HRM Training & Development

NATURE NATURE OF TRAINING AND DEVELOPMENT In simple terms, training and development refers to the imparting of specific skills, abilities and knowledge to an employee. A formal formal definition definition of training & development development is… it is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his or her skills and knowledge. The need for training & development is determined by the employee’s employee’s performance deficiency, deficiency, computed as follows: Training & Development need = Standard performance – Actual performance. We can make a distinction among training, education and development. Such distinction enables us to acquire a better perspective about the meaning of the terms. Training, as was stated earlier, refers to the process of imparting specific skills. Education, on the other hand, is confined to theoretical learning in classrooms. Table 1. Training and Education Differentiated Training Education Application Theoretical Orientation Job Experience Classroom Learning Specific Tasks General Concepts Narrow / Perspective Broad Perspective Training refers to the process of imparting specific skills. Development refers to the learning opportunities designed to help employees grow. Education is theoretical learning in classroom.

Though training and education differ in nature and orientation, they are complementary. An employ employee, ee, for example, example, who underg undergoes oes traini training ng is presum presumed ed to have had some some formal formal education. Furthermore, no training programme is complete without an element of education. In fact, fact, the distin distincti ction on betwee between n traini training ng and educati education on is getting getting increa increasin singly gly blurre blurred d nowadays. As more and more employees are called upon to exercise judgments and to choose alternative solutions to the job problems, training programmes seek to broaden and develop the individual through education. For instance, employees in well-paid jobs and/or employees in the service industry may be required to make independent decision regarding there work and their their relati relations onship hip with with client clients. s. Hence, Hence, organ organizat ization ion must must conside considerr elemen elements ts of both both education and training while planning there training programmes. Develo Developmen pmentt refers refers to those those learni learning ng opp opport ortunit unities ies design designed ed to help help employ employees ees grow grow. Develo Developmen pmentt is not primar primarily ily skillskill-ori orient ented. ed. Instea Instead, d, it provid provides es general general kno knowle wledge dge and attitudes which will be helpful to employees in higher positions. Efforts towards development often depend on personal drive and ambition. Development activities, such as those supplied by management developmental programmes, are generally voluntary.

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To bring the distinction distinction among training, training, education and development development into sharp focus, focus, it may be stated that “training is offered to operatives ”, whereas “developmental programmes are meant meant for employe employees es in higher higher position positions” s” . Education however is common to all the employees , there grades notwithstanding. AIMS/OBJECTIVES OF TRAINING & DEVELOPMENT

The fundamental aim of training is to help the organization achieve its purpose by adding value to its key resource – the people it employs. Training means investing in the people to enable them to perform better and to empower them to make the best use of their natural abilities. The particular objectives of training are to: Develop the competences of employees and improve their performance; Help people to grow within the organization in order that, as far as possible, its future needs for human resource can be met from within; Reduce the learning time for employees starting in new jobs on appointment, transfers or prom promot otio ion, n, and and ensu ensure re that that they they beco become me full fully y comp compet eten entt as quic quickl kly y and and economically as possible. • •

•

INPUTS IN TRAINING AND DEVELOPMENTS

Any training and development development programme programme must contain inputs which enable the participant participantss to gain skills, learn theoretical concepts and help acquire vision to look into distant future. In addition to these, there is a need to impart ethical orientation, emphasize on attitudinal changes and stress upon decision-making and problem-solving abilities. Skills

Training, as was stated earlier, is imparting skills to employees. A worker needs skills to operate machines, and use other equipments with least damage or scrap. This is a basic skill without which the operator will not be able to function. There is also the need for motor skills. Motor skills refer to performance of specific physical activities. These skills involve training to move various parts of one’s body in response to certain external and internal stimuli. Common motor skills include walking, riding a bicycle, tying a shoelace, throwing a ball and driving a car. Motor skills are needed for all employees – from the clerk to the general manager manager.. Employ Employees ees,, particu particular larly ly superv superviso isors rs and executi executives ves,, need need interpersonal skills popular known as the people skills. Interpersonal skills are needed to understand one self and others others better better,, and act accordi accordingly ngly.. Exampl Examples es of interp interpers ersonal onal skills skills include include listen listening ing,, persuading, and showing an understanding of others’ feelings. Education















to be discussed. In fact organizations depute or encourage employees to do courses on a part time basis. Chief Executive Officers (CEO’s) are known to attend refresher courses conducted by business schools. Education is important for managers and executives than for lower-cadre workers. Development

Another component of a training and development is development which is less skill oriented but stressed on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis and the like is useful for better management of the company. company. Ethics

Theree is need Ther need for for impar imparti ting ng great greater er ethi ethica call orie orient ntat atio ion n to a trai traini ning ng and devel developm opmen entt programme. There is no denial of the fact that ethics are largely ignored in businesses. Unethical practices abound in marketing, finance and production function in an organization. They are less see and talked about in the personnel function. If the production, finance and marketing personnel indulge in unethical practices the fault rests on the HR manager. It is his/her duty to enlighten all the employees in the organization about the need of ethical behavior. Exhi Ex hibi bitt # 1

Whit Whitee Coll Collar ar Crim Crimes es

The findings of the KPMG’s fraud survey for 1998, confirm the prevalence of white collar crimes in corporate India. The survey has pegged the loss due to delinquencies at Rs.200 crores but KPMG feels that it is only the tip of the iceberg. According to the study, 66% of the respondents feel that the frauds will increase. Respondents have cited kickbacks and expenses accounts as the most frequent types of internal internal frauds, frauds, and patent infringements infringements,, false false representati representation on and secret commissions commissions as the most favored external crimes. Among management frauds, window dressing of balance sheets is the hot favorite followed by more creative ones like fudging MIS and giving wrong information. Attitudinal Changes

Attitu Attitudes des repres represent ent feelin feeling g and belief beliefss of indivi individual dualss toward towardss others others.. Attitu Attitude de affec affects ts motivation, satisfaction and job commitment. Negative attitudes need to be converted into positive attitudes. Changing negative attitudes is difficult because –















Nevertheless, attitude must be changed so that employees feel committed to the organization, are motivated for better performance, and derive satisfaction from there jobs and the work environment Decisions Making and Problem Solving Skills

Decision making skill and problem solving skills focus on method and techniques for making organizational decisions and solving work-related problems. Learning related to decisionmaking and problem-solving skills seeks to improve trainees’ abilities to define structure problems, collect and analysis information, generate alternative solution and make an optimal decision among alternatives. Training of this type is typically provided to potential managers, supervisors and professionals. Exhi Ex hibi bitt # 2

Trai raining ning inpu inputs ts at HLL HLL

The training and development affords a ffords at HLL are designed to develop the following: 1. Help Helpin ing g empl employ oyee eess sati satisf sfy y pers person onal al goal goalss thro throug ugh h high higher er leve levell of skil skills ls and and competencies 2. Facilit Facilitati ating ng higher contrib contributi ution on at there there present present jobs and prepari preparing ng them for the next level of responsibilities 3. Developing Developing individual individualss and teams to meet the the total needs needs of the the organizatio organization n TRAINING AND DEVELOPMENT AS SOURCE OF COMPETITIVE ADVANTAGE

Compan Companies ies derive derive compet competiti itive ve advant advantage age from from traini training ng and develo developme pment. nt. Train Training ing and development programmes, as was pointed out earlier, help remove performance deficiencies in employee. This is particularly true when - (1) the deficiency is caused by a lack of ability rather than a lack of motivation to perform, (2) the individual(s) involved have the aptitude and motivation need to learn to do the job better, and (3) supervisors and peers are supportive of the desired behaviors. Training & Development offers competitive advantage to a firm by removing performance deficiencies; making employees stay long; minimized accidents, scraps and damage; and meeting future employee needs. There is greater stability, flexibility, and capacity for growth in an organization. Training contributes to employee stability in at least two ways. Employees become efficient after undergoing training. Efficient employees contribute to the growth of the organization. Growth rend render erss stabi stabili lity ty to the the work workfo forc rce. e. Furt Furthe herr, train trained ed empl employ oyee eess tend tend to stay stay with with the the organization. They seldom leave the company. Training makes the employees versatile in operations. All rounders can be transferred to any job. Flexibility is therefore ensured. Growth















Future Future needs needs of employ employees ees will will be met throug through h traini training ng and develo developme pment nt progra programme mmes. s. Organizations take fresh diploma holders or graduates as apprentices or management trainees. They Th ey are are absor absorbe bed d afte afterr cour course se compl complet etio ion. n. Train rainin ing g serv serves es as an effe effect ctiv ivee sour source ce of recruitment. Training Training is an investment in HR with a promise of better returns in future. A company's training and development pays dividends to the employee and the organization. Though no single training programme yields all the benefits, the organization which devotes itself to training and development enhances its HR capabilities and strengthens its competitive edge. At the same time, the employee's personal and career goals are furthered, generally adding to his or her abilities and value to the employer. Ultimately, the objectives of the HR department are also furthered. The Benefits of Employee Training

How Training Benefits the Organization: •

• • • • • • • • • • • • •

• • •

Leads to improved profitability and/or more positive attitudes towards profit orientation. Improves the job knowledge and skills at all levels of the organization Improves the morale of the workforce Helps people identify with organizational goals Helps create a better corporate image Fosters authenticity, authenticity, openness and trust Improves relationship between boss and subordinate Aids in organizational development learns from the trainee Helps prepare guidelines for work Aids in understanding and carrying out organizational policies. Provides information for future needs in all areas of the organization Organization gets more effective decision-making and problem-solving skills Aids in development for promotion from within Aids in developing leadership skills, motivation, loyalty, loyalty, better attitudes, and other aspects that successful workers and managers usually display Aids in increasing productivity and/or quality of work Helps keep costs down in many man y areas, e.g. production, personnel, administration, etc. Develops a sense of responsibility to the organization for being co mpetent and knowledgeable Improves Labour-management relations















• •

Helps employees adjust to change Aids in handling conflict, thereby helping to prevent stress and tension.

Benefits to the Individual Which in Turn Ultimately Should Benefit the Organization: • •

• • •

• • • • • •

Helps the individual in making better decisions dec isions and effective problem solving Through training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalized and operationalised Aids in encouraging and achieving self-development and self-confidence Helps a person handle stress, tension, frustration and conflict Provides information for improving leadership, knowledge, communication skills and attitudes Increases job satisfaction and recognition Moves a person towards personal goals while improving interactive skills Satisfies personal needs of the trainer (and trainee) Provides the trainee an avenue for growth and a say in his/her own future Develops a sense of growth in learning Helps a person develop speaking and listening skills; also writing skills when exercises are required. Helps eliminate fear in attempting new tasks

Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and Policy Implementation: • •

• • • • • • • •

Improves communication between groups and individuals: Aids in orientation for new employee and those taking new jobs through transfer or promotion Provides information on equal opportunity and affirmative action Provides information on other government laws and administrative policies Improves interpersonal skills. Makes organizational policies, rules and regulations viable. Improves morale Builds cohesiveness in groups Provides a good climate for learning, growth, and co-ordination Makes the organization a better place to work and live

THE TRAINING PROCESS

















Needs assessment Organizational support Organizational analysis Task and KSA analysis Person analysis

Developm ent of criteria

Instructional Objective Selection and design of instructional

Training

Training Validity

Transfer Validity

Use of evaluation models

Intraorgani zational validity Interorgani zational validity

















when his or her performance falls short of standards, that is, when there is performance deficiency. Inadequacy in performance may be due to lack of skill or knowledge or any other problem. The problem of performance deficiency caused by absence of skills or knowledge can be remedied by training. Faulty selection, poor job design, uninspiring supervision or some personal problem may also result in poor performance. Transfer, Transfer, job redesign, improving quality quality of superv supervisi ision, on, or discha discharg rgee will will solve solve the proble problem. m. Figure Figure below below illust illustrat rates es the assessment of individual training needs and remedial measures.

Performance Deficiency

Lack of skill or Knowledge

Training

Other Causes

Non-training Measures

Figure #2 Needs Assessment and Remedial Measures Asse Assess ssme ment nt of train trainin ing g need needss must must also also focus focus on antic anticip ipat ated ed skil skills ls of an empl employ oyee. ee. Technology changes fast and new technology demands new skills. It is necessary that the employee be acquire new skills. This will help him/her to progress in his or her career path. Training and development is essential to prepare the employee to handle more challenging

















scrap or accident rates, low morale and motivation, or other problems are diagnosed. Although training is not all, such undesirable happenings reflect poorly-trained workforce. Needs assessment methods

How are training needs assessed? Several methods are available for the purpose. As shown in the below below table, table, some some are useful useful for organi organizat zation ionalal-lev level el needs needs assess assessmen mentt others others for individual needs assessment

Table #2

Methods Used in Training Needs Assessment

Group or organizational Analysis

Individual Analysis

Organizational goals and objective

Performance appraisal

Personnel/skill invention

Work sampling

Organizational climate indices

Interviews

Efficiency indices

Questionnaires

Exit interviews

Attitude survey

MBO or work planning systems

Training progress

Customer survey/satisfaction data

Rating scales

Customer survey/satisfaction data Consideration of current and projected changes

















Organizational Organizational Analysis: Having obtained organizational support, the next step in the needs assessment is an organizational analysis, which seeks to examine the goals of the organization (short-term and long-term), and the trends that are likely to affect these goals. The analyst needs to ask and answer the following questions: Is there a sufficient supply of people? • How does the firm attract, retain and motivate diverse work-force? • How does the firm compete for individuals with the right skills, knowledge • abilities and attitudes? How do employees make the firm competitive, domestically and • internationally? Which are the target jobs that require training? • These issues enable the analyst identify skill gaps in people, which training seeks to fill. Organizational analysis seeks to examine the goals of the organization and the trends that are likely to affect these goals.

addition n to obtain obtaining ing organi organizati zational onal suppor supportt and making making Task ask and KSA Analysi Analysiss In additio organizational analysis, it is necessary to assess and identify what tasks are needed on each job and which knowledge, knowledge, skills and abilities abilities (KSAs) are necessary necessary to perform perform these tasks. This assessment helps prepare a blueprint that describes the KSAs to be achieved upon completion of the training programme. Person Analysis: This analysis obliviously targets individual employees. A very important aspect of person analysis is to determine which necessary KSAs have already been learnt by the prospective trainee so that precious training time is not wasted repeating what has already been acquired. Also, employed who need to undergo training are identified at this stage. Benefit of Needs Assessment

Training programmes are designed to achieve specific goals that meet felt needs. There is always the temptation to begin training without a thorough analysis of these needs. Should this happen, the training programme becomes inappropriate and its administration turn to be

















• • • • • •

•

• • •

Poorer-quality applicants Increased overtime working Higher rates of pay pa y, overtime premiums and a nd supplements Higher recruitment costs, including advertising, time and incentives Greater pressure and stress on management and staff to provide cover. Pressure on job-evaluation schemes, grading structures, payment system and career structure Additional retention costs in the form of flexible working time, job sharing, part time working, shift working, etc. Need for job redesign and revision of job specifications Undermining career paths and structures Higher training costs

Deriving Instructional Objectives

The next phase in the training process is to identify instructional objectives. Needs assessment helps prepare a blueprint that describes the objectives to be achieved by the trainee upon completion of the training programme. Instructional objectives provide the input for designing the training programme as well as for the measures of success (criteria) that would help assess effectiveness of the training programme. Below are some sample instructional objectives for a training programme with sales people. After training, the employee will be able to smile at all customers even when exhausted or ill unless the customer is irate. After training, the employee will be able to accurately calculate mark down on all sales merchandise. •

•

Designing Training and Development Programme

Every Every traini training ng and develop developmen mentt progra programme mme must must address address certai certain n vital vital issues issues (1) who participate in the programme? (2) Who are the trainers? (3) What methods and techniques are to be used for training? (4) What should be the level of training? (5) What learning principles are needed? (6) Where is the programme conducted? condu cted?



















What methods Who are the Who are the Fig #3 Steps in training Programme and trainees? trainers? techniques? rainee eess shou should ld be sele select cted ed on the the basi basiss of self self nomin nominat atio ion, n, Who are the Trainees? rainees? Train recommendations of supervisors or by the HR department itself. Whatever is the basis, it is advisable to have two or more target audiences. For example, rank-and-file employees and their supervisors may effectively learn together about a new work process and their respective roles. Bringing several target audience together can also facilitate group processes such as What should be principles Where to conduct problem solving and decision What making, elementsof useful in quality circle projects. the level of learning? the programme? training? Who are the Trainers? Training and development programmes may be conducted by several people, including the following: 1. Imme Immedi diat atee supe superv rvis isor ors, s, 2. Co-wor Co-worker kers, s, as in in buddy buddy system systems, s, 3. Member Memberss of of the the pers personne onnell staf staff, f, 4. Special Specialist istss in other other parts parts of the the company company,, 5. Outs Outsid idee consu consult ltan ants ts,, 6. Indu Indust stry ry asso associ ciat atio ions ns,, and



















Orienting New Employees, Special Introducing, Skills Innovations Training In Products & Services 1 2 A. On the Job Training Orientation Training Job instruction instruction training Apprentice training Inte Intern rnsh ship ipss & Assistantship Job Rotation Coaching

Safety Education

Sales, Creative, Administrative, Techn echnic ical al & Supe Superrvis visory ory & Professional Managerial Education Education

3

4

5

Y

N

N

N

N

Y

Y

N

N

N

Y

Y

N

N

N

N

y

N

Y

Y

Y N

N Y

N Y

N Y

Y Y



















A virtue of this method is that is can be used for very large groups, and hence the cost per trainee is low. This method is mainly used in colleges and universities, though its application is restricted in training factory employees. emplo yees. (See Table #3) Table #4 Training Method

The Relative Effectiveness of training Methods Knowledge Changing Changing Problem Interpersonal Participant Knowledge Acquisition Attitudes Solving Skills Acceptance retention Rank Rank Skills Rank Rank Rank

Case study 2 Conference 3 Lecture Business games Films Programmed Instruction Role Playing Sensitivity Training Television

8 5

4 3

1 4 8

9 6

5 4 1

4 3 9 2

6 7

7

2

1 9

7

8 3

6 7

6

8 6

5 7

2

1 9

2 5

8 5

3

5 8

2 1

4

6 9

7 1 4

3 9



















OJT suffers form certain demerits as well. The experienced employee may lack experience or inclination to train the juniors. The training programme itself is not systematically organized. In addition, a poorly conducted OJT programme is likely. to create safety hazards, result in damaged products or materials, and bring unnecessary un necessary stress to the trainees. OJT is conducted at the work site and in the context of the job. It is, much time, informal. An experienced worker shows a trainee how to work on the job.

This is is a meth method od wher wheree trai traini ning ng is offe offere red d with without out the the Progra Programmed mmed Instruc Instruction tion (PI) Th intervention of a trainer. Information is provided to the trainee in blocks, either in a book of thought a teaching machine. After reading each block of material, the learner must answer a question about it. Feedback in the form of correct answers is provided after each response. Thus, programmed instruction (PI) involves: 1. 2. 3. 4.

Presenting Presenting questions, questions, facts, facts, or problems problems to to the learner learner Allowi Allowing ng the person person to respond respond Providing Providing feedback feedback on the accuracy of his his or her answer answerss If the answer answerss are correct correct,, the learner learner proceed proceedss to the next block. block. If not, he or she repeats the same.

The main advantage of PI is that it is self-paced-trainees can progress through the programme



















situation and alternatives to the trainee. For example, activities of an organization may be simulated and the trainee may be asked to make a decision in support to those activities. The results of those decisions are reported back to the trainee with an explanation of what would have happened had they actually made in the workplace. The trainee learns from this feedback and improves his/her subsequent simulation and workplace decisions. de cisions. The more widely held simulation exercises are case study, role playing and vestibu1 training. Case Study: is a written description of an actual situation in business which provokes, in the reader, the need to decide what is going on, what the situation really is or what the problems are, and what can and should be done. Taken from the actual experiences of organizations, these cases represent to describe, as accurately as possible, real problems that managers have faced. Trainee studies the cases to determine problems, analyses causes, develop alternative solu soluti tions ons,, sele select ct the the best best one, one, and impl implem ement ent it. it. Case Case study study can can provi provide de stim stimul ulat atin ing g discussions among participants as well as excellent opportunities for individuals to defend their analytical analytical and judgment judgment abilities abilities.. It appears to be an ideal method to promote promote decisiondecisionmaking abilities within the constraints of limited data. Role playing: generally focuses on emotional (mainly human relations) issues rather than actual ones. The essence of role playing is to create a realistic situation, as in case study, and then have the trainee assume the parts of specific personalities in the situation. For example, a male worker may assume the role of a female supervisor, and the supervisor may assume the





















do, how they perceive one another, and the feelings and emotions generated in the interaction process. The objectives of sensitivity training are to provide the participants with increased awareness of their own behavior and how others perceive them-greater sensitivity to the behavior of others, others, and increased increased understandin understanding g of group’s group’s processes. processes. Specific results results sought include increa increased sed abilit ability y to empath empathize ize with with other other,, improv improved ed listen listening ing skills skills,, greate greaterr opennes openness, s, increa increased sed tolera tolerance nce of indivi individual dual differ difference ence and increa increased sed confli conflictct-res resolu olutio tion n skills skills.. The drawback of this method is that once the training is over, the participants are themselves again and they resort to their old habits. Sensitivity training can go by a variety of names-laboratory training, encounter groups, or T-



















One advantage of computer-based soft-skills training is that it helps maintain anonymity in situations that may be discomforting for trainees. For example, role-playing exercises, may call for sharing personal information with strangers. This can be avoided in a virtuallearning setting, till the time the learner becomes more open and flexible. It reads like who is who in using virtual learning. Motorola and Ford are only the two. There are others too. IBM, for example, has a virtual university, IBM Global Campus, to provide its employees continuous skills-driven-Learning opportunities via the corporate intranet across the globe. Federal Express has turned to interactive multimedia for a more effective training system.



















Built-in-tension Shadowing Outward bound training 9 + 1 + 23 Lateral Thinking Morp orphol hologica gicall Analysis Gordon Technique Attribute Listening Cross-Cult ultural Trainin ning

Teaching the importance of resolving matter Working under a senior to watch and learn Adventure sports for teams Self-assessment by a leader of leadership skills Thinking randomly to come up with new ideas Listing of alternative solu olution to problems Steering a discussion to crystallize solutions Isolation, selection and evaluation of a problem Pro Programmes to to te tech sp specif cifics of of va varied cultures

next questio question n in design designing ing traini training ng and What shoul What should d be the the Level Level of Learn Learning ing? ? The next development development programme programme is to decide on the level of learning. learning. As was pointed out earlier earlier,, the



















Regardless of individual differences and whether a trainee is learning a new skill or acquiring knowledge of a given topic, the trainee should be given the opportunity to practice what is being taught. Practi Practice ce is also also essent essential ial after after the indivi individual dual has been been succes successfu sfully lly traine trained. d. It is almost almost impossible to find a professional cricket player who does not practice for several hours a day. Practice can be a form of positive reinforcement. Reinforcement may be understood as anything that (i) increases the strength of response and (ii) tends to induce repetitions of the behavior that preceded the reinforcement. Distinction may may be made made betwe between en posi positi tive ve rein reinfo forc rcem ement ent and and negat negativ ivee rein reinfo forc rceme ement nt.. Posi Positi tive ve rein reinfo forc rcem emen entt stre streng ngth thens ens and incr increas eases es behavi behavior or by the the pres presen enta tati tion on of desi desirab rable le



















to maximize the identical elements between the training situation and the actual job. This may be possible for training skills such as maintaining a cash register, but not for teaching leadership or conceptual skills. Often, what is learned in a training session faces resistance back at the job. Techniques for overcoming resistance include creating positive expectations on the part of trainee's supervisor, creating opportunities to implement new behavior on the job, and ensuring that the behavior is reinforced when it occurs. Commitment from the top management to the training programme also helps in overcoming resistance to change. Though, it is desirable that a training and development programme incorporates all these principles, seldom is such a combination effected in practice. final consi conside dera rati tion on is wher wheree the the trai traini ning ng and and devel developm opmen entt Conduct Conduct of Training: raining: A final





















main object objective ive of evaluat evaluating ing the traini training ng progra programme mmess is to Need for Evaluati Evaluation: on: The main dete determ rmin inee if they they are are accom accompl plis ishi hing ng spec specif ific ic trai traini ning ng obje object ctiv ives es,, that that are, are, corre correct ctin ing g performance deficiencies. A second reason for evaluation is to ensure that any changes in



















and remain as a result of the training effort. To further validate that change has occurred as a result of training and not due to some other variable, a control group may be included.



















nearly 80% of the 9,000 employees are logged into the in-house learning management system for various courses. Infosys has almost 10% of its total training through e-Learning.



















•

of training Enables scoring of services/assessments and appropriate feedback

•

uninterrupted access to computers Not appropriate for all training content (e.g. leadership, cultural change)



















be retrained in team-playing skills, entrepreneurship skills, leadership skills and customerorientation skills.









































































































































































































HRM Training & Development

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