A SUMMER TRAINING REPORT IN

TRAINING AND DEVELOPMENT AT AIRTEL

Submitted in partial fulfillment of the requirement of the degree of

Ba helor of Bu!ine!! Admini!tration"

TI#A$ MA%ARAS%TRA UNI&ERSIT'" PUNE

Training Super(i!or) Mr+ $aran Ran,an -Training offi er.

Submitted b*) Gagandeep Singh Sethi PR No+ /01/2/103/4 SESSION) 3//253/11

TI#A$ MA%ARAS%TRA UNI&ERSIT'" PUNE -IN6IA.

A7$NO8#E6GEMENT
This study would not have been possible without the cooperation of and generous help from a number of people. While it may not be possible for me to express my gratitude to all of them individually, I wish to place on my record my appreciation to them for all the help they extended to me during the project. I am very thankful to Mr+ $aran Ran,an -Training offi er. of Airtel who guided me in the whole process. I would also like to thank all those employees of Airtel who helped me in my roject. !eport was completed successfully because of the grace of the god and the blessings of my parents.

Gagandeep Singh Sethi

TAB#E O9 7ONTENTS
Acknowledgement Executive Summary Introduction !esearch #ethodology $bjectives %cope Type of &ata %ample si'e ( design %tatistical tools Type of research )imitations 7hapter III 7hapter I& 7hapter & 7hapter &I ; 1; <0 40 7hapter I 7hapter II age "o. : 0

Industry ( *ompany rofile Theory of Training Analysis and +indings *onclusion and %uggestions

Annexure Bibliography

E=E7UTI&E SUMMAR'
The global economy of the day has endangered the survival of every organi'ation and in particular those who want to have a competitive edge over the others. The competitive edge may be a distant dream in the absence of %uperior ,uality roducts which otherwise is the function of well-trained

employees. Today resources are scarce and have to be used carefully and trainers of all kinds are re.uired to justify their position and account for their activities. Training activities, which are ill directed and inade.uately focused, do not serve the purpose of the trainers. The trainees or the organi'ation hence identification of training needs becomes the top priority of every progressive organi'ation. Identification of training needs, if done properly, provides the basis on which all other training activities can be considered and will lead to multiskilling, fitting people to take extra responsibilities increasing all round

competence and preparing people to take on higher level responsibility in future.

7%APTER I INRO6U7TION
/very organi'ation needs to have experienced and well-trained employees to perform the activities. !apid changes in the environment have not only made the jobs more complex but have also created increased pressures for the

organi'ations to re-adapt the products and services offered to compete in this fast changing world. Therefore, in a rapidly changing society training is an activity, which is must for maintaining a viable and knowledgeable work force. %uccess of any training programme largely depends upon proper identification of training needs. Training needs are felt by the managers when they discover0perceive deviation between standard performance and actual

performance of its employees. It is not that only workers need training. %imultaneously supervisors, managers and executives need to be trained and developed to grow and ac.uire maturity of thought and action. #any organi'ations invest considerable resources in training and development but never really examine how and where this can most effectively promote organi'ational objectives and individual growth. The failure to analy'e training needs within the organi'ation will lead to lesser of benefits and huge investment in the training programme of the institute. 1ence it would be pertinent to analy'e training needs first and then impart training accordingly. Training is a long term investment in 1! using the e.uation given below2 Performan e > abilit* ? moti(ation Training can have an impact on both these factors. It can heighten the skills and abilities of the employees and their motivation by increasing their sense of commitment and encouraging them to develop and use new skills.

7%APTER II

RESEAR7% MET%O6O#OG'

OB@E7TI&ES O9 T%E STU6'

To understand the prevailing trends of training and development at 3harti *ellular 4Airtel5. This project is an attempt to study, training need identification and evaluation of training programme at 3harti *ellular )td 4Airtel5. To suggest ways to improve training.

T'PE O9 RESEAR7% SAMP#E UNIT SAMP#E SIAE T'PE O9 BUESTION

&escriptive !esearch Trainees at $khla office Twenty *lose ended ( openended. %tructured and non &isguised

T'PE O9 BUESTIONNAIRE

TOO#S USE6 9OR 6ATA 7O##E7TION

rimary data collected through .uestionnaires and informal interviews.

%econdary data collected through maga'ines, journals, websites, and other corporate publications.

PRO7E6URE 9OR 6ATA 7O##E7TION+

*ommunication, asking .uestions and receiving a response in person 6isiting the various organi'ations, libraries, internet and also preparation of the .uestionnaire with the help of the project guide.

STATISTI7A# TOO#S USE6

ie *harts 3ar diagrams

7%APTER III

IN6USTR' PRO9I#E
In the early 7889s, the Indian government adopted a new economic policy aimed at improving India:s competitiveness in the global markets and the rapid growth of exports. ;ey to achieving these goals was a world-class telecom infrastructure. In India, the telecom service areas are divided into four metros 4"ew &elhi, #umbai, *hennai and ;olkata5 and <9 circles, which roughly correspond to the states in India. The circles are further classified under =A,= =3= and =*,= with the =A= circle being the most attractive and =*= being the least attractive. The regulatory body at that time > the &epartment of Telecommunications 4&$T5 > allocated two cellular licenses for each metro and circle. Thirty-four licenses for ?%#899 cellular services were auctioned to << firms in 788@. The first cellular service was provided by, #odi Telstra in ;olkatta in August 788@. +or the auction, it was stipulated that no firm can win in more than one metro, three circles or both. The circles of Aammu and ;ashmir and Andaman and "icobar had no bidders, while West 3engal and Assam had only one bidder each. In 788B, the Telecom !egulatory Authority of India 4T!AI5 bill was introduced in the )ok %abha, and the president officially announced the T!AI ordinance on <@ Aanuary 788C. The government decided to set up T!AI to separate regulatory functions from policy formulation, licensing and telecom operations. rior to the

creation of T!AI, these functions were the sole responsibility of the &$T.

AIRTE# C A PRO9I#E
AirTel comes to you from 3harti *ellular )td, consortium of giants in the telecommunication business. AirTel launched its services in &elhi on "ovember 7D, 788@. It has at present over six lakh fifty thousand customers in its six years of pursuit of greater customer satisfactionE AirTel has redefined the business through marketing innovations, continuous technological up gradation of the network, introduction of new generation value added services and the highest standard of customer care. AirTel has consistently set the benchmarks for the Indian cellular industry to follow. +irst to launch *ellular service in &elhi on "ovember, 788@. +irst operator to revolutionaries the concept of retailing with the inauguration of AirTel *onnect 4exclusive showrooms5 in 788@. Today AirTel has <9 *ustomer *are Touch points called =*onnects= and over F@9 dealers in &elhi and "*! towns. +irst to expand its network with the installation of second mobile switching center in April, 788C and the first in &elhi to introduce the Intelligent "etwork World 7 "etwork. +irst to provide roaming facility in G%A. /njoy the mobile roaming across FH partner networks ( above C99 cities #oreover roam across international destinations in 778 countries including G%A, *anada, and G; etc with <HD partner networks. latform +irst to provide !oaming to its subscribers by forming an association called

%ISTOR'
1ighlights of our history, collaborations and achievements are given below. 1;;D 3harti Tele-6entures )imited incorporated on Auly C, 788@ 3harti *ellular launched mobile services :AirTel: in &elhi

1;;: 3harti Telenet launched mobile services in 1imachal radesh

1;;0 3harti Telenet obtained a license for providing fixed-line services in #adhya radesh circle 3harti Telecom formed a joint venture, 3harti 3T, for providing 6%AT services. 1;;2 3harti Telecom formed a joint venture, 3harti 3T Internet for providing Internet services +irst Indian private fixed-line services launched in Indore in the #adhya radesh circle on Aune D, 788H by 3harti Telenet thereby ending fixed-line services monopoly of &oT 4now 3%")5 1;;; Warburg incus 4through its investment company 3rentwood Investment

1oldings )imited5 ac.uired e.uity interest in 3harti Tele-6entures

10

3harti Tele-6entures ac.uired an effective e.uity interest in 3harti #obile 4formerly AT #obiles5, the mobile services provider in ;arnataka and Andhra radesh circles.

3/// "ew Iork )ife Insurance and +und, or "I)I+, ac.uired a e.uity interest in 3harti *ellular 3harti Tele-6entures ac.uired an effective e.uity interest in 3harti #obiles 4formerly%kycell *ommunications5, the mobile services provider in *hennai 3harti Tele-6entures ac.uired e.uity interest of Telecom in 3harti Telenet thereby making 3harti Telenet a 799J subsidiary of 3harti Tele-6entures %ingTel 4through its investment company e.uity interest in 3harti Tele-6entures 3harti Tele-6entures ac.uired an additional effective e.uity interest in 3harti #obile resulting in 3harti Tele-6entures holding an effective CDJ e.uity interest in 3harti #obile. 3//1 3harti Telesonic entered into a joint venture, 3harti A.ua net, with %ingTel for establishing a submarine cable landing station at *hennai. 3harti Tele-6entures ac.uired "I)I+:s e.uity interest in 3harti *ellular 3harti *ellular ac.uired a 799J e.uity interest in 3harti #obitel 4formerly %pice *ell5, the mobile services provider in ;olkata 3harti Tele-6entures ac.uired e.uity interest in 3harti *ellular from 3ritish Telecom, thereby making 3harti *ellular its 799J subsidiary 3harti Tele-6entures ac.uired an additional e.uity interest in 3harti #obinet from #illicon International and 3ell%outh International astel )imited5 ac.uired %T/T:s

11

unjab license restored to 3harti #obile by the &oT and migration to "T 7888 accepted

3harti *ellular entered into license agreements to provide mobile services in eight new circles following the fourth operator mobile license bidding process.

3harti Telenet entered into license agreements to provide fixed-line services in the 1aryana, &elhi, Tami "adu and ;arnataka circles

3harti Telesonic has entered into a license agreement with &oT to provide "ational )ong &istance %ervices in India and has been the first service provider to start service in the country.

3harti A.uanet, 3harti Telesonic and 3harti *ellular have entered into license agreements with the &oT to provide I% services in India

3//3 3harti launched mobile services in ?ujarat 1aryana, ;erala, #adhya radesh circle, #aharashtra, #umbai, *ircle. 3harti listed on the "ational %tock /xchange, 3ombay %tock /xchange and the &elhi %tock /xchange on +ebruary 7H, <99<. 3//< 3harti entered into a license agreement with the &oT to provide international long distance services in India. 3harti launched fixed-line services in the &elhi, 1aryana, and ;arnataka and Tamil "adu license areas. 3//4 3harti became the first private telecommunications services provider to launch international long distance services. unjab, Tamil "adu, and Gttar radesh 4West5

12

AEard! *onsecutively for years and <99D, AirTel has been voted as the 3est *ellular %ervice in the country and won the coveted Techies award. The Asia acific Award for the #ost Innovative 1! practices-<999. The ?olden practices-<999. The ?olden eacock "ational ,uality Award-<997. 3*) is first mobile communication service provider in India to be certified for I%$ 89972<999 and 7st in world certified by 3ritish %tandards Institution for #obile *ommunication. 3orn a leader, the first cellular service in &elhi, AirTel has maintained leadership through constant innovations which have redefined standards of cellular services in India. +irst to introduce a wide array of value added services like %mart mail, +ax facility, *all 1old, *all waiting, Web message, Information services etc. to enhance the convenience of its subscribers. eacock "ational Training Award for excellence in Training

13

&i!ion
To make mobile communications a way of life and be the customers' first choice

Mi!!ion
We will meet the mobile communication needs of our customers through2 /rror- free service delivery Innovative products and services *ost efficiency Gnified #essaging %olutions 3harti 6alues Inn venturing

We will generate and implement entrepreneurial and innovative ideas, which will continuously create new growth engines. 7u!tomer 9ir!t We are committed to delivering service beyond the expectations of the customer. $ur .uality of customer responsiveness clearly differentiates us from others. Performan e 7ulture We benchmark our processes and performance against world-class standards. We distinguish between performers and non-performers by valuing achievement at the individual as well as the team level. $urs is a culture of inclusively where feedback, learning and ideas are actively encouraged, sought and acted upon.

14

&aluing Partner!hipF We are committed to building exemplary relationship with our partners, which stand on the principles of mutual trust and mutual growth. &aluing PeopleF We nurture an environment where people are respected and their uni.ueness is valued. We believe that people are our key differentiators. Re!pon!ible 7orporate 7itiGen!hipF We are committed to making a positive and proactive contribution to the community. As a responsible corporate citi'en we will contribute to and abide by environmental and legal norms. Ethi al Pra ti e! We will uphold the highest ethical standards in all internal and external relationship. We will not allow misuse or misrepresentation of any kind.

SU77ESS STOR'
After launch in %eptember <C, 788@ was a red letter day when cell phones finally arrived in the city 4&elhi5, thanks to 3harti cellular that launched its mobile telephone services under the brand name AI!T/). Today, &elhi has more than <99,999 subscribers of which @@J are hooked on to AI!T/) network. 1owever, the success was not easy for the company which brought the cellular revolution in &elhi. *ellular phones were not being used so much anywhere in the country. =Initially, there was a lot of confusion and apprehension about the

15

mobile phone services. %ome believed that mobile phones are same as cordless,= according to /xecutive &irector #r. Anil "ayyar 4AI!T/)5. Therefore the first priority was to create awareness. =In order to create a market for the cellular services, it was necessary to educate people. This re.uired a lot of effort= said #r. "ayyar. 1owever, the hardwork has paid and today AI!T/) is one of the strongest brand names in the country with more than 799,999 subscribers in the network. AI!T/) is the largest private sector telecom service company in number of subscribers. In &elhi, it has been constantly leading the market during the last three years. *urrently, the network has a capacity of <D9,999 subscribers. Their target is to provide services to @99,999 subscribers by the turn of the century. AIRTE#HS TE7%NO#OG' The technology base for AirTel is ?%# K ?lobal %ystem for #obile *ommunications. %ourced from /ricsson of %weden, the world leaders in cellular technology. $perating in over CD countries, /ricsson connects over D9J of the world:s cellular subscriber base and also has to its credit some of the most advanced cellular phones in the world. AIRTE#HS 7O&ERAGE AirTel cellular phone service plans over 7@9 cell sites to give you the finest coverage all over &elhi and its adjoining suburbs, including +aridabad, 3allabhgarh, ?ha'iabad, "oida and ?urgaon. Thanks to the excellent network planning by the world leaders /ricsson of %weden who connect over << million cellular subscribers in over CH countries worldwide putting through more than D9J of the world:s cellular phone calls. As and when the need arises, the cell sites and capacity can be increased to enhance the network:s coverage.

16

MANAGEMENT STRUCTURE
BOARD OF DIRECTORS

CHAIRMAN &GROUP MANAGING DIRECTOR

Jt. Managing Director

Jt. Managing Director

Presi ent

Presi ent In!ote"

Director B#siness De$e"o%.

Director H#&an Reso#rce

Fixed line Long distance Group Data & road!and

Director Mar'eting

Director (ega"

Gro#% Fin. Contro""er

Director IT & Tec)no"og *

Director Cor%orate Re"ations

Hea Reg#"at+ or* & Gro#% Co. Secretar*

Director Cor%orate A!!airs

Gro#% Director Cor%orate Strateg* & P"anning

Director Cor%orate Co&&#nic ations

17

7%APTER I&

T%EOR' O9 TRAINING
Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve his0her ability to perform on the job. We typically say training can involve the changing of skills, knowledge, attitudes or social behavior. It may mean changing employees, how they work, and their attitudes toward their work of their interaction with their co-workers or supervisors.

TRAINING OB@E7TI&ES AN6 STRATEGIES

1aving identified the training needs based on the various analyses discussed above, the next logical steps are to set training objectives in concrete terms and to decide on the training strategies to be adopted to meet these objectives. The training needs basically highlight the gap between the existing and desired repertoire of knowledge attitude and skills at individual, group and organi'ational level to enable the employees to contribute towards the reali'ation of organi'ational objectives at optimum efficiency. The training effort thus will have to aim at filling in this gap by clearly stating the objectives in .uantitative and .ualitative terms to be achieved through training. %uch an exercise will also enable the training specialists to evaluate, monitor and measure the extent to which stated objectives have been met through training intervention. As the training objectives are related to organi'ational objectives, the involvement of the top management will be necessary to ensure that the two sets of objectives are integrated.

18

It will be desirable to use the following criteria in setting training objectives2 I. %pecific re.uirements of individuals and organi'ations so as to achieve integration of the two. II. !oles and tasks to be carried out by the target group. III. !elationship with other positions vertically and hori'ontally and technological imperatives. I6. !elevance, applicability and compatibility of training to work situations. 6. Training as a means of bringing about a change in behavior back on the job. 6I. 3ehavior including activities that recorded 6II. The expected change in behavior must be useful, closely related to and subject to maintenance in the work environment. #ore specifically the following steps could be involved in setting training objectives2 I. Identification of the behavior where change is re.uired. II. "ature and si'e of the group to be trained in terms of prior training, situational factors, formal education. III. /xisting behavior defined in terms of ratio, fre.uency, .uality of interaction and supervision, routines and repetitiveness, innovations, omissions, error, etc. can be observed, measured and0or

19

I6. &esired behavior aimed at improving the existing condition stated preferably in .uantitative such as ratio, fre.uency of occurrence, reporting by exceptions, self-monitoring mechanisms etc. 6. $perational results to be achieved through training stated in terms of increase in efficiency and effectiveness criteria such as productivity, cost, down time, turnover, time for innovations and creativity.
"#$

Indicators to be used in determining changes from existing to the desired level in terms of ratio and fre.uency.

&epending on the objectives set, the next step is to decide on the strategy of training involving the following2 *lassification of objectives in terms of purposes 2 a5 *orrective objectives b5 #aintenance0status-.uo objectives c5 roblem solving objectives, and

d5 Innovative objectives *lassification of objectives in terms of levels of learning2

a5 %kills of motor responses, memori'ation and simple conditioning. b5 Adaptation level where one is gaining knowledge or adapting to a simple environmentE c5 interpersonal understanding and skillE d5 6alues of individuals and groups.

20

$n-the-job or off-the job training. In house or external training. Individual or group training. 1ori'ontal, vertical or diagonal0mixed group. *hanges re.uired, if any, in the existing work roles, organi'ational relationships, work system re.uirements, process of supervision and alternative structures.

21

S'STEMATI7 APPROA7% TO TRAINING

ORGANISATIONA# ANA#'SIS Identification of organi'ational objectives0needs0growth potential and resources. TAS$ RO#E ANA#'SIS Identification of knowledge, skills and attitudes re.uired. MANPO8ER ANA#'SIS Identification 0definition of target population and performance analysis. STATEMENT O9 TRAINING NEE6 Identification of gap between existing and re.uired level of knowledge skills and attitude. Isolate problem areas amenable to resolution through training SETTING TRAINING OB@E7TI&ES In terms of behavioral charges In terms of output0results 6E&E#OP MEASURES 9OR @OB PRO9I7IEN7' 6E&E#OP TRAINING PO#I7'" P#AN" PRO9I7IEN7'

22

 P#AN AN6 6ESIGN TRAINING AN6 PROGRAMME *ourse construction Arrange resource 7ON6U7T TRAINING PROGRAMMES Individual ?roup $n-the job 9O##O8 UP AN6 E&A#UATION *arry out evaluation at various phases against the training objectives set. &evelop follow-up measures for monitoring. &A#I6ATE Against measures of job proficiency ENSURE 9EE6BA7$ O9 RESU#TS RE&ISE I9 NE7ESSAR'

23

6ETERMINING TRAINING NEE6S AN6 PRIORITIES

#anagement can determine the training needs by answering the following .uestions2 What are the organi'ation:s goalsL What task must be completed to achieve these goalsL What behaviors are necessary for each job incumbent to complete his0her assigned jobsL What deficiencies, if any, do incumbents have in skills, knowledge or attitudes re.uired to perform the necessary behaviorsL It again depends on seeing the performance of an individualL

3ased on out determination of the organi'ation:s needs, the type of work that is to be done, and the type of skills necessary to complete this work, the training programme should follow naturally. What kind of signals can warn a manager that employee training may be necessary? *learly, the more obvious, ones relate directly to productivityE inade.uate job performance assuming the individual is making a satisfactory effort, attention should be given toward raining the skill level of the worker. When a manager is confronted with a drop in productivity, it may suggest that skills need to be Mfine tunedN. In addition to productivity measures, a high reject rate or larger than usual scrap page may indicate a need for employee training. A rise in the number of
24

accidents reported also suggests some type of re-training is necessary. There is also the future element2 changes that are being imposed on the worker as a result of a job redesign or a technological breakthrough. These types of changes re.uire a training effort that is fewer crises orientedE that is, a proportion for planned change rather than a reaction to immediately unsatisfactory condition. When inade.uate performance results from a motivation problem rather than a skills problem, the rewards and disciplinary action may be of greater relevance. "or would training be the answer of the problem lies outside the job activity itself. +or examples, if salaries are low, if supervision is poor, if workers benefits are inade.uate or if the physical work tryout is deficient, spending on employee training may have little or no effect on productivity, since inade.uate performance is due to conditions that training cannot remedy. Training can enhance skills but does nothing to relieve monotony. $nce if has been determined that training is necessary, training goals must be established. #anagement should explicitly state what changes or results are sought for each employee. It is not ade.uate merely to say that change in employee knowledge, skills, attitudes or social behavior is desirable, we must clarify what is to change, and by how much. These goals should be tangible, feasible and measurable. It should be clear both to the management as well as the employee.

25

TRAINING NEE6S

Organizational
% #denti&ied t'roug' t'e

Individual

corporate ( ) serious$ #t gi*es t'e necessar+

in&or,ation- regarding t'e gaps .'ic' pre*ails Manager Personnel % Operative Personnel /raining needs t'roug'

identi&ied

e,plo+ees ,erit rating s+ste,

External Training % 0xposure appro*ed !+ di*isional director and ,onitored !+ corporate training and de*elop,ent ,anager

Internal Training % 1eeds identi&ied t'roug' appraisal s+ste,- and progra,,e ,onitored !+ corporate training and de*elop,ent ,anager$

T'PES O9 TRAINING MET%O6S

26

The training methods which are generally used in an organi'ation are classified into two i.e.,
a2

On the ,ob) The most important type of training is on the job training. The experience of actually doing something makes a lasting impression and has a reality that other types of training cannot provide. There are several types of training programmes which make use of on-the-job training concept which are as follows2

Aob !otation Internship training Apprenticeship

!2

Off the ,ob) This is a type of training which is imparted to the employees through education programmes,simulators and training aids etc.The off the job training includes the following2

*ase study method Incident method #anagement ?ames !ole playing %eminars Training, as a process of long tem learning is essentially a developmental tool. Through, effectively utili'ing this tool, the organi'ation expects to achieve career objectives. %ensiti'e employees towards their role in achieving the organi'ational vision of M)eadership through &ifferentiationN.

27

*ontribute towards the career progressions of the employees by importing knowledge of an additional or reinforcing nature, developing skills and bringing about desired attitudinal changes among them. This would not merely prove effective in assisting them to achieve organi'ational goals but also enable enhancement of their self esteem and self confidences to face external challenges.

$urs is changing and dynamic organi'ations which have to pay considerable emphasis on training and retraining its employees to enable them to be competent committed and have the capacity to change according to the external and internal demands and pressures.

Training of employees is not merely the responsibility of the management or the training cell alone but the responsibility of department managers as well! Accordingly the human resource department must enable their involvement in the process! "n the process of employee training and development!

TRAINING STEPS
There are four basic steps in carrying out the training function2 Assessment of Training needs 4A5 &esigning the training action plan 435 Administration of training 4*5 !etraining and !einforcement of training 4&5.

-A. ASSESSMENT O9 TRAINING NEE6S

28

There are five steps towards the assessment and analysis of training and development of the organi'ation. *ollection of information through interviewing and discussing with key personnel both inside and outside the organi'ation or specific departmentsE observing the work place, working conditions, processes and outcomesE examining records, other written information and annual employee appraisal. *ompare performances of each department and each employee against objectives, targets and standards set for them and keeping in mind future work re.uirements in the organi'ation. Identify cause of problems faced by the organi'ation to enable the management to train the employees in handling the problems as well as solving the problem in a satisfactory manner. %egregate identified problems into problems re.uiring staff development action such as training and into problems re.uiring other management actions, so that these problems are accurately addressed. rioriti'e training actions in accordance to where the training need is more urgent.

29

-B. 6ESIGNING TRAINING PROGRAMME+

1aving completed the ground work of training needs and assessment whereby training gaps are identified and prioriti'ed, the next step is to design the training action plan which involves the following2 T'PES O9 TRAINING A66RESSING &ARIOUS TRAINING NEE6S) /ntry training involving new recruits and employees re.uired to take a new job. roblem resolution training to meet a shortfall or deficiency in job performance. Training for change to prepare employees for job identified in near future. &evelopment to e.uip employees to meet organi'ational changes in future.

Training imparted in any type would be skill, attitude or knowledge based training or a combination of the three. Identifying the Trainee groups. Identifying the most effective training methodology. *lassroom training outside the organi'ation through external agencies for meeting specific job function related needs which cannot be imported internally. This is normally the case when the training involves specific are as and smaller numbers making it uneconomical to conduct the programme internally. These external sources must be chosen with care and must be able to fulfill the organi'ation:s analy'ed training and development needs. These training methods must be supplemented by enabling the trainees to apply in the work place and translating into job competence the knowledge and skill gained through such training.

*lassroom training within the organi'ation through external and internal agencies2 These programmes must be carefully designed to ensure that they mirror the trainee groupOs re.uirements individually and collectively. )ike the
30

external courses, when designing these programmes, one must ensure that the training objectives are expressed in terms of job competence as well as knowledge and skill. This method of training is must effective in bringing together employees in larger numbers to address common training needs. The training faculty is critical to the success of such training programmes. The importance and the initiality of the need for proper communication of knowledge and ideas dictate that the selection of faculty members must be made keeping the receiver in mind. $n the job training enables the employees to learn the job while actually carrying out the tasks involved in the job. All new recruits joining the organi'ation are re.uired to undergo induction programme with planned work experience in various departments associated with the employeeOs own department for a short duration to e.uip the employee with basic knowledge fundamental to his job function. /ntry level training is normally imparted through internal on-job and off-job training methods. roblem resolution training, training for change and development related training may be imported through internal or external on-job or off-job training methods depending on programme design, objective and target si'e.

31

9RAME8OR$ 9OR E&A#UATION O9 TRAINING

T*pe! of E(aluation
1$ 3ontext 0*aluation )!taining and using in&or,ation a!out t'e current operational context i$e$- indi*idual di&&icultiesorgani4ation de&iciencies % i$e$- /raining 1eed 5ssess,ent as !asis &or decision$ /o .'at extent are training courses related to 6o! re7uire,ent8 #nput 0*aluation Deter,ining and using &acts<opinions a!out 'u,an<,aterial resources &or training to decide training ,et'ods or t+pes o& training % in*entor+ o& outside training progra,,es 9rocess 0*aluation (onitoring training as it is in progress = continuos exa,ination o& ad,inistrati*e arrange,ents and &eed!ac> &ro, trainees$ )utco,e 0*aluation (easuring e&&ects o& training on t'e relation to 'is 6o!$

Levels of Evaluation/Objective 1$ 9re training

Methods of Evaluation :#2 ;a,e as t'e ones used in assess,ent o& training needs$

2$

%do%

:i2 ;a,e as t'e ones used in design and organisation o& training$

3$

2$ ?eactions Le*el )pinions<attitudes a!out trainerpresentation- use&ulnessin*ol*e,ent$ 3$ Learning le*el 5c7uisition o& >no.ledge- s>ills and attitudes capa!le o& translating into !e'a*ior in training situation$

4$

4$ Bo! e'a*ior Le*el 3'anged !e'a*ior !ac> on t'e 6o!

:i2 )!ser*ation !+ trainer uns+ste,atic<rando, :ii2 ?ating ;cales &or eac' sessions or t'e,e % 5nal+4e- present to trainees and discuss$ :iii2 @uestionnaires<#nter*ie.s :#2 Ano.ledge learning- &actual and intellectual understanding % 9rogra,,ed instruction % ,ultiple% c'oice 7uestions ad,inistered at t'e !eginning o& training and end o& session % 0xa,inations o& acade,ic t+pe.ritten and<or oral$ :#i2 s>ill learning- tec'nical and social % 9ractical tests to de,onstrate s>ill ad,inistered at t'e !eginning and at end$ :#ii2 5ttitude learning % attitude scales se,antic di&&erential scales 7 o 5 point scales stretc'ing !et.een pairs o& ad6ecti*es .it' opposite ,eaning ad,inistered at t'e !eginning and end o& training$ :i2 5cti*it+ sa,pling % percentage o& ti,e spent !+ trainee on di&&erent aspect o& 'is 6o!$ % o!ser*er diaries- continuos record o& 'is acti*ities

32

5$ 3onse7uence 0*aluation (easuring e&&ect o& training on o*erall e&&icienc+ o& depart,ent<organi4ation.

5$ Functioning Le*el 0&&icienc+ o& t'e &ir,- e&&ect on ot'erFs !e'a*ior- cost reduction- etc$

:iii2 ;el& dairies :i*2 )!ser*ation o& speci&ic incidentse$g$- inter*ie.ing s>ills :*2 ;el& recording o& speci&ic incidents C de*ising tailor ,ade e*aluation instru,ents t'roug' .'ic' t'e trainee can 'i,sel& record details & t'e .a+ in .'ic' 'e per&or,s certain tas>s :*i2 5ppraisal !+ superiorsC as>ing 7uestions suc' as- D3an +ou descri!e an+ speci&ic incidents in .'ic' t'e e,plo+ee de,onstrated i,pro*e,ent in >no.ledge<s>ill<attitude8E :*ii2 ;el&%appraisal- used in con6unction .it' appraisal !+ ot'ers$ :#2 9roducti*it+<e&&icienc+ o& traineeGs depart,ent :ii2 (orale o& su!ordinateFs expressed !+ a!sence ratesH la!or return o*er as or incidence o& industrial disputes$ 5n+ index o& &unctioning .'ic' is related to t'e training o!6ecti*e can !e used$ :#ii2 3ontrol Groups co,pare per&or,ance o& si,ilar e,plo+ees .'o 'a*e not undergone training$

33

TRAINING AN6 6E&E#OPMENT AT AIRTE#

RATIONA#E O9 STU6' The essential elements in any commercial enterprise are materials, e.uipment and human resource. Training allied to the other human resource speciali'ations within management, ensures a pool of manpower of the re.uired levelP of expertise at the right time. 3ut firstly consider the attention given by an average organi'ation to the provision of materials, machinery and e.uipment. Then compare the commitment to the third essential factor in then production cycle, vi'2 - human resources. $ne of the most important factors in his regard is the traditional view of training and trainers. They are seen as an expense, a service, as second rate to production or as a necessary evil. Training has tended to fall behind other management activities, especially in the planning phase. It is often carried out as a reaction to immediate needs, a patch up operation in many cases, instead of an ordered activity. Training and &evelopment is especially designed to enhance the competency of managers and workers dealing with a variety of organi'ational functions. Training and &evelopment is a process through which the goals of management development can be achieved. Investment in Training and &evelopment has come to be considered as an asset for organi'ational development or in other words, Training is indispensable for effective organi'ational development. /arlier, training was almost exclusively trainer oriented and it was not need based. The trainer 4training institute5 determined the objectives of the course, its duration, its contents and format etc. $n many occasions training was of a pedagogic nature with the trainer in complete control of the direction of the training. #oreover, the alignment of the corporate goal was missing. The views of the trainees were rarely sought or even if they were, it was with a condescending attitude. &ue to all these reasons the bottom-line contribution of training or the organi'ational development was less.

34

All employees are expected to participate in company sponsored training programs considered necessary for enhancing their work skills. We reali'e that in todayOs constantly changing environment, our services have to be better than those of our competitors. Therefore, training opportunities are offered through speciali'ed training programs conducted by in-house instructors, instructors from the industry, or by experts in the field. Training Need A!!e!!ment Training needs are assessed by the 1uman !esources &epartment in consultation with the individual, his0her supervisor and the 1ead0*hief of the department. The performance management system as well as feedback by employees across the organi'ation is used for collaborating the training needs. Training 7alendar A Training *alendar is prepared and circulated at the beginning of the year. This carries details about the training programmes that will be conducted during the course of the year. In-hour and external training are held on behavioral as well as specific job related skills. Training E(aluation! Training programmes are evaluated by 1uman !esources regularly to ascertain the value being added to the employees. #anagers nominate employees for training. Attendance at the training classes is obligatory. Iou are encouraged to make the best use of these opportunities provided by the company to enhance your professional skills. Training records will be maintained in the ersonal +ile of each employee, for review at any time.

35

7%APTER &

6ATA ANA#'SIS AN6 9IN6INGS

We now try to analy'e and interpret the data to reach a conclusion. We begin with the analysis of the data collected from the T(& staff.

MET%O6S USE6 9OR TRAINING NEE6S ANA#'SIS

The training needs analysis is done generally by discussion with superiors and departmental heads. 1owever, the participants themselves also play a vital role in identifying their own training needs. Also, performance appraisal sessions and customer feedback are two important ways through which training needs can be analy'ed. Area! in Ehi h training i! imparted 3harti provides training to all areas mentioned, however, the training imparted to the employees depends on the level of organi'ations. 9requen * of training programme Training programmes are conducted at 3harti throughout the year. The duration depends on the type of the training. Training for computer basics are for F-@ days, and for executive trainees are for 7 year.

36

7hanging trend! in TI6 toda* +ocus on right attitude and overall development of the employee. +ocus on sophistication of technologies Trainer-trainee cooperation /lements for making training programme successful

*lear objectives, good faculty, right training method, physical arrangements, duration of training programme, contents of T , and rewards0incentives after T . We have used the method of Mo(ing A(erage! to determine the rankings. Identifi ation of training need! 89J involved 79J not involved. Effe ti(ene!! of training method u!ed H@J said effective, 7@J said ineffective. A hie(ement of training ob,e ti(e! 8@J satisfied, 7@J dissatisfied 7ontinuou! training B9J satisfied, D9J not satisfied In(ol(ement in programme planning @@J happy with involvement, D@J not. 7ommuni ation of problem! to management

37

F9J dissatisfied, 7@J not involved, @@J involved and satisfied.

TRAINING UN6ERGONE
&ifferent companies adopt different training and development as per the needs of trainee as well as organi'ation so that person don:t lack in any area of his activity, which in turn won:t affect the company at large. 1ence training as per the need arising up. At 3harti they have a separate education and training department, which looks for the training and development of employee. 1ere new techni.ue includes B sigma, @s, kai'an and so, where as hr includes, teambuilding, motivation, behavior, general includes the rest other kind of training and development progamme at 3harti *ellular )td.

38

I6EA# SIAE O9 T%E TRAINING

3/ 12 1: 14 13 1/ 2 : 4 3 /

1; 1:

1/

4 1 Bat h 1/ Bat h 1D Bat h 3/ Bat h 3D Bat h </

Too many cooks spoils the broth=, many Indian utter confusion, keeping this in mind. Accordingly many of the respondent feels that no of trainee whether in house or our house should be in and about 79-7@ and should not exceed this where as few that it should be in the batch of <9 as they together is better, and very negligible feels that batch of <@-F9 would also be suitable for training. We find out from this study that people like the concept of =small is beautiful=.

39

NEE6 I6ENTI9I7ATION
As already discussed in brief in report as to how it should be done so root of problem can be traced out and accordingly it can be treated well for the best output. There are so many ways to identify the cause of the problem. $ver here we discussed F main causes where by few find that F of them are very much in use in industry. That is employee himself, performance appraisal, and superior assessment. 1ere we can see that the best to know about you is he. 1e can be 3<J <2J

<;J

Superior a!!e!!ment Apprai!al

Emplo*ee him!elf

monitored by the team head too who sees him working regularly and if found then can recommend him to undergo training.

40

$IN6 O9 TRAINING

1: 14 13 1/ 2 : 4 3 /

1D 14

11 ;

<

InChou!e

Outhou!e

Online

Offline

All abo(e

Training small word covering wide connotation, is the way you groom some one in different environment and ways available as per the capacity as well as availability. $n the complexities of it training is imparted to individual. At Airtel employees have been undergone in almost all the above category but most of them feel it should be held off the job so that they can concentrate approximately in what ever they are taught, where as they feel that some training like B sigma, @s, ;ai'an should be help on the job for its effectiveness.

41

%O8 9REBUENT#' 'OU GO 9OR TRAININGK

)earning at 3harti is a continuous process and they learn at each and every 1/ ; 2 0 : D 4 < 3 1 /
9requentl* NonC frequentl* Monthl* Buarterl* %alf *earl* Annuall*

: D 4

stage. The education and training team continuously strive to make its colleague learn as fre.uent as possible. %o that they are always prepared for any situation to face the competitive world. roper training of employee is held as per the need and re.uirement of the employee related to the work he is assigned. %o that he can do his best. 3ut still if we see people fre.uently go for training.

42

TRAINING A#IGNMENT 8IT% ORGANISATION OB@E7TI&E

Training programme is prepared keeping in mind the development of 32J

<3J

/J

/J 4/J

Marginal -<. &er* high -D.

#oE-3. %igh -4.

&er* loE -1.

organi'ation as well as employee. #ost of the people feel that the training they undergo is aligned to organi'ation objective only. 3ut while during interview and self observation it was found that training at 3harti moves parallel i.e. organi'ational development as well as individual too rather they feel they go hand in hand.

43

AN' 9EE6BA7$ TA$EN

12 1: 14 13 1/ 2 : 4 3 /

10

<

'ES

NO

Ies feedback is taken from the trainee after the training is over. In terms like whether they liked the training, which they had undergone, was that sufficient enough to make them handy and competitive to go with. If not then what can be done which make it easy and handy to understand. If they are looking for any kind of further training keeping in mind any consecutive training related to previous undergone and if any new conceptual training emerged as on.

44

#IMITATIONS
3etween the sender and the receiver, due to differing perceptions, communication errors in the form of miscomprehension, selective perception etc. creeps in. In this case too, these were unavoidable, and thus might have added to slight inaccuracy in my results. The other major limitation was of time and nonavailablity of the concerned persons at times. The respondents would not have divulged all the information needed because of some of its company policies.

45

7%APTER &I

7ON7#USION AN6 RE7OMMEN6ATIONS

Training analysis is done with the view of both the superiors and the criminals. The common feeling is that the thrust in future should be on developing people skills and not only functional skills. IT would be a key focus area. #any trainees are not satisfied with performance. #ost of the times trainees involved in various programmes. Thus we conclude that 3harti:s effort towards training and development has been successful. We also feel training should be imparted on current issues like change management etc. Training sessions should not to be long and self directed

learning should be encouraged. Training pro e!! of Bharti 7ellular #td+ depend! upon2 Training need identification %electing the right training programmes reparation of training calendars +inali'ing about the training programme and sending the information to the concerned employees $rgani'e effective training programme &eliver course and validate training Take a training programme feedback

/valuate training and incorporate changes if re.uired.

46

Anne?ure 1

BUESTIONNAIRE
1+ 8hat are the method! u!ed for the anal*!i! of *our training need!K i. ii. iii. iv. Analysis by superiors or company, identification by individuals4T"A5 &iscussion with superiors Identification by group head or depending on departmental functional needs +eedback from persons to be trained about what training they need and this is incorporated in #IOs programme to the extent possible by management. lanned interventions training. ,uestionnaires filled by participants Training is identified from a list which has been proposed by the training department, by the employee based on his needs and aptitude. %elf analysis &epending on the type and nature of job being handled &iscussions at departmental levels ;eeping in mind the career map of an employee and also the functional re.uirements. Are *ou emplo*ee! in(ol(ed in identif*ing their training need!Larea! of trainingK RESPONSE Ies "o i iii v vii ix *ompany policies and procedures 1uman relations #anagerial and supervisory training *reativity *omputers ii iv vi viii x No+ of re!pondent! !a*ing 7H < +unctional skills roblem solving Apprentice training %trategic planning *ross-functional skills

v. vi. vii. viii. ix. x.

xi$

2$

<+ 8hat are the (ariou! area! in Ehi h training i! impartedK

47

D. In future" Ehat a trainingK i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. xiii.

ording to *ou Eould be the potential area! of

*omputer programming *ore technical areas #anagement related Work culture and discipline $bjectives of organi'ation 1!&01!# %trategic management *orporate governance 3ehavioral and emotional training Interpersonal and interactive skills Adaptability to change in future roblem solving *ommunication skills

D+ 8hat are the (ariou! training method! emplo*edK On the ,ob i. ii. i. ii. iii. iv. v. vi. vii. different locations with the location in charge practical work lectures audio-visual aids simulations discussions seminars workshops project work

Off the ,ob

48

:+ 6o *ou thinM the method! u!ed are rele(ant and effe ti(eK Re!pon!e Ies "o No+ of re!pondent! !a*ing 7C F

0+ 8hat are *our ob,e ti(e! in attending a training programmeK i. ii. iii. iv. v. vi. gain knowledge in your area to enjoy social get together develop competencies self development personal satisfaction as well as taking a strenuous work break from continuous and

overcome mental blockage9 and eliminate complacency

2+ 6o *ou thinM *our ob,e ti(e of attending the training program i! normall* a hie(edK Re!pon!e Ies "o ;+ 8hat a impartedK i. ii. iii. iv. v. vi. vii. viii. ix. x. No+ of re!pondent! !a*ing 78 7

ording to *ou are the Me* area! in Ehi h training !hould be

Technical skills #anagerial skills *omputers +unctional areas Interpersonal relations %elf development 3ehavioral skills 1andling workforce in the age group of D@-@9 years 1uman relations. *ommunication skills

49

1/+ Are *ou pro(ided Eith adequate ontinuing training to Meep *ou abrea!t of the hange! in the en(ironmentK Re!pon!e Ies "o No+ of re!pondent! !a*ing 7< H

11+ 8hat are the method! u!ed to e(aluate the effe ti(ene!! of a training programmeK i. ii. iii. feedback after training improvement in performance written test0exam on!ideration *our opinion on the

13+ 6oe! the management taMe into training programmeK RESPONSE Ies "o 77 8

No+ of re!pondent!

1<+ Identif* the !hort oming! in the programme!" if an*" regarding the folloEingK 7. physical arrangements <. faculty F. training methods D. contents of the program 14+ %a(e *ou ommuni ated the!e problem! to the managementK Re!pon!e Ies "o "ot applicable No+ of re!pondent! !a*ing B F 77

50

1D. In what way would you like to be involved in improving0 planning the training program in futureL R 1+ 3+ <+ 4+ D+ :+ 0+ 2+ ;+ 1/+ 11+ 13+ 1<+ 14+ 1D+ 1:+ 10+ 12+ 1;+ 3/+ Total responses 8 B 79 F D Indi(idual (ieE! 7ommn+ Meeting Sur(e* Sugge!tio n bo? 9Lb on PA

51

Anne?ure C3
TRAINEEHS PROGRAM REA7TION S%EET

"ame 4optional5 QQQQQQQQQQQQ. Ticket "o. 4$ptional5 QQQ. &ivn0&eptQ. rogram Title QQQQQQQQQQQQQ. rogram duration QQQQQQ QQQQQQQQQQQQ to

lease take some time, think about the program and indicate your option in each section by putting a tick mark.

1+ 7OURSE RE#E&AN7E AN6 STRU7TURE)

9 1ow relevant to you feel the course is to youL &id the course meet the objectives as you understood themL 1ow well did the course meet you specific needsL 1ow was the ratio of lecture to discussionL

<

?eneral comment0or explain low rating. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

52

3+ PROGRAM E99E7TI&ENESS) 3+1 7ONTENT) was the subject level too advanced0too elementary0 about right

3+3 9A7U#T' E&A#UATION)

lease rate the faculty according to the given below2 oor ------------------------------------------------------- /xcellent 7 < F D @

"ame of 1ow well +aculty did he state objective.

1ow well did he keep the session alive and interesting L

1ow well did he summaries during the session

1ow well did he maintain a friendly and helpful manner

1ow well did he illustrate and clarify the doubts

<.F Was there any more topics which should have been includedL If so please specify. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

53

<.D What would have made the session more beneficial0effective to youL ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

<.@ Additional comments or suggestions 4facilities, room, meals, schedules etc.5 ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

<.B $ver all rating2 *onsidering the general of the course, how would you rate it on a scale of fiveL --------------------------------------------------------------------------------------

RemarM! for 9urther Impro(ement ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

54

ANNE=URE C<

REA7TION S%EET B' 7OCOR6INATORLPERSONNE# MANAGER

%peaker2 -------------------------------------------------------------------------

%ubject2 -------------------------------------------------------------------------&ate2 --------------------------------------------- To ----------------------------

A.

reparation

6ery much so 7. &id he prepare for the training0seminarL <. Was presentation geared to groupL his the

To some extent

"o

3. *$"&G*TI"? 6ery much To some "o so extent 475. &id he read his materialL 4<5. &id he hold the interest of the groupL 4F5. Was he enthusiastic0dynamicL

55

4D5. &id he use visual aidsL 4@5. &id he present the material clearly 4B5. &id he help the group to apply the materialL 4C5. &id he ade.uately subjectL cover the

4H5. &id he summari'e the summarise during the session and at the endL 485. &id he involve the groupL

*. *onstructive comments for future sessions. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

56

Anne?ure 54 BUESTIONNAIRE Inter(ieECS hedule 7. 1ow do you determine your training needs in your organi'ationL -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------<. What are the different types of training program you have in the organi'ationL -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------F. Approximately how many days in a year you give training to a particular employeeL -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

57

D.7 If no, how many days to management s staff and how many to workersL ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------@. What is the ratio of in-house and outside training programL ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------7. Which one 4in-house or outside training5 do you think is more beneficial to the organi'ation and whyL ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------<. &o you evaluate your training programL ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------F. If yes, what is the methodology of evaluating the training programL -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

58

D. &o you evaluate the training program in different stages 4reaction level, learning level, job behavior level and result5L -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------@. &o you have any system of making action plan or job improvement plan by the trainee after he undergoes the training -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------6$

If yes, then are you gaining from this action plan and howL

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------C. &o you think it is difficult to evaluate the entire training programL ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------H. If yes, then what are the different training programs which are difficult to evaluateL

59

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------8. 1ow do you evaluate the behavioral training programL ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------79. Who all are involved in the evaluation process 4superior, subordinate, peers, trainer and co-coordinator5L ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------77. If you have not evaluated your training programs till now then are you planning to evaluate them in the near futureL -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------7<. If yes, then why now, and what will be the methodologyL --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------60

----------------------------------------------------------------------------------------------------------------

61

BIB#IOGRAP%'

#amoria, *.3 and ?ankar, %.6 4<99<5 M ersonnel #anagementN ublished by 1imalaya ublishing 1ouse. 6irmani, 3.!. And %eth remila 478H@5 M/valuating #anagement Training and &evelopmentN ublished 3y 6ision 3ook vt )td Training and &evelopment - a perspective 1arward 3usiness !eview <999 /conomic Times, 3usiness World www.indiainfoline.com www.bharti.com www.airtelworld.com

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