. However,
investment in training and development is generally regarded as good management practice to
maintain appropriate expertise now and in the future.

The relevance of occupational psychology to training and development:

Contributing to training has long been one of the main concerns of occupational psychology –
this is not surprising given that training involves learning and that learning is a central issue in
psychology. Training is one of the core skills of occupational psychology. People with
qualifications in and experience of occupational psychology have been employed in different
capacities in training and development roles in government organisations, private companies and
consultancy groups.

The discipline offers many benefits and perspectives to help resolve training issues and problems
and has also been at the root of many methods and techniques that have now become part of the
routine practices within human resource management. Training specialists must be alert to the
wider issues regarding the problems presented to them and need the skills and confidence to deal
with them. They must understand how training fits into the wider organisational context. An
occupational psychology perspective is extremely beneficial in helping the practitioner to
understand how training relates to other interventions aimed at improving job performance.

Opportunities of employment in training and development:

Governments have traditionally played a significant role in the promotion and development of
occupational psychology with regard to training, because of their responsibilities for
employment, military, health and other services. People with an occupational psychology
background have been employed directly by governments in areas such as job training, military
training and health and safety. Government agencies have also been a major sponsor of training
research and development; such investment has often provided the major underpinning of
developments in this area.

Governments can also affect the impetus for change in organisations through legislation,
taxation, and the general health of the economy, which in turn can create more disposable
income to create new demands for products and services, affect the supply of raw materials and
services, or put such pressure on consumers that markets are adversely affected. Also,
government initiatives can affect health and safety requirements, fiscal issues, competition laws,
and ecological concerns, working with new technology and employment practices. Such changes
prompt new ways of organising and delivering these products and services, creating new training
needs.

The other major source of employment and funding in training and development, where
occupational psychology plays a specialist role, is private companies. Specialists might be
employed directly within an organisation’s training and development functions or in consultancy
offering services to clients. Organisations often employ their own specialist training and
development staffs who have been recruited from the organization’s own ranks. Organizations
often prefer this approach because they feel it is more appropriate for their training staff to have
operational and business experience than for them to be experts in training or occupational
psychology. It is often assumed that training is simply a matter of following well-established
procedures and principles. This is an ill-informed view because often training cannot always
proceed simply by application of standard methods. It is often necessary to understand variations
that have not been responsive to the standard procedures. This entails understanding how people
learn and how training can support this learning.

Training and development staff are generally responsible for maintaining company training and
development systems, to judge training needs and to organise the delivery of training and
development. Practitioners with an occupational psychology background may be encountered in
departments concerned with organisational development where they are engaged with the
processes of organisational change of which training and development is a part. It is impossible
to be more specific than this. Opportunities for occupational psychology specialists to become
engaged in training arise in different contexts and circumstances. It is important to remain alert
to where these opportunities might occur and be adaptive and constructive in responding to
opportunities.

Research into the psychology of training and development:

There is substantial literature concerned with the psychology of training and development, much
of which has emerged from past government and military funding initiatives. Some has been
funded from the commercial sector. Applied training and development research is less likely to
have been funded by research councils, who tend to focus instead on pure rather than applied
science.
Research into training generally requires substantial funding and opportunity for access to real
situations. Without funding or access, it is difficult for applied psychologists to contribute
effectively to this area or for their findings to be accepted as credible. In university research it is
possible to set up and run basic laboratory or smallscale studies in human learning and social
interaction with minimal resources as a basis for publication and for theory development, but
these do not match the complexity that needs to be addressed to resolve practical training issues
in a rigorous way. Some comparatively inexpensive laboratory studies in areas of training and
instruction have been important in clarifying issues and demonstrating the potential benefits of
applying different principles to training. But laboratory studies are limited in this field because
research findings may be confined to the laboratory context and not deal effectively with
practical issues when the complexities of the real situation are encountered.

This means that there is no wholly reliable body of research to enable training decisions to be
made with complete confidence. This may sound like a weakness, but it is a reflection of the fact
that new operational contexts can change the applicability of research findings that were
obtained in a different operational context. It also makes for more interesting work, because
problems generally have to be investigated, solved and then outcomes tested, rather than simply
following a simple recipe.

To this end, this learning material will set out the basic ideas involved in the psychology of
training and development, so that it becomes clearer how work in this area can be conducted. It
will introduce the main concepts and themes, with a view to providing a framework for your
later work. In particular, it will present these ideas in the context of organizations, showing how
they can be applied and how they might be constrained. The material will not aim to provide a
comprehensive account of all aspects of the occupational psychology of training and
development. Such issues will be left for you to investigate as future requirements present
themselves in your professional career. What we will focus on, however, is providing you with
an overview of the main issues in the management and development of training for which
knowledge of occupational psychology can contribute towards helping solve practical problems
of training in an effective way.

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 OBJECTIVES

 The principal objective of training and development division is to make sure the
availability of a skilled and willing workforce to an organization. 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,
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.

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.

• 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.
• Organization Climate – Training and Development helps building the positive perception
and feeling about the organization. The employees get these feelings from leaders, subordinates,
and peers

• Quality – Training and Development helps in improving upon the quality of work and
work-life.

• Healthy work-environment – Training and Development helps in creating the healthy

working environment. It helps to build good employee, relationship so that individual goals
aligns with organizational goal.

• Health and Safety – Training and Development helps in improving the health and safety
of the organization thus preventing obsolescence.

• Morale – Training and Development helps in improving the morale of the work force.
• Image – Training and Development helps in creating a better corporate image.
• 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.

PROCESS OF TRAINING

These steps are included in training and development programs as below:

1. Identification of training needs and priorities

2. Organization all analysis.
 3. Man Analysis.
4. Statement of training needs.
5. Establishment of training goals and selection of trainee
6. Selection and training of training personnel.
7. Application of selected training techniques
8. Evaluation of training Programme.

IDENTIFYING TRAINING NEEDS

All training activities must be related to the organization and the individual employees.
The effectiveness of training programme can be judged only with the help of training
needs identified in advance. In order to identify training needs the gap between the
existing and required levels of knowledge, skills, performance and aptitude should be
specified. The problem areas that can be resolved through training should also be
identified.

IDENTIFYING TRAINING NEEDS

Job

Present Performance Desired Performance

Gap

Training needs can be identified through the following types of analysis:

o Analysis of Objectives – long term and short term objectives
o Resource Utilization Analysis – in meeting the operational targets
 o Task or Role Analysis – to identify job contents, the knowledge, skills and
aptitude required.

o Manpower Analysis – In this, the persons to be trained and the changes requires
in the knowledge, skills and aptitude of an employee are determ

APPROACH OF TRAINING AND DEVELOPMENT AT QARSHI

The Modern approach of training and development is that Organizations have realized
the importance of corporate training. Training is now considered as more of retention tool
than a cost. The training system has been changed to create a smarter workforce and yield
the best result.
Reactive Approach
 The traditional approaches to training can be generally termed as reactionary, driven by
tactical delivery of technical skills in bricks and mortar, classroom training and where training
is seen as an event oriented activity.
Proactive Approach 
In the learning organization this approach aligns all learning activities with the corporate
business strategy, and its focus is on developing competencies.
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.

The model of training are:

1. System Model
2. Instructional System Development Model

System Model Training

 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 used in
qarshi to examine broad issues like objectives, functions, and aim. . 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, training is undertaken on
planned basis.
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 qarshi undergo 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 to
remedy or improve failure practices.
Instructional System Development Model(ISD)
This model is used in the organization to answer the training problems. This model
is widely used now-a-days in the organization because it is concerned with the
training needed on the job .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. The Instructional System Development model
comprises of five stages:
1. Analysis– This phase consists 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. Developing – This phase translates 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. Executive – This phase focuses on logistical arrangements, such as arranging
speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and
other training accessories.
5. Evaluating – 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 that 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
METHODS OF TRAINING
There are various methods of training, which qarshi used to train their employees with
relevant job skills and can be divided in to cognitive and behavioral methods.

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 qarshi choose to train their employees come under Cognitive
approach are:
Lectures
demonstrations
discussions
COMPUTER BASED TRAINING (CBT)
INTELLIGENT TUTORIAL SYSTEM(ITS)
o PROGRAMMED INSTRUCTION (PI)
o VIRTUAL REALITY
Behavioral methods are more of giving practical training to the trainees. The various
methods under Behavioral approach allow the trainee to behavior in a real fashion. These
methods are best used for skill development.
The various methods that come under Behavioral approach are:
GAMES AND SIMULATIONS
behaviours modeling
business games
case studies
equipment stimulators
Both the methods are 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 the organizations 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.

Understudy
in this superior gives training to a subordinate as his assistant. The subordinate
learns through experience and observation. It prepares the subordinate to assume
the responsibilities of the superior’s job in case the superior leaves the organization.
The purpose of understudy is to prepare someone to fill the vacancy caused by
death, retirement, transfer, or promotion of the superior.

Coaching

Coaching is one of the training methods,which is undergo by qarshi and is considered as

a corrective method for inadequate performance. According to a survey conducted by
International Coach Federation (ICF), more than 4,000 companies are using coach for
their executives. These coaches are experts most of the time outside consultants.It helps
in identifying weaknesses and focus on the area that needs improvement This method is
used for the people at the top.

Procedure of the Coaching

The procedure of the coaching is mutually determined by the executive and coach. The
procedure is followed by:

1. Understand the participant’s job, the knowledge, skills, and attitudes, and
resources required to meet the desired expectation

2. Meet the participant and mutually agree on the objective that has to be achieved
3. At the job, show the participant how to achieve the objectives, observe the
performance and then provide feedback

For the people at middle-level management, coaching is more likely done by the
supervisor; however experts from outside the organization are at times used for up-and-
coming managers. Again, the personalized approach assists the manger focus on definite
needs and improvement.

Mentoring
Mentoring is an ongoing relationship in the organization 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.

Executives also have mentors. In cases where the executive is new to the organization, a
senior executive could be assigned as a mentor to assist the new executive settled into his
role. Mentoring is one of the important methods for preparing them to be future
executives. This method allows the mentor to determine what is required to improve
 mentee’s performance. 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
Job Rotation
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. 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 caliber for filling the
position
Job Instruction Technique
Job Instruction Technique (JIT) undergoing in qarshi 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
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 qarshi take in off the job. The
few popular methods are:

Electronic learning

sensitivity training

straight lectures

simulation exercise

Sensitivity Training
Sensitivity training is about making people understand about themselves and others
reasonably, which is done by developing in them social sensitivity and behavioral
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.

Behavioral flexibility is ability to behave suitably in light of understanding.

Procedure of Sensitivity Training
Sensitivity Training Program requires three steps:
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 trainee
 · 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.

Lectures
It is one of the oldest methods of training. This method is used to create understanding of a
topic or to influence behavior, 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.
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.

A Training Game is defined as 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.

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.
 Trainees can therefore experience these events, processes, games in a controlled setting
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
The procedure of formal on-the-job training program is:
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 (JI)

Training Programmes
· Training need is defines as a gap, which exists between the required and actual standards
of performance in a task that can be bridged by training. With the help of training and
development programs organization has improves its productivity & efficiency level to an utmost
position.
· Orientation Training: Induction or orientation training seeks to adjust newly appointed
employees to the work environment. It is brief and informative.

· Job Training: Employees may be taught the correct method of handling equipments and
machines used in a job.

· Safety Training: Training provided to minimize accidents and damage to machinery. It

involves instruction in the use of safety devices.

· Promotional Training: It involves training of existing employees to enable them to

perform higher level jobs.

· Refresher Training: Employees to be trained in the use of new methods and techniques.
This training is designed to revive and refresh the knowledge and to update the skills of the
existing employees.

Internal Training and development

he Training and Development Unit organises training for staff on all campuses sites and
can set up specific sessions to meet identified needs for a department or section group
of departments, or occupational group. Computing Services also administers an
ongoing programme of courses for staff and other organization sections and
departments offer training sessions for staff as needs arise. 
External Training and Development
Organization sponsored staff attending external courses from time to time the
organization may decide to send staff to specific external courses. Depending upon the
nature of the course and the time frames, nominations may be sought by the Director
Training and Development from appropriate managers. Representation will be decided
by the Nominations sub committee of the Training and development Advisory
Committee in accordance with the criteria outlined below. Fees (and approved travel
and accommodation where applicable) will generally be met from the centralised
training budget. Any other incidental costs are the responsibility of the nominating
department or section. Staff members supported from this budget are generally
expected to submit a brief report to the Director, TDU, and where appropriate, may be
expected to pass on the knowledge and skills gained to a wider group, for example
through seminars or workshops.
Training & development need = Standard Performance
(expected) – Actual Performance
Characteristics of an effective training system

1. It is a systematic process of changing knowledge, skill, behavior and or motivation of

employees to improve their performance on the job as per the aims and objectives of the
organization.
2. It should facilitate introduction of newer technology, new work methods, innovations
and all round enhancements of productivity and quality of products and services.
3. Transfer of new knowledge and skills depends on how the training is designed, delivered
and, moreover, how the manager measures its effectiveness.

However, not all training is created equal.  The extent to which training can influence learning,
behavior change, performance, and profitability depends largely on how it has been designed and
delivered.  The following features have been directly associated with improved employee and
organizational outcomes:

Start with training needs assessment:

This is a systematic process to determine who needs to be trained (i.e., who needs improved
KSAs), what they need training on (i.e., what tasks need to be improved), and how the training
process will be supported and aligned with strategic objectives.

Identify and communicate purpose, objectives, and outcome:

These are identified based on the results of the training needs assessment and must be
communicated to trainees in a clear and easy-to-understand way.  When communication includes
a message on how the training will be applied and what the expected outcomes are, motivation to
learn increases.

Relevant content:

To be effective, training must include content that is directly linked to trainee job experiences. 
This makes intuitive sense, but when ignored it can reduce the impact of training on performance
to zero.  Just think about the training sessions you’ve attended that have been unrelated to your
daily work-life.

Active demonstration:
Trainers need to actively demonstrate the specific skills and processes included in the training. 
Conducting these live demonstrations provides trainees with a model of desired behavior and
results in greater learning and transfer of training regardless of the topic.  For example, if the
training is on interpersonal communications the trainer might demonstrate active listening skills
through a role-play with a willing participant.  For an engine-repair class, the trainer might bring
an engine and demonstrate how to bore out the cylinders.

Opportunities for practice:

Effective training programs include multiple opportunities for trainees to practice the skills
they’ve learned during class-time.  By building application exercises into the training workshops
themselves, you provide trainees with a safe place to try new skills, where they can make
mistakes and not worry about consequences.

Regular feedback during training:

Trainers also need to give feedback to employees while they are practicing their new skills. 
Feedback should be given both during practice and after exercises have been completed).  It
should also be directly related to how the trainee performed the task and never be focused on
personal characteristics.  For example, bad feedback might be “You are being such a clutz,”
whereas better feedback would be “I noticed you dropped the lever a few times because you’re
grip is incorrect.  Let me show you

Post-training environment:

After training it is important that employees are given opportunities to perform the skills they’ve
learned.  If the post-training environment does not support this, research has shown that training
will have little to no impact on trainee performance and organizational utility; that is, little or no

Training programs that include these characteristics will consistently result in better employee
outcomes (learning, behavior change, job performance) and organizational impact (utility,
performance, turnover).  And of course designing a training program is much more complicated
than just following the rules above (e.g., you have to determine the method of training deliver,
training materials, etc.).

Nature of training and development

1. Training is an act of increasing knowledge, skill and attitude of an employee for
improving his/her performance on the job. It is concerned with imparting specific
skill for doing particular job.
2. Training includes education which is concerned with increasing general knowledge
and understanding of an employee’s total environment.
3. Training means learning which helps in modification of behavior as a result of some
experience.
 4. Development has a broader meaning. Its aim is to grow or improve the overall
personality of an individual.
5. It is a continuous process and is on the initiative from individual to meet their future
needs.
6. It enables the participants to gain skills, learn theoretical concepts and help acquire
vision to look into the distant future.

Objectives/Purpose/Goals of Training and

Development
The purpose of training and development can be explained as follows:

 Improving quality of workforce

Training and development programs can help in improving the quality of work
produced by the workforce of organization. Mostly, training is given in a specific
area like finance, marketing or HR, which helps in improving the quality of work
in that particular area.
 Enhance employee growth
By attending these training and development programs, employees are able
master the work of their jobs and that's how they develop and grow themselves
in a professional way.
 Prevents obsolescence
These programs help employees to keep themselves up to date with the new
trends in latest technology, which reduces the chances of termination of the job.
 Assisting new comer
These programs help new employees to adjust themselves in a new working
environment, culture and technology. They feel themselves as regular
employees of that organization.
 Bridging the gap between planning and implementation
It helps organizations to easily achieve their targets and goals what they actually
planned for. Employees know their job better and they deliver the quality
performance according to needs of top management. That's why organizations
can easily implement their plans.
 Health and safety measures
Training and development program clearly identifies and teaches employees
about the different risk involved in their job, the different problems that can
arise and how to prevent such problems. This helps to improve the health and
safety measures in the company.

Importance of training and development

With technology creating more deskilled workers and with industrial workers being replaced by
knowledge workers, training and development is at the forefront of HRD. The onus is now on the
human development department to take a proactive leadership role in responding to training and
business needs. Training is an expensive process not only in terms of the money spent on it but
also the time and the other resources spent on the same. The most important question therefore is
determining whether or not a need for training actually exists and whether the intervention will
contribute to the achievement of organizational goal directly or indirectly? The answer to the
above mentioned question lies in ‘training needs analysis’ which is the first step in the entire
process of training and development. Another view of the training need is that, it is the
discrepancy between ‘what is’ and ‘what should be’. Taking cues from this the World Bank
conduct a needs analysis and arrived upon the conclusion that many of its units in eastern regions
of Europe required transformation from state owned business to self-sustaining organizations. A
number of universities were then contacted to develop the necessary modules and conduct the
training upon the same. Training needs analysis is a systematic process of understanding training
requirements. It is conducted at three stages - at the level of organization, individual and the job,
each of which is called as the organizational, individual and job analysis. Once these analyses are
over, the results are collated to arrive upon the objectives of the training program. Although each
step in the entire training process is unique in its own, needs analysis is special in that it lays the
foundation for the kind of training required. The assessment gives insight into what kind of
intervention is required, knowledge or skill or both. In certain cases where both of these are
present and the performance is still missing then the problem may be motivational in nature. It
thus highlights the need and the appropriate intervention which is essential to make the training
effective.

Consequence of implementing training practices

Implementation of training and development programs offers several potential advantages to

small businesses. For example, training helps companies create pools of qualified replacements
for employees who may leave or be promoted to positions of greater responsibility. It also helps
ensure that companies will have the human resources needed to support business growth and
expansion. Furthermore, training can enable a small business to make use of advanced
technology and to adapt to a rapidly changing competitive environment. Finally, training can
improve employees' efficiency and motivation, leading to gains in both productivity and job
satisfaction. According to the U.S. Small Business Administration (SBA), small businesses stand
to receive a variety of benefits from effective training and development of employees, including
reduced turnover, a decreased need for supervision, increased efficiency, and improved
employee morale. All of these benefits are likely to contribute directly to a small business's
fundamental financial health and vitality.

Organizational Analysis

The organizational analysis is aimed at short listing the focus areas for training within the
organization and the factors that may affect the same. Organizational mission, vision, goals,
people inventories, processes, performance data are all studied. The study gives cues about the
kind of learning environment required for the training. Motorola and IBM for example, conduct
surveys every year keeping in view the short term and long term goals of the organization.
Job Analysis

The job analysis of the needs assessment survey aims at understanding the ‘what’ of the training
development stage. The kind of intervention needed is what is decided upon in the job analysis.
It is an objective assessment of the job wherein both the worker oriented - approach as well as
the task - oriented approach is taken into consideration. The worker approach identifies key
behaviors and ASK for a certain job and the task - oriented approach identifies the activities to
be performed in a certain job. The former is useful in deciding the intervention and the latter in
content development and program evaluation.

Individual Analysis

As evident from the name itself, the individual analysis is concerned with who in the
organization needs the training and in which particular area. Here performance is taken out from
the performance appraisal data and the same is compared with the expected level or standard of
performance. The individual analysis is also conducted through questionnaires, 360 feedback,
personal interviews etc. Likewise, many organisation use competency ratings to rate their
managers; these ratings may come from their subordinates, customers, peers, bosses etc. Apart
from the above mentioned organisations also make use of attitude surveys, critical Incidents and
Assessment surveys to understand training needs which will be discussed in detail in other
articles.

Employees need to be trained on a regular basis to acquaint them with the latest developments,
technologies, softwares and make them ready for unforeseen circumstances.

Employee training manuals are small handbooks which are given to employees by training
managers for their future reference. Employee training manual should include relevant
information which would help employees enhance their capabilities, eventually increasing their
productivity and benefitting the organization. Individuals have a tendency to forget things after a
certain period of time. Employee training handbooks help them recollect whatever has been
taught to them in various training sessions. You can also give a nice name to your training
manual as well.

Employee training manual is a collaborative effort of all trainers who put together information,
latest happenings in respective domains, new updates for employees to help them acquire new
skills and learning .The ultimate goal of training manual is to help employees in their current
responsibilities as well as future assignments.

There can be two formats for training manuals. One which would give general information about
company’s policies and rules and regulations which every employee irrespective of his/her
designation needs to follow. Such training manuals ought to be handed over to the employee the
day he steps into the organization. It helps the new candidate to understand company’s internal
systems and procedures. Such employee training manuals give a detailed insight into company’s
timings, dress code, labor laws, safety techniques, lunch timings, leave policy, hierarchy,
reporting system, grading system and so on. They contain only general information that is
applicable to all individuals who are directly associated with the organization. Trust me; no one
remembers what he/she was told on the first day of joining. Let everything be in writing for
employees to refer to in case of confusions and misunderstandings. Employees can also refer to
their employee manuals without bothering their superiors and fellow workers. Employee training
manuals also ensure transparency at all levels. Rules are same for everyone whether he/she is a
sales professional, admin executive or a Vice President.

The other types of employee training manuals are those which give specific project related,
position related, task related information. Such training manuals are designed in line with
employee’s key responsibility areas and specialization. These manuals give specific information
as to how a particular task should be performed. Position specific training manuals help
employees acquire additional set of skills which would help them outshine their fellow workers
and make a mark of their own. Such training manuals can also focus on specific tasks and roles.
Such manuals guide employees to perform their tasks with perfection and help them if they are
stuck somewhere. Employee training manual of a marketing professional would be different
from that of a MIS executive. Marketing professional needs training on brand positioning, soft
skills, time management, presentation skills,and effective listening skills and so on. Employee
training manual of a MIS executive ought to throw light on reporting formats, excel etc.

Employee training manuals should have correct and relevant information. Make sure they do not
have grammatical and spelling errors. Do not use complicated jargons as people might find it
difficult to understand. Employee training formats should be in an “easy to follow” formatting.

In nutshell training is needed for:-

 Training is required for improving performance on the job.

 Training is essential to keep pace with technological advances and avoid obsolesce.
 To cope with changing environment such as competition.
 Training is needed for promotion to higher jobs
 Training is needed for dealing complexity of organization problems.
 Training help to harness human potential
 Training of employees is required for achieving organization’s efficiency, growth and to
reduce costs.
 No organization can ignore the training needs of its employees.

The need for Training and Development

Before we say that technology is responsible for increased need of training inputs to employees,
it is important to understand that there are other factors too that contribute to the latter. Training
is also necessary for the individual development and progress of the employee, which motivates
him to work for a certain organization apart from just money. We also require training update
employees of the market trends, the change in the employment policies and other things.

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 organizational 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. People seek happiness at
jobs which may not be possible unless an individual is aware of the self. At ford, for
example, an individual can enroll himself / herself in a course on ‘self-awareness’, which
apparently seems inconsequential to ones performance at work but contributes to the
spiritual well-being of an individual which is all the more important.

Designing the Environment - every individual is unique. One style of learning may not be
applicable to each of the participants in a training program. Therefore ‘how do various
individuals learn’ is what should be kept in mind while designing the training program. There are
certain who learn the experiential way by doing and yet there are many who like the lecture
based learning method. There are however pros and cons of both and the appropriate learning
style is generally the discretion of the trainer / facilitator.

Establishing the Variables - trainability is one factor that must be taken into consideration
before developing any training program. It is the duty of the trainer to ensure that the employees
are actually willing to sit and learn something in the training program. This is especially very
true of sensitivity training that is not viewed positively by many. Trainability also implies that
the employee is sufficiently motivated to learn apart from just the ability to do so. Before any
training program sets off, it is the responsibility of the trainer to build hype about the event and
such that it attracts all types of employees from target audience within the organization.

There are both formal and informal ways of doing the same. Formal ways would be by sending
mails to the employees who are supposed to attend the program. Informal ways would be just
creating conditions for discussion in the cafeteria or the lounge where employees sit together,
discuss and hear things on the grapevine.

Finally, once the training program has been delivered the evaluation of the same provides inputs
for improving the process of training. These are called as the ‘post learning inputs’. This
evaluation which is conducted at various levels may be utilized accordingly. Most of the
organizations evaluate training on the basis of Kirk Patrick Model. The feedback at each level -
learning, reaction, behavior and results can be used for effective design of training in future.

Training programs play a crucial role in enhancing employee’s capabilities, upgrading his
existing knowledge and help him acquire new skills and learning. Effective training programs
help employees to cope up with changes, think out of the box, survive the cut throat competition
with a smile and contribute effectively to the success of organization.

Training programs need to be designed, keeping in mind the needs and requirements of
employees. Training modules ought to be precise, crisp and informative. Training programs
should not be designed just for the sake of it. Find out whether your employees really need any
kind of training or it is being conducted just as a mere formality?

Designing and Developing Effective Training Modules

Know You’re Employees: Know your employees well before you begin designing
training programs for them. Sit with them and try to find out where all they need assistance. Let
them come up with their problems and what all additional skills would help them perform better.
It is essential for managers to know the strengths and weaknesses of all his team members.
Design your training program accordingly. Knowing employees well will help you figure out the
skills you need to teach them. Training programs need to be specific if you expect your
employees to benefit from the same.

Dividing Employees into Groups:

One cannot design similar training programs for each and every employee. Divide employees
into groups where employees who need to learn the same set of skills can be put into one group.
You can also group employees as per their age, work experience, departments, and functional
areas and so on.

Preparing the Information:

The next step is to prepare the content of the training program. The content needs to be
informative but interesting. Include diagrams, graphs, flow charts, pictures to make your training
program interesting so that individuals do not lose interest in the middle of the session. The
information needs to be relevant and authentic. Teach them what all is necessary and would help
them in their current as well as future assignments. Prepare your training program keeping your
audience in mind.

Presenting the Information:

You need to design your presentation well. Decide how would you like to present your
information? PowerPoint or word helps you design your training program. It is absolutely up to
the trainer to decide the software which he/she would like to use. Make sure there are no spelling
errors. Read your presentation twice or thrice and find out whether it has covered entire
information you wish to convey or not? Highlight important information. Make your
presentation in bullets.
Delivering Training Programs:
Select your trainers carefully. Remember, the right trainer makes all the difference. Training
programs should not be a mere one way communication. As a trainer, you need to understand
that you are speaking not only for the individuals sitting in the front row but also for employees
sitting at the back. Be loud and clear. Do not speak too fast. The trainer needs to involve his/her
audience and encourage employees to come up with questions and doubts. Employees should not
attend training programs to mark their attendance. Try to gain as much as you can. Do not sit
with a closed mind.

Needless to say training in an organization is aimed at evolving existing ways and patterns of
work. It is aimed at individual development, which cannot happen until there is a transfer of
learning from the trainer to the trainee and the same is reflected in their work finally. But how
can this learning are maximized considering time, motivation and learning ability constraints?

There are certain practices that have been designed for both the training session and the
workplace. An implementation of these will ensure an efficient transfer of the learning’s and
subsequent reinforcement. Some of these steps / practices are mentioned below:

Training should match the Workplace:

Most of the training programs tend to be idealist in nature. The trainees leave with a good
positive impact but they find a huge disconnect when they try to implement the same at their
workplace. For good learning the context of training and the context of job should be the same.
For example, at GE training involves action learning tools where real life problems are
discussed.

Labeling:

One good way to reinforce the learning or the important aspects of the training program is to
name them appropriately such that they have a good recall rate after the training is over.

Create a Supportive Environment at Work:

Managers or senior management people should try and create an environment that reinforces the
learning and allows the trainees to apply new skills at their workplace. This may involve giving
the employees freedom to be more entrepreneurial, innovative and risk taking.

Continued Learning:

It is the jurisdiction of the management to ensure that learning be taken as a continual process
rather than a onetime process. This means that there should be continuous follow-ups after
training either by external consulting agencies or through an in house expert. Sometimes
retraining may be required for continual skill up gradation and development.
Practice:

Employees should be compelled to practice new skills. One of the better ways is to remove the
existing obsolete tools of work, so that people become out of practice of using those.

Opportunity:

In many organizations it was found out that it was the management and the work procedures that
acted as a hindrance in implementation of new concepts. For example, in a certain study
involving air force pilots it was found out that the trainees were given the opportunity of
practicing only 50% of the tasks they learnt in the training! This is also true to midsized
corporations that have a centralized functioning requiring approval for even minor changes.

Train - Practice - Train:

This involves supporting the employees to learn new skills, practice them in between various
training sessions. University of Michigan’s centre for Learning and Development offers a
management development program where employees attend training for one week and practice
them for the next three weeks before coming back for the next intervention. These trainees spend
the three weeks working on organizational analytics, development and organizational system
projects etc.

On the job training methods

On the job training methods are by far the most commonly used in training for all levels of
personnel. The object of on the job training is to bring the employees to at least a minimum
acceptable standard of performance in the shortest possible lime. The worker by these methods
learns to master the operations involved on the actual job situation under the supervision of his
immediate loss that has to carry the primary burden of conducting this training.

Following are various methods of the on the job training

(1) On specific Job

The most common or formal on the job training programme is training for specific job. Current
practice in job training has been strongly influenced by the war time training within industry
which was first designed to improve the job performance through job instruction training. There
are following methods of training:

Experience
This is the oldest method of on-the- job training. But as a sole approach, it is wasteful, time
consuming and inefficient. It has been observed that it should be followed by other training
methods to make it more effective. In a survey, it was found that they kept up to date through a
variety of activities which were largely unrelated to formal continuing education courses. On the
job, problem-solving and colleague interactions were prompted as being most important for
professional growth by 62 per cent respondents.

Coaching On-the-job
Coaching by a superior is an important and potentially effective approach if superior is properly
trained and oriented. The technique involves direct personnel instruction and guidance, usually,
with extensive demonstration and continuous critical evaluation and correction. The advantage is
increased motivation for the trainee and the minimization of the problem of learning transfer
from theory to practice. The danger in this method lies in the possible neglect of coaching by
superior.

Understudy
The understudy method is considered a somewhat different approach from those described
above, that a certain person is specifically designated as the heir-apparent. The understudy
method makes the trainee an assistant to the current job holder. The trainee learns by experience,
observation and imitation. If decisions are discussed with the under study, he can become
informed the policies and theories involved. The advantage of this method is that training is
conducted in a practical and realistic situation. However disadvantages are many. The method
tends to perpetuate mistakes and deficiencies of existing managerial practices. Moreover, the
understudies are frequently neglected by those they assist.

(2) Position Rotation

The major objective of job rotation training is the broadening of the background of trainee in the
organization. If trainee is rotated periodically from one job to another job, he acquires a general
background. The main advantages are: it provides a general background to the trainee, training
takes place in actual situation, competition can be stimulated among the rotating trainees, and it
stimulates a more co-operative attitude by exposing a man to other fellow's problems and
viewpoints. There are certain disadvantages of this method. The productive work can suffer
because of the obvious disruption caused by such changes. Rotations become less useful as
specialisation proceeds, for few people have the breadth of technical knowledge and skills to
move from one functional area to another.

Special Projects
This is a very flexible training device. Such special project assignments grow ordinarily out of an
individual analysis of weaknesses. The trainee may be asked to perform special assignment;
thereby he learns the work procedure. Sometime a task force is created consisting of a number of
trainees representing different functions in the organization. Trainees not only acquire
knowledge about the assigned activities, but also learn how to work with others.
Selective Reading
Individuals in the organization can gather and advance their knowledge and background through
selective reading. The reading may include professional journals and books. Various business
organizations maintain libraries for their own executives. Many executives become members of
professional associations and they exchange their ideas with others. This is a good method for
assimilating knowledge; however, some executives claim that it is very difficult to find time to
do much reading other than absolutely required in the performance of their jobs.

Vestibule Schools
Large organizations frequently provided what are described as vestibule schools, a preliminary to
actual shop experience. As far as possible, shop conditions are duplicated, but instructive, not
output, and are major objective, with special instructors provided. Vestibule schools are widely
used in training for clerical and office jobs as well as for factory production jobs. Such training is
usually shorter and less complex than that adaptable to the apprenticeship system. Vestibule
training is relatively expensive, but these costs are justified if the volume of training is large, or
if uniform, high-standard results are important

Off the job training methods

In these methods, trainees have to leave their workplace and devote their entire time to the
development objective. In these methods development of trainees is primary and any usable
work produced during training is secondary. Following training techniques are used off-the-job:

Conferences
This is also an old method, but still a favorite training method. In order to escape the limitations
of straight lecturing many organizations have adopted guided-discussion type of conferences in
their training program In this method, the participants pool their ideas and experience in
attempting to arrive at improved methods of dealing with the problems which are common
subject of discussion) Conferences may include buzz sessions that divide conferences into small
groups of four or five for intensive discussion. These small groups then report back to the whole
conference with their conclusions or questions. Conference method allows the trainees to look at
the problem from a broader angle. These conferences, however, have certain limitations. Unless
the discussion is directed to the fell needs of the participants that may well feel that the whole
session is useless.

Case studies
This technique, which has been developed and popularized by the Harvard Business School,
U.S.A., is one of the most common forms of training. A case is a written account of a trained
reporter or analyst seeking to describe an actual situation. Some cases are merely illustrative;
others are detailed and comprehensive demanding extensive and intensive analytical ability.
Cases are widely used in a variety of program this method increases the trainee's power of
observation, helping him to ask better questions and to look for a broader range of problems. A
well chosen case may promote objective discussion, but the lack of emotional involvement may
make it difficult to effect any basic change in the behavior and attitude of trainees.

Brainstorming
This is the method of stimulating trainees to creative thinking. This approach developed by Alex
Osborn seeks to reduce inhibiting forces by providing for a maximum of group participation and
a minimum of criticism, A problem is posed and ideas are invited. Quantity rather than quality is
the primary objective; Ideas are encouraged and criticism of any idea is discouraged. Chain
reactions from idea to idea often develop. Later, these ideas are critically examined. There is no
trainer in brainstorming and it has been found that the introduction of known experts into it will
reduce the originality and practicability of the group contributions. Brainstorming frankly favors
divergence, and this fact may be sufficient to explain why brainstorming is so little used as yet in
developing countries where new solutions ought to carry the highest premium. It is virtually
untried even though its immediate use is limited to new ideas only, not change in behavior.

Laboratory Training
Laboratory training adds to conventional training by providing situations in which the trainees
themselves experience through their own interaction some of the conditions they are talking
about Laboratory training is more concerned about changing individual behavior and attitude. It
is generally more successful in changing job performance than conventional training methods.
There are two methods of laboratory training—simulation and sensitivity training.

Simulation
An increasingly popular technique of management development is simulation of performance
Simulation is the presentation of real situation of organizations in the training session. It covers
situations of varying complexities and roles for the participants. It creates a whole field
organization, relates participants through key roles in it, and has them deal with specific
situations of a kind they encounter in real life. There are two common simulation methods of
training: role-playing is one and business game is the other.

Role-Playing
Role-Playing is laboratory method which can be used rather easily as a supplement to
conventional training methods. Its purpose is to increase the trainee's skill in dealing with other
people. One of its greatest uses is in connection with human relations training but it is also used
in sales training as well. It is spontaneous acting of a realistic situation involving two or more
persons under class room situations. Dialogue spontaneously grows out of the situation, as it is
developed by the trainees assigned to it. Other trainees in the group serve as observers or critics.
Since people lake roles every day, they are somewhat experienced in the art, and with a certain
amount of imagination they can protect themselves into roles other than their own. Since a
manager is regularly acting roles in his relationship with others, it is essential for him to have
role awareness and to do role thinking so that he can size up each relationship and develop the
most effective interaction possible. Role-playing has many advantages. By this method, a trainee
can broaden his experience by trying different approaches, while in actual situation; he often has
only one chance. In evaluation of role-playing in sue firms, it was found that such sessions
resulted in an increase in sensitivity and improved quality of actions of a work sample involving
a human relations difficulty. Role-playing also has weaknesses which partly offset its values. It is
time consuming and expensive. It requires experienced trainers because it can easily turn sour
without effective direction.

Procedures

Where the training is part of a change programme, the documented policies, procedures and
work instructions need to be congruent with the new expected behaviours and require them in the
workplace. These documents may need to be reviewed and revised, or they may need to be
created if not already in existence.

Documented policies, procedures and work instructions serve three key purposes. Firstly, they
are an important communication device, signaling the organisation's requirements to staff.
Secondly, they document agreements reached about the way things are to be done and why.
Thirdly, they set an agreed baseline from which future proposed improvements may be
discussed, compared and measured. Documenting the way we do things here and why we do, and
keeping the documentation up to date, sends a powerful reinforcing message to staff about what
is expected from them following the training.

If a new system has been implemented, such an Enterprise Resource Planning (ERP) or
Customer Relationship Management (CRM), it is crucial that the new procedures are written and
released before the trainees return from training. If the procedures require revision such as with
the replacement of a production machine with the latest model, once again, the procedures will
need to been updated prior to the return of the trainees. Ideally, the new policies and procedures
ought to be the subject of the training and used during the training itself. Staff who return to the
workplace only to be confronted with outdated or non-existent procedures and work instructions
will very quickly lapse back into the old way of doing things.

Roles and Responsibilities

For transfer to be maximised, staff will require a clear message that they are to be held
accountable for their actions and performance following the training. Role descriptions will need
to be updated with unambiguous statements on required behaviours and performance
expectations. Role descriptions can be made into a powerful link between training and later
workplace performance through transcribing the behaviourally and performance based learning
outcomes of the training programme into the role descriptions.

For example, if one of the learning outcomes of the training programme is that trainees will be
able to process five customer orders per hour with all fields completed correctly, then this is how
the performance expectation needs to be stated in the role description. This will also serve to
provide a clear link between the training and the formal performance appraisal process. Of
course, the role descriptions will require updating before or soon after the trainees return from
training and with the appropriate consultation and agreement.

Aids on the Job

Training aids used during training are ideal for replication in the work environment for employee
use on the job. These include models, guides, diagrams, manuals, templates and checklists. Other
opportunities to enhance the benefits of training include the development of forms, macros, go-
no go gauges and poke yoke devices. Such on-the-job aids will serve to increase training transfer
and improve workplace productivity and product quality and service.

Coaching

The importance of on-the-job coaching once training participants return to the job is now well
documented. Much training that is conducted in organisations today is short and intensive. The
two drivers for this are the lost opportunity cost of having staff away from their workplace and
the difficulty of releasing staff from operational environments. Given this intensive nature of
programmes, it is just not possible to turn out staff that are able to apply their new skills expertly
in the multitude of complex and varying environments that they will face back in the real world,
except for the most simplest of motor skills and procedures.

Assistance on-the-job may be synchronous or asynchronous, in person or mediated by

technology. Assistance includes on-the-job coaching for more immediate skill requirements and
mentoring for more long-term development or career needs. Many e-learning vendor solutions
now include on-line coaching and mentoring via email and chat rooms.

Planning for on-the-job coaching in the programme design and implementing such help conveys
to participants that management is serious about inculcating the new behaviours. All too many
participants report that on returning to the job they have had no or little opportunity to apply the
skills learned. If learned skills are not applied within a short period, the learning will extinguish
rapidly. On-the-job coaches may be of assistance here in identifying workplace opportunities for
the application of skills.

Targets

Setting organizational objectives before training design begins is the cornerstone of successful
improvement and training programmed. If the organization doesn't know where it is going, all
roads will take it there. So, firstly, identify the organizational outcomes that the improvement
and training program will serve to achieve. What are not meant here are the course objectives or
learning outcomes? Determining these will come later. This may be a reduced number of defects
shipped, increased proportion of new products in range, reduced time to market, reduced waste,
improved employee retention, and so on.
Incentives

Some staff will apply the behaviors learned during the training for its own sake. These staff are
highly motivated by internal drivers, such as pride or a strong personal interest in the new skills,
and will seek to apply the skills even in the face of organizational barriers. Many staff will only
apply the new skills if urged and some staff will positively react against the new expectations.
For these latter two groups, transfer of training will remain minimal unless there are external
incentives to change workplace behavior.

This is where linking of skills training back into the performance management system is
essential. This linkage may occur at one or more of four levels; appraisals and incentives at the
organizational level, at the department level, at the team level and at the level of the individual.
Rewards may include profit sharing or gain sharing, department and team performance bonuses,
team dinners, gift vouchers and individual performance bonuses and salary reviews. The
important point here is that to optimize training transfer, the criteria for awarding the incentive
needs to match the improvement program objectives and targeted behaviors’. At the
organization, department and team level, appraisal criteria would refer to the improvement
program targets identified previously. At the individual level, appraisal criteria would include the
actual behaviors taught during the training or their immediate results. Formal staff appraisals are
also a strategic time for reviewing each staff member's progress on their Personal Action Plan
developed after the training.

Organizations that leave individual performance feedback to the time of formal appraisals
display another form of "silver bullet" thinking. Staff benefit from feedback given on a regular
basis using a variety of methods; informal remarks, weekly team meeting reviews, project
implementation debriefs and so on. Waiting till formal appraisal time to entrench behaviors’
taught is likely to get a poor result. Training transfer will be maximized when the supervisor
catches staff on an on-going basis displaying the correct or incorrect behaviors. The feedback
will need to be timely and specific, occurring as close as possible to the event in question and
referring explicitly to the characteristics of the behavior that were praiseworthy or in need of
improvement.

Communication

A comprehensive communication plan is the backbone to successful improvement and training

program. Information that will require dissemination includes:

 Changes in policies, processes and procedures and location of documents

 New and modified staff roles and responsibilities and location of documents
 Training course objectives and schedule
 Purpose, instructions for use and location of on-the-job aids
 Availability and contact details of on-the-job coaches
 Expected organizational outcomes and performance targets
 Organizational performance results
 Formal and informal staff performance feedback
 Availability of staff incentives
Ensure that each piece of communication is sent to all appropriate levels in the organization.
Experience indicates that it is often overly optimistic to expect that information given to higher
levels of management will be passed on to supervisors and frontline staff. Where this does
happen, the filtering process in many cases leaves the original message unidentifiable. Where at
all possible, I would suggest communicating directly to those affected, letting the higher levels of
management know what you are doing. I would also recommend avoiding the use of email and
written memos to send out important messages. These are poor media for gaining attention and
commitment. Staff buy-in to the program, with the attendant motivation to behave differently,
will be enhanced by supervisors and higher level managers communicating the nature and
objectives of the program as much as possible.

Engagement

Employees need to be engaged in the learning process and later workplace application if training
is to be effective. Professional trainers work hard to motivate training participants to learn
through a variety of techniques. However, this process needs to start before participants even
begin the training. Of vital importance here is the pre-course briefing between the supervisor and
the staff member. This discussion serves to inform the participants of the nature and purpose of
the training and to identify specific development opportunities it affords. This is also the place to
introduce discussion about how the principles, techniques and skills learned will be applied
practically once the participant returns from the training event. The supervisor is also in the best
position to ensure that participants have completed any pre-requisite reading or exercises. Most
important of all, the pre-course briefing sends a powerful message that the organization cares
about the employee's development and is serious about seeing the benefits of training.

The limitations of the study are those characteristics of design or methodology that impacted or
influenced the interpretation of the findings from your research. It is for sure that our research
will have some limitations and it is normal. However, it is critically important for us to be
striving to minimize the range of scope of limitations throughout the research process. Some
limitations we faced during our research are following :

Limited Access to Information

As, you know our research organization is Quershi pvt. Ltd and its difficult especially, in this
pandemic to get access to the organization. Due to this, we need to redesign and rewrite our
study. we need to explain the cause of limited access to our readers.

Time Limits

Needless to say, all the researchers have their deadlines when they need to complete their
studies. Sometimes, time constraints can affect the research negatively. In our research time is
short but our team members efficiently do their work.
Conflicts on Biased Views and Personal Issues

Some researchers can have biased views because of their cultural background or personal views
and it can affect the research. Apart from this, researchers with biased views can choose only
those results and data that support their main arguments. We avoid this mistake by paying proper
attention to the problem statement and proper data gathering.

Sample size/sample bias.

For example, let’s say 100 hundred people should participate in your survey. Each person may
give you individual results, but it does not mean that the same results belong to the whole
population.

Data collection

There are different ways to collect data: interviews, surveys, questionnaire, etc. The way we
collect data might be a real limitation since the answers and the results vary.

Financial resources

Sometimes we need some equipment or additional software to conduct the research. This might
be a problem since we don’t always have the sum we need. This is genuine problem we faced
during our research.
What is the different training method Qarshi industry Private Limited follows
for their employees?
Answer:

In organization follows different types of training method like on the job training method,
off the job training method and also employees used self training method these are all
method explains as follow:

In on the job training method different types of this method many organization use many
types of on the job training method but Qarshi industry Private Limited follows these
methods as follow job rotation, coaching, workshop, on the job development studies, 360
degree performance review, career planning, special projects, coaching on the job, on
specific jobs and also follow off the job training method conference, case study,
brainstorming, laboratory training.

On the job training methods

On the job training methods are by far the most commonly used in training for all levels of
personnel. The object of on the job training is to bring the employees to at least a minimum
acceptable standard of performance in the shortest possible lime. The worker by these methods
learns to master the operations involved on the actual job situation under the supervision of his
immediate loss that has to carry the primary burden of conducting this training.

Following are various methods of the on the job training

On specific Job

The most common or formal on the job training program is training for specific job. Current
practice in job training has been strongly influenced by the war time training within industry
which was first designed to improve the job performance through job instruction training. There
are following methods of training:

Experience

This is the oldest method of on-the- job training. But as a sole approach, it is wasteful, time
consuming and inefficient. It has been observed that it should be followed by other training
methods to make it more effective. In a survey, it was found that they kept up to date through a
variety of activities which were largely unrelated to formal continuing education courses. On the
job, problem-solving and colleague interactions were prompted as being most important for
professional growth by 62 per cent respondents.
Coaching On-the-job

Coaching by a superior is an important and potentially effective approach if superior is properly

trained and oriented. The technique involves direct personnel instruction and guidance, usually,
with extensive demonstration and continuous critical evaluation and correction. The advantage is
increased motivation for the trainee and the minimization of the problem of learning transfer
from theory to practice. The danger in this method lies in the possible neglect of coaching by
superior.

Understudy

The understudy method is considered a somewhat different approach from those described
above, that a certain person is specifically designated as the heir-apparent. The understudy
method makes the trainee an assistant to the current job holder. The trainee learns by experience,
observation and imitation. If decisions are discussed with the under study, he can become
informed the policies and theories involved. The advantage of this method is that training is
conducted in a practical and realistic situation. However disadvantages are many. The method
tends to perpetuate mistakes and deficiencies of existing managerial practices. Moreover, the
understudies are frequently neglected by those they assist.

Position Rotation

The major objective of job rotation training is the broadening of the background of trainee in the
organization. If trainee is rotated periodically from one job to another job, he acquires a general
background. The main advantages are: it provides a general background to the trainee, training
takes place in actual situation, competition can be stimulated among the rotating trainees, and it
stimulates a more co-operative attitude by exposing a man to other fellow's problems and
viewpoints. There are certain disadvantages of this method. The productive work can suffer
because of the obvious disruption caused by such changes. Rotations become less useful as
specialization proceeds, for few people have the breadth of technical knowledge and skills to
move from one functional area to another.

Special Projects

This is a very flexible training device. Such special project assignments grow ordinarily out of an
individual analysis of weaknesses. The trainee may be asked to perform special assignment;
thereby he learns the work procedure. Sometime a task force is created consisting of a number of
trainees representing different functions in the organization. Trainees not only acquire
knowledge about the assigned activities, but also learn how to work with others.

Training

This method includes developing employee skills through a combination of lectures, hands-on-
exercises, videos, podcasts, simulations, and individual/group-based assignments.
It includes both formal (instructor-led, eLearning courses) and informal (watching YouTube
videos, reviewing educational blogs and posts on peer-group forums like LinkedIn or chat
rooms, self-study) approaches to skills development. Each option will be specific to an
organization’s needs, and the subject at hand.

These extremely specific tasks cannot be taught via YouTube or research, which may suffice for
more general subjects such as building codes or IT support issues.

Employees must actively undergo training (paid for by the organization) throughout their career
to enhance skills they (in consultation with their managers/supervisors) deem necessary for the
role they are performing. However, organizations must also actively support employee skills
development for future roles/responsibilities that the company hopes to entrust these employees.

Task/job rotations

Employees could volunteer to rotate roles with colleagues on a shift/team, to put some of those
new skills into practice.

Employers can also encourage job sharing as a method for employees, who have indicated their
desire to get practical experience, to develop some additional skills.

The goal is to rotate the tasks and roles to learn something new or have a chance to practice what
has been learned.

Coaching

When talking about various employee development methods and their benefits, we can’t stress
the importance of helping employees polish their skills through coaching.This method of skills
development typically involves senior staffers working one-on-one with less experienced
individuals.

This can fast-track an employee's understanding of a variety of topics, but be mindful that this
approach can be both times consuming (taking up the assets of seasoned/valuable staff) and
result in a clone-like knowledge of the subject – as opposed to an employee learning the subject
his/her way or through input from a broad range of coworkers and mentors.

Workshops/Committees/Working-Groups

These are methods that give employees an opportunity to interact with peers/colleagues from
within and external to the organization. The benefit here is rich access to similar colleagues
(internal) and dissimilar colleagues (external).

This broad range of input and knowledge can be useful in gaining new insights, troubleshooting,
and opening up communication on best practices. This is ideal for communication skills and
teamwork but can also be applied to anything else.
On-the-job development

Employees who have attended some basic training on a technical or software skills (whether it be
in operating a new machine or software, or learning new financial analysis methods) will often
find on-the-job development a great method to hone those skills.

This is basically learning by doing, which is typically done right after the training.The main goal
of on-the-job development is to provide everything to the employee for self-study while at work.
Employees learn how to use something or apply the methods as they complete the assigned tasks.

This is a very popular way to develop employees as companies typically don’t have the time to
train every single employee on every single skill especially if that skill does not require
specific/advanced knowledge.

360-degree performance review

This method involves getting feedback about an employee, from a cross-section of peers,
subordinates, supervisors and external vendors, and then identifying skills development
opportunities based on those inputs.

Career planning

While this method is usually viewed as something that is "employer-driven" – where HR decides
which employee should fill what role – it shouldn't be so!

Employees can also suggest future/alternative career paths for themselves, to their
supervisors/managers, and initiate career planning discussions.

Based on a business goals review and organizational workforce assessment employers can
identify existing skills that need to be enhanced across the organization, or prospective new skills
that the business must acquire.

Off the job training:

In these methods, trainees have to leave their workplace and devote their entire time to the
development objective. In these methods development of trainees is primary and any
usable work produced during training is secondary.

Following training techniques are used off-the-job:

Conferences

This is also an old method, but still a favorite training method. In order to escape the limitations
of straight lecturing many organizations have adopted guided-discussion type of conferences in
their training program In this method, the participants pool their ideas and experience in
attempting to arrive at improved methods of dealing with the problems which are common
subject of discussion) Conferences may include buzz sessions that divide conferences into small
groups of four or five for intensive discussion. These small groups then report back to the whole
conference with their conclusions or questions. Conference method allows the trainees to look at
the problem from a broader angle. These conferences, however, have certain limitations. Unless
the discussion is directed to the fell needs of the participants that may well feel that the whole
session is useless.

Case studies

This technique, which has been developed and popularized by the Harvard Business School,
U.S.A., is one of the most common forms of training. A case is a written account of a trained
reporter or analyst seeking to describe an actual situation. Some cases are merely illustrative;
others are detailed and comprehensive demanding extensive and intensive analytical ability.
Cases are widely used in a variety of program this method increases the trainee's power of
observation, helping him to ask better questions and to look for a broader range of problems. A
well chosen case may promote objective discussion, but the lack of emotional involvement may
make it difficult to effect any basic change in the behavior and attitude of trainees.

Brainstorming

This is the method of stimulating trainees to creative thinking. This approach developed by Alex
Osborn seeks to reduce inhibiting forces by providing for a maximum of group participation and
a minimum of criticism, A problem is posed and ideas are invited. Quantity rather than quality is
the primary objective; Ideas are encouraged and criticism of any idea is discouraged. Chain
reactions from idea to idea often develop. Later, these ideas are critically examined. There is no
trainer in brainstorming and it has been found that the introduction of known experts into it will
reduce the originality and practicability of the group contributions. Brainstorming frankly favors
divergence, and this fact may be sufficient to explain why brainstorming is so little used as yet in
developing countries where new solutions ought to carry the highest premium. It is virtually
untried even though its immediate use is limited to new ideas only, not change in behavior.

Laboratory Training

Laboratory training adds to conventional training by providing situations in which the trainees
themselves experience through their own interaction some of the conditions they are talking
about Laboratory training is more concerned about changing individual behavior and attitude. It
is generally more successful in changing job performance than conventional training methods.
There are two methods of laboratory training—simulation and sensitivity training.

How does organization issues the design of training program and also conduct
the training program
Answer:
A dispersed workforce

Different learning habits

Lack of engagement

Training that isn't relevant

Geographic limitations

Virtual training needs

What are the some of the barriers employees face when it comes to
participating in our training program?
Answer:

Lack of focus

Every learner has been there. Most workdays are flooded with numerous forms of digital, verbal
and written communication. Phones ring, email notifications pile up, and meetings run back to
back. That often leaves learners distracted and unfocused. They read notes without absorbing
their essence, and they watch videos without actually paying attention to the lessons.

Personal mindsets

Whether it is due to negative past experience or low self-esteem, many adult learners simply
believe that they are too old to learn new tricks. Sometimes they are just resistant to online
learning and new technology. These individuals can be disengaged learners from the very start of
the course. On top of that, their own negativity can even foster disengagement among their co-
learners.

Lack of a sense of community

Social engagement in learning is impossible to achieve without a sense of connection among

learners. In the workplace, a sense of community also translates into a stronger sense of
connection to the organization and its goals. This is especially important when training adult
learners because sharing experiences, learnings, and observations with others is known to
motivate them.

Lack of purpose

As far as workplace challenges go, a lack of purpose can prove to be the most harmful of all.
Without being aware of a good reason to learn new things and develop, adult learners simply
cannot engage in the learning experience. Who could blame them, though? We all prefer to be
sure of why we do something before we proceed and learners are not an exception.
Distracting office environment

Open plan offices, loud colleagues, construction on a nearby building, visitors on site — all those
factors are potential barriers to learning. They distract learners not only from their work, but also
from learning.

Lack of technical skills

Not every adult learner has the same degree of technical experience or digital savvy. Similarly,
not all LMSs are designed to be user-friendly. When learners struggle to navigate the platform,
they waste precious time and energy that should be spent on learning.

What about the budget of allocate for different training for employees
Proper training has a positive effect on employee and customer retention, sales, and overall
profitability. Of course, your training budget will vary based on your specific business training
needs, but the company's budget allocated to employee training is considered standard.

What's type of challenges face that could be resolved with training?

Answer:

1. Capture Learners’ Attention

Challenge

To gain and hold learners’ attention

You just have a few minutes at the beginning of the training program to get learners’ buy-in.

Solution

Let employees know what to expect from the training intervention, and how it can help them
complete tasks or add value to their roles at the workplace.

To achieve this function of gaining learners’ attention, there are various forms you could use.
Create an emotional connection with a story or an anecdote.

2. Teach the Learning Objectives

Challenge

To structure the training intervention in a way that learning objectives are met
When you don’t have a clear performance base learning objects or have an inefficient
objective, don’t expect to meet training goals.

Solution

After you’ve defined a SMART learning objective, spend some time thinking of how best to
design the training intervention to achieve this objective.

SMART is an acronym that stands for:

• Specific

• Measurable

• Achievable

• Relevant

• Time-oriented

Training programs in organizations are primarily aimed at imparting knowledge and skills, and
sometimes behavior. Choose your training intervention based on the learning objectives that are
to be met by the end of the training.

3. Check Learners’ Understanding

Challenge:

To gauge learners’ understanding

When you roll out training programs, how do you know your employees have understood
what was taught? It is quite possible that employees think they know when they actually
don’t.

Solution:

The function that’s required here is to gauge learners’ understanding and the forms you could use
would be asking questions (in lecture room training).

In an instructor-led training, the instructor can give instant feedback to learners by asking
questions. If the instructor senses that learners haven’t understood certain content, they can
supplement it with further explanation or examples.

4. Enhance Learner Engagement

Challenge

To get employees to stay involved in the corporate training program

Training interventions are successful when learners stay engaged in the learning process.

Solution:

One way to enhance learner engagement is to include interactivities that facilitate active learning.
Icebreakers, hands-on practice exercises, demos, role plays, etc., are different forms of activities
to keep learners engaged in classroom training. Interactivities are not restricted to classroom
training; they can be used in online training as well.

5. Give Learners Opportunities to Practice

Challenge

To help employees apply what they have learned

The effort put in designing a training intervention is wasted if employees are unable to
apply what they have learned.

Solution:

Try hands-on practice or eLearning simulations depending on whether your training program is
in the classroom or online. We tried both these forms for one of our clients who required a
flexible training program on document management system software.

What type of training program organization conduct present time or

conducted last previous time?
At the moment the organization conduct communication and learning English training program
to employees which employees have week skills on communication and learning English and last
few years ago when company Adobe new software in the organization then make a learning and
developing program for the employees.

What's improvement overall can organization make to the way deliver our
training program
Answer:

An ideal training program manager is inherently curious, open-minded, motivated, and invested
in developing employees' skills to help them reach their potential. They are committed to
learning and are constantly working to improve their own skills and competencies.

Make learning more flexible and accessible

Motivate your managers to get involved

Use tools that serve remote workers and in-office teams

Match different learning options and preferences

Offer cross-department training

Ask employees what they want

How organization to evaluate after the training program of their employees

Answer:

Training evaluation is the systematic process of analyzing if training programs and initiatives are
effective and efficient. Trainers and human resource professionals use training evaluation to
assess if employee training programs are aligned with and meet the company’s goals and
objectives.

Identifying What Participants Need for Their Job

Matching Session Learning Objectives with Job Requirements

Assessing Performance During and Upon Completing the Training

Evaluating the Training Effort after a Period of Time

How organization to evaluate the effectiveness of training programmed

meeting company goals and objective?
Answer:

Training is a key part of any organization. It doesn’t just enable employees to do their job, but it
plays a role in determining how productive and efficient an organization is. For this reason, it’s
important to be both clear on what the goals of any training are before its implemented and to
evaluate training once it’s complete to determine how effective it has been.

Although at face value evaluating training effectiveness might seem pretty straightforward, it
begins to throw up tricky questions once you start looking at how to approach it

Benefits of Training Evaluation

Evaluation of training gives comprehensive feedback on the value of the training programs and
their effectiveness in achieving business goals. It helps the management to better understand and
identify skill gaps to analyze the desired outcomes of training programs. It also helps the
organization to:

Identify issues and improve the overall processes of training programs

Analyze the effectiveness of training materials and other tools

Determine the needed leadership competencies to solve critical problems

Support continuous change in career development; and

Assess the overall training experience of the participants

What kind of training session and practice organization follow avoiding

sexual harassment of employees
Answer:

Basically we live in Islamic country, first of all employee maturity religion is Islam and in Islam
very strict punishment about sexual harassment to man or woman that is why, nobody can any
kind of harassment but also organization make different training lectures as a reminder.

What kind of improvement organization can think about in terms of safety

and health of the workplace for their employees?
Answer:

Inspect your workplace. Before implementing a new approach to health and safety in the
workplace at your organization, you need to carry out a full inspection

Create a health and safety plan

Train employees in health and safety at work

Hold regular meetings

Maintain health and safety records

Does organization take any off the job training for employees?
Answer: Yes Qarshi industry private Ltd take off the job training program for employee.

Off the job training:

In these methods, trainees have to leave their workplace and devote their entire time to the
development objective. In these methods development of trainees is primary and any usable
work produced during training is secondary.

Following training techniques are used off-the-job:

Conferences

This is also an old method, but still a favorite training method. In order to escape the limitations
of straight lecturing many organizations have adopted guided-discussion type of conferences in
their training program In this method, the participants pool their ideas and experience in
attempting to arrive at improved methods of dealing with the problems which are common
subject of discussion) Conferences may include buzz sessions that divide conferences into small
groups of four or five for intensive discussion. These small groups then report back to the whole
conference with their conclusions or questions. Conference method allows the trainees to look at
the problem from a broader angle. These conferences, however, have certain limitations. Unless
the discussion is directed to the fell needs of the participants that may well feel that the whole
session is useless.

Case studies

This technique, which has been developed and popularized by the Harvard Business School,
U.S.A., is one of the most common forms of training. A case is a written account of a trained
reporter or analyst seeking to describe an actual situation. Some cases are merely illustrative;
others are detailed and comprehensive demanding extensive and intensive analytical ability.
Cases are widely used in a variety of program this method increases the trainee's power of
observation, helping him to ask better questions and to look for a broader range of problems. A
well chosen case may promote objective discussion, but the lack of emotional involvement may
make it difficult to effect any basic change in the behavior and attitude of trainees.

Brainstorming

This is the method of stimulating trainees to creative thinking. This approach developed by Alex
Osborn seeks to reduce inhibiting forces by providing for a maximum of group participation and
a minimum of criticism, A problem is posed and ideas are invited. Quantity rather than quality is
the primary objective; Ideas are encouraged and criticism of any idea is discouraged. Chain
reactions from idea to idea often develop. Later, these ideas are critically examined. There is no
trainer in brainstorming and it has been found that the introduction of known experts into it will
reduce the originality and practicability of the group contributions. Brainstorming frankly favors
divergence, and this fact may be sufficient to explain why brainstorming is so little used as yet in
developing countries where new solutions ought to carry the highest premium. It is virtually
untried even though its immediate use is limited to new ideas only, not change in behavior.

Laboratory Training

Laboratory training adds to conventional training by providing situations in which the trainees
themselves experience through their own interaction some of the conditions they are talking
about Laboratory training is more concerned about changing individual behavior and attitude. It
is generally more successful in changing job performance than conventional training methods.
There are two methods of laboratory training—simulation and sensitivity training.

How organization can promote the leadership skills of employees

Answer:

Identify which leadership skills are important

Encourage responsibility and independent thinking

Have clear opportunities for growth

Provide leadership training

Create mentorship programmes.

Questionaire of the study
What is the different training method industry Private Limited follows for their
employees?

How do Qarshi industry Private Limited issues the design of training program and also
conduct the training program

What are the some of the barriers employees face when it comes to participating in our
training program?

What about the budget of Qarshi industry Private Limited allocate for different training
for employees

What's type of challenges Qarshi industry Private Limited face that could be resolved with
training

What type of training program organization conduct present time or conducted last
previous time?

What's improvement overall can organization make to the way deliver our training
program

How organization to evaluate after the training program of their employees

How organization to evaluate the effectiveness of training program meeting company goals
and objective

What kind of training session and practice organization follow avoiding sexual harassment
of employees

What kind of development organization can address to improve that management technical
skills as well as business communication skill for their employees?

What kind of improvement organization can think about in terms of safety and health of
the workplace for their employees?

Does organization take any off the job training for employees?

How organization can promote the leadership skills of employees

What are the important parameters considered for selection of trainer?