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Managerial EffectivenessThrough
Training & Development
Research Report
2010
Submitted for fulfillment of the requirement
For the award
Of
MASTER OF BUSINESS ADMINISTRATION
Submitted By: Under the Supervision of :
Name: Pragya Saxena Academic Guide:
Roll No.: 0822370026 Ms. Neha Agrawal
VIVEKANAND INSTITUTE OF TECHNOLOGY &
SCIENCE
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Preface
As a part of the fulfillment of the MBA programme at VIVEKANAND
INSTITUTE OF TECHNOLOGY & SCIENCE, GHZIABAD , this
research report done with the MANAGERIAL EFFECTIVENESS
THROUGH TRAINING & DEVELOPMENT .
This research report is based on assessment managerial effectiveness
through training & development system. Mys objectives are to present level
of effectiveness of managerial effectiveness through training & development
that is being awarded to the employees. The other objectives of the research
report is analyse the problems related to the training programme, to give
valuable suggestions to improve the training & development program and to
make it more effective.However, organizations today have realized the
human resources as more valuable than other resources and their proper
management can tremendously help organizations to maximize the
utilizations of other resources.
One step forward in this direction is the proper maintainance of proper
training & development program in an organization. Training program is a
step where management finds out how efeective it has been hiring and
placing an employee. The taining plans serves as a basic employees about
their strengths and weaknesses, for development.improving the productivity,
efficiency and for enhancing managerial effectiveness through training and
development program.
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Acknowledgement
At the very outset I wish to express my gratitude to all those concerned
persons who extended all kind of their help, guidance and suggestions
without whom it could not have been possible for me to complete this
research report,entitled Managerial Effectiveness through training and
development
I would like to thank Dr. Rahat Ali (HOD MBA Department) as without his
support and help this research report would have been possible.
I would further like to thank my internal HR faculty Mis Neha Agrawal as
without her support and valuable help this research report would not have
been what it is.
And finally I would like to thanks God, my parents& friends who inspired a
lot for the completion
.
PRAGYA SAXENA
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Report Index
TITLE PAGENO.
Chapter 1- INTROUCTION5.13
Statement of problem Scope of project Objective of study Statement of hypothesis Limitations
Chapter 2- REVIEW OF LITERATURE1417
Chapter 3-INTRODUCTION TO THE TOPIC18..55
Chapter 4-RESEARCH METHODOLO
5671
Introduction Research Design Scope of study Sources of data collection Data Analysis
Chapter 5-FINDINGS 72
Chapter 6-CONCLUSION 75
Chapter 7-SUGGESSTIONS 77
Chapter 8-BIBLIOGRAPHY 79
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INTRODUCTION
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Many companies do the Training Program in India but rarely some do the
evaluation for the same. With the help of the Evaluation one can easily judge
the worth of the training and whether the training is really meeting its
objectives or not. Each & every organization has a number of complex
problems regarding the persuasion of their internal customer to their external
one. The different personality if required in different kind of businesses.
From among a broad spectrum of problems, then, critical problem areas need
to be identified and given priorities.
Training is a systematic approach to access the conceptualization,
design, implementation, and utility of programs. Training is widely
understood as communication directed at a defined population for the
purpose of developing skills, modifying behavior and increasing
competence. Education is a longer-term process that incorporates the goals of
training and explains why certain Information must be known. Both training
and education induce learning, a process that modifies knowledge and
behavior through teaching and experience.
Evaluation is a standard practice in training that measure changes
in a behavior that occurs as a result of the training. Evaluations can be used
to measure whether or not specific objectives were attained; the executives
opinions of the experience; the training environment and the trainers
performance.
The evaluation process enables a library to monitor the progress of
the training program and measure whether or not the goals have been
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achieved. It can consist of evaluations completed by learners at the end of
class and formative evaluations completed by the trainer or training
committee. You should ask questions that are tied to the goals and
competencies set at the beginning of the process and any possible concepts
you want to add for future training. The information you collect can inform
improvements or changes to the training program to meet the evolving needs
of the staff and public and respond to the ever-changing world of technology.
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Statement of the problem
During the training program there are faced many problems. This research
report is based on how to increase the efficency of the employees during
the training & development program. Thatswhy this research report implies
that how to increase the managerial efficency through training and
development.
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Scope of the Project: This research report will help any organization to identify the training and
development need for the top, middle and lower management, which in turn
helps to enhance the productivity of the individual as well as the whole
organization.
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Objective of Study
y
To understand How to increase The ManagerialEffectiveness through Training & Development.
y To find the factors which affect managerial
effectiveness.
y S uggestions to improve managerial effectiveness.
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Statement of Hypothesis
HYPHOTHESIS
HYPOTHE S IS
The following hypotheses are formulated for the research :-
H0: Training & development program are the most suitable plans
for the employees.
TES
T FOR HYPOTHES
IS
H0: Employees are aware about the training & development
program and there is procedure for workers participation and
collective bargaining. If this hypothesis is rejected then the
alternative hypothesis is
Ha: Employees are aware about the effective training & development
but they are not satisfied with these plan.
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LIMITATIONS
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y The study is general.
y It is mainly based on the data available in various websites;
y The inferences made is purely from the past yearsperformance;
y There is no particular format for the study;
y Sufficient time is not available to conduct an in -depth study;
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Review of Literature
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Review of Literature
1 . Title: Management education and increased managerial effectiveness : The
case of business managers in Iran
Author(s): Farhad Analoui, Mirza Hassan Hosseini
Journal: Journal of Management Development
Abstract: This paper addresses the effectiveness of the processes involved in
business administration programmes for managers in Iran. It aims to
understand the foundation of appropriate business administration for
managers and to explore their views and perceptions in relation to the skills
and knowledge required of them. The methodology employed consists of
survey questionnaire and fieldwork involving semi-structured interviews as
the main sources of qualitative and quantitative data. The respondents were
current participants in business administration programs at the Payame Noor
University. The study tested the validity and relevance of the integrated
model of managerial skills in order to identify the required categories of
skills and knowledge, namely task, people, and self-related skills. The results
showed that a combination of these skills enables the managers to work more
effectively. However, there seems to be a gap between what is offered and
what managers actually need. Also it was discovered that in Iran business
managers tend to place more emphasis on the importance of the task and
self-development categories of knowledge and skills rather than the people-
related ones. These results have numerous implications
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for the implications for the business schools and other universities who deal
with managers in Iran.
2. Title: Managerial effectiveness in an NH S Hospital Trust : S ome
observations based on contrasting organizational perspectives.
Author(s): S tephen G. Willcocks
Journal: International Journal of Public S ector Management
Abstract: The article utilises contrasting heuristical perspectives -
contingency and political theory - to help throw light on aspects of
managerial effectiveness at an NH S Trust hospital in the UK. This reveals
differences in the way in which managerial effectiveness is configured and
understood. It utilises a qualitative case study approach. Data were collected
by semi-structured interview from different stakeholders, particularly general
managers and clinical managers. It may be relevant to other public sector
organizations in the UK and elsewhere. It concludes that managerial
effectiveness is complex, subjective and more about difference than
objective rationality. It recommends that managers pay more attention to
political awareness, skills and understanding.
3. Blackburn, R., Hankinson, A. (1989), "Training in the smaller
business : investment or expense", I ndustrial and Commercial
Training , Vol. 21.
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4. Hendry, C., Jones, A., Arthur, M., Pettigrew A. (1991), H uman
Resource Development in Small to Medium Sized Enterprises ,
Employment Department, London., Research Paper No. 88, .
5. . Walsh, D. (1994), "Human resource development : an
exploratory study of training and development practices in small
firms located in Ireland", University of Limerick, Ireland.,
unpublished MB S thesis,
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INTRODUCTION TO THE
TOPIC
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INTRODUCTION TO THE TOPIC
Training & Development is an important component of every organizations
survival strategy. Technologies are changing is very fast & so is the
information explosion terrific. Under such circumstances individuals as well
as organization survive & progress only if they update their knowledge,
sharpen their skills & keep themselves abreast of the latest development &
changes. The one who refers to change will be left behind & will be lost.
Therefore Training & development is very important.
y To face the tuff compitions in every field & survive gracefully.
y To except & adapt to the changes in the field of service & technology.
y To upgrade & sharpen ones skill that are needed to do the job
successfully.
y To learn the current way of doing things or doing things right way for an
improved job performance & consequently job satisfaction.
MEANING OF TRAINING
Training is a process of learning a sequence of programmed behavior .It is
application of knowledge. It gives people an awareness of the rule and
procedures to guide them behaviors. It attempts to improve then performanceon the current job or prepare them for intended future job.
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DEFINITION OF TRAINING
According to D.P. Chowdary, Training is a process which
enables the trainees to achieve the goals and objectives of their
organizations
According to FILLIPO : The purpose of training is to achieve a change
in behavior of these and to enable them to perform better.
OBJECTIVES OF TRAINING OF EMPLOYEE
1. To increase productivity.
2. To improve quality.
3. To help in company fulfill its future personnel needs.
4. To increase organization climate.
5. To improve health & safety.
6. Personal growth.
In order to achieve these objectives, any programme should to brings
positive changes in :
Knowledge: It helps a trainee to know facts, policies, procedure & rules
pertaining to his job.
Skills: It helps him to increase his technical & minerals efficiency
necessary to do the job.
Attitude: It moulds his behaviors towards his co-workers & supervisor &
creates a sense of responsibility in the trainee.
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NEED FOR TRAINING
Every organization should provide training to all employees irrespective of
their squalification, skill, suitability for the job etc. Training is not something
that is done once to new employees; it is used continuously in every well run
established. Further, technological changes, automation, require up-dating
the skill & knowledge. As such an organization has to retain the old
employees.
S pecifically, the need for training raises due to the following reasons :
1. To match the employee specifications with the job requirements &
organizational needs.
2. Organizational viability & the transformation process.
3. Technological Advances.
4. Organizational Complexity.
5. Change in the Job Assignment.
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Who are the trainees?
They can be-:
New employees
Old employees
Unskilled employed
Semi-skilled employed
Supervisors
Executives
Who are the trainers?
For new employees:-
Trainers could be immediate supervisors or co-workers.
For old employees:-
Trainers could be member of personnel staff, outside
Consultants.
For supervisors
Trainers could be member of the personnel staff, outside consultants or
industry associations.
For Executives:-
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TYPES OF TRAINING
METHODS
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TYPES OF TRAINING METHODS
A multitude of methods of training are used employees. The most commonly usedmethods are :
ON THE JOB TRAINING
y Understudy
y Multiple Management
y Job Instruction Training (JIT)
y Coaching
y Job Rotation
OFF THE JOB TRAINING
y Transactional Analysis
y Case S tudy
y Management Games
y Role Playing
y Managerial Grid
y Brainstorming
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On The Job Methods
On the job methods of development are very popular and used widely by majority
organizations. These methods are popular among trainees also. They are more
effective and not boring as in case of classroom method. These methods are most
suited to technical personnel & scientists. These are low cost methods. The following
is the brief resume of on-the-job methods of executive development.
Under Study
It is a development technique to prepare a manager for taking over the charge of his
senior after his retirement, promotion or death . This technique provides an equally
competent successor to a senior manager who is currently holding the post.
Multiple Management
Multiple Management is also known as committee management, under this technique
a committee consisting of some managers is formed & given an assignment to study
the company problems & to make advice or give recommendations to the top
management.
Job Instruction Training (JIT)
It consists of a formal systematic programme for conducting training in the
workplace; training is conducted by the supervisor, includes apprenticeship,
practicum & internships. It is the responsibility of supervisors
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Job Rotation
The job Rotation is a very good method of transforming a functional specialist into a
generalist executive. The job Rotation refers to managers from one job to another or
from one department to another or one section to another in a planned manner.
Coaching
Coaching is an activity of guiding a manager by a senior one. A senior one. A senior
manager must play an active role in guiding & teaching skills. Coaching involves
direct personnel instructions & guidance usually with demonstration & continuous
critical evaluation & correction. On the job training is given by superior as he teaches
job knowledge & skill to a subordinate.
Off the Job Training
On the job development techniques are insufficient for the total development of
executives of any organization. This gap can be bridged by adopting off the job
development techniques. The important off the job development methods are the
following.
Transactional Analysis
The transactional Analysis ( TA) is an attempt to understand & analysis trainees
personality through the communicative interaction. The interaction between
individual
human being is viewed as transaction. Transactional Analysis is an important
psychiatric technique for the executive development of recent origin used by many
organizations.
Case Study
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Under this technique the cases based on actual business situations are prepared &
given to the trainee managers for discussion & arriving at a proper decision. Managers
are given opportunity to find out the latest problems & suggest alternatives to tackle
theThis technique helps in improving the decision making skills by making analytical
judgment.
Management Games
Under this technique the trainee executives are divided into rival groups assuming the
management of simulated companies. Each rival group has to discuss a given subject
relating to production, marketing, pricing etc & at a decision. The groups react to the
decision of each other. They get immediate feedback on their performance. This
technique helps in building team spirit among executives.
Role Playing
Role Playing is a method of learning that involves human interaction in an imaginary
situation. Role playing is a technique which is used in groups where various
individuals are given the role of different managers who are required to solve a
problem or to arrive at a decision .Role playing helps the trainees to develop better
perspective in performing then job because they may see job from different angles.
Managerial Grid
It is multiphase programme ranging from three to five years. It improves managerial
skills, intergroup relations & develops leadership style.
Brain S torming : It is a group creativity technique designed to generate a large
number of ideas for the solution of a problem. Brainstorming is a process for
developing creative
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solution to problems. It works by focusing on a problem & then deliberately coming
with as many solutions as possible & by pushing the ideas as far possible.
Brainstorming
It is a group creativity technique designed to generate a large number of ideas for the
solution of a problem . Brainstorming is a process for developing creative solution to
problems . It works by focusing on a problem & then deliberately coming up with as
many solutions as possible & by pushing the ideas as far as possible
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EVALUATING TRAINING EFFECTIVENESS
Evaluating helps to determine the results of the training & development
programme.
Evaluating must be continuous, specific, and provide means and focus for
trainers to be able to appraise themselves, their practices and their products.
EVALUATION CRITERIA:-
Evaluation can be done of following criteria.
1) Reactions-
Trainees reactions to the objectives, contents and methods of training are
measured. If they come to be positive then training can be considered effective.
2) Learning-
The extent to which the trainers have learnt the desired knowledge & skills
during the period.
This can be check through a test or observation.
3) Behavior-
Improvement in the job behavior reflects the extent to which learning has been
applied to the job.
4) Results-
Results can be terms of productivity improvement, quality improvement, cost
reduction, reduction in labor turnover & absenteeism.
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METHODS FOR EVALUATION
Opinion and judgments of trainers.
By filling of evaluation form by trainers.
Using a questionnaire to know the trainers reactions.
Craving oral and written test to trainers.
Arranging structured interviews for trainees.
Compare the performance of trainees on the job before and after training.
Cost benefits analysis of the training programmer.Evaluation enables an
organization to monitor the training programmer and also to update or modifies
in future programs of training. The evaluation of training also provides useful
data on the basis of which relevance of training and its integration with other
functions of human resource management can be judges.
Th e Kirkpatrick Model
The most well-known and used model for measuring the effectiveness of training
programs was developed by Donald Kirkpatrick in 1959. It has since been adapted
and modified by a number of writers however the basic structure has well stood the
test of time. The basic structure of Kirkpatrick has four-levels.
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Kirkpatrick Model for Evaluating Effectiveness of Training Program
An evaluation at each level answers whether a fundamental requirement of the
training program was met. Its not that conducting an evaluation at one level is more
important that another. All levels of evaluation are important. In fact, the Kirkpatrick
model explains the usefulness of performing training evaluations at each level. Each
level provides a diagnostic checkpoint for problems at the succeeding level. S o, if
participants did not learn (Level 2), participant reactions gathered at Level 1
(Reaction) will reveal the barriers to learning. Now moving up to the next level, if
participants did not use the skills once back in the workplace (Level 3), perhaps they
did not learn the required skills in the first place (Level 2).
The difficulty and cost of conducting an evaluation increases as you move up the
levels. S o, you will need to consider carefully what levels of evaluation you will
conduct for which programs. You may decide to conduct Level 1 evaluations
(Reaction) for all programs, Level 2 evaluations (Learning) for hard-skills programs
only, Level 3 evaluations (Behavior) for strategic programs only and Level 4
evaluations (Results) for programs costing over $50,000. Above all else, before
starting an evaluation, be crystal clear about your purpose in conducting the
evaluation.
Level 1 Evaluation Reactions
Just as the word implies, evaluation at this level measures how participants in a
training program react to it. It attempts to answer questions regarding the participants'
perceptions - Did they like it? Was the material relevant to their work? This type of
evaluation is often called a smilesheet. According to Kirkpatrick, every program
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should at least be evaluated at this level to provide for the improvement of a training
program. In addition, the participants' reactions have important consequences for
learning (level two). Although a positive reaction does not guarantee learning, a
negative reaction almost certainly reduces its possibility.
Level 2 Evaluation Learning
Assessing at this level moves the evaluation beyond learner satisfaction and attempts
to assess the extent students have advanced in skills, knowledge, or attitude.
Measurement at this level is more difficult and laborious than level one. Methods
range from formal to informal testing to team assessment and self-assessment. If
possible, participants take the test or assessment before the training (pretest) and after
training to determine the amount of learning that has occurred.
Level 3 Evaluations Transfer
This level measures the transfer that has occurred in learners' behavior due to the
training program. Evaluating at this level attempts to answer the question - Are the
newly acquired skills, knowledge, or attitude being used in the everyday environment
of the learner? For many trainers this level represents the truest assessment of a
program's effectiveness. However, measuring at this level is difficult as it is often
impossible to predict when the change in behavior will occur, and thus requires
important decisions in terms of when to evaluate, how often to evaluate, and how to
evaluate.
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Level 4 Evaluations Results
Frequently thought of as the bottom line, this level measures the success of the
program in terms that managers and executives can understand -increased production,
improved quality, decreased costs, reduced frequency of accidents, increased sales,
and even higher profits or return on investment. From a business and organizational
perspective, this is the overall reason for a training program, yet level four results are
not typically addressed. Determining results in financial terms is difficult to measure,
and is hard to link directly with training.
THE BENEFITS OF THE EVALUATION
Reasons why training should be evaluated rigorously:
. To find out where the desired expectations (goal) are and arent being met.
. To make the training environment more supportive of learning.
. To revise and redefine the course to make it more effective.
. To identify and reduce workplace constraints that inhibits transfer.
. To prove that training does not cost.
. To win commitment and support of training by management.
. To give instructors and course developers feed back to help them improve.
. To justify and perhaps enlarges the training budget.
. To influence future decisions like on what kind of course to run.
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. To manage the training function more professionally.
Methods for Long-Term Evaluation
* S end post-training surveys
* Offer ongoing, sequenced training and coaching over a period of time
* Conduct follow-up needs assessment
* Check metrics (e.g., scrap, re-work, errors, etc.) to measure if participants achieved
training objectives
* Interview trainees and their managers, or their customer groups (e.g., patients, other
departmental staff)
The significance of the effectiveness of training can be seen
in this ways
y . Industrial growth can not take place without manpower. The technological
advancement is taking place at such a rapid speed that is knowledge and skill
required by an individual have to be updated at regular interval. S o there is
great significance of effectiveness in the today scenario.
y . Effective training save time by ensuring that skilled and competent staff is no
hand when they are needed rather than untrained staff who will take longer to
do the job and require time to spent on rectification.
y . Effective training saves money by avoiding the untold number of errors
which can result from the efforts untrained staff.
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A trained employees knows what job has to do & how to do that job & requires no
guidance & supervision . S upervision can devote their time to solve more important
problems rather than concentrating on consent & regular work supervision.
Technical Advances
The pace of the technological advancement is another reason why training is
necessary . The technology is changing so fast that , if a company wants to stay in
competition it must develop the technical knowledge of its employees through
continuous training .
Organizational Complexity
With the emergence of automation & mechanization , manufacturing of multiple
products & by products etc . most of the companies have become complex . The calls
for training in the skills of cooperation , intergration and adaptabilities to the
requirements of growth and expansions .
Future Man Power
Through proper training employees become eligible for promotion handling more
responsibility . And growing organization wishes to train the existing employees so as
to place them in higher positions in future .
Reduced Learning Time
An untrained worker consumers a lot of time to learn the methods , techniques of
doing work . S killed & trained employees reach the acceptable level of performance .
IMPROVING EFFECTIVENESS OF TRAINING
The training programme can be made effective and successful if the following hints
are considered :
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y S pecific training objectives should be obtained on the basis of the type of
performance required to achieve to organization goals objectives. An audit to
personal needs compared to operational requirements will help to determine
y the specific training needs individual employees. This evaluation should
form a well defined set of performance standards toward which each trainee
should be directed.
y Attempt should be made to determine if trainee has the intelligence, maturity
and motivation to successfully complete the training. If deficiencies are noted
in these respects, the training may be postponed or cancelled till
improvements are visible.
y The training programme should be planned so that it is related to the trainee
previous experience and background. This background should be used as a
foundation for new development and new behavior.
y Attempts should be made to create organizational conditions that are
conductive to a good kerning environment. It should be made clear why
should be removed. The support of the upper levels of management should
be obtained before applying training of levels.
y If necessary a combination of training method should be selected so that
variety is permitted and as many of this senses as possible are utilized.
y It should be recognized that the entire trainee do not progress at the same
rate. Therefore, flexibility should be allowed in judging the rates of the
progress in the training programme.
1. Objective and relevance:
a) Extent of achievement of the programme.
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b) Relevance of objectives to work.
c) Usefulness of the training to work.
d) Achievement of organizational needs.
e) Extent of learning.
f) Change in the attitudes towards the job and the
organization after training
2. Program contents:
a) Coverage of the subject.
b) Arrangement of the program content.
c) Length of the program.
d) Value of the program content to the current job.
e) Balance between the theoretical and practical
material.
3. Method of Presentation:
a) S tyle and Delivery
b) Balance between Lectures and Demonstrations
c) Group Discussions
d) Group Exercise
e) Use of Technique
f) Way of Conducting the Program
4. Instruction Materials:a) Use of Audio Visual Aids
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situations will be concerned with various types and levels of knowledge, attitudes and
skills. A preliminary analysis of need will help to identify what objectives a particular
programmed ought to have. Method will then be selected with regard to their ability
to impart new knowledge, influence attitudes and develop practical skills.
Obviously, knowledge, skills and attitudes are inter-related and this must not be
overlooked when setting the objectives of training and choosing teaching methods.
Furthermore they are related to certain specific management functions or subject areas
or, to multi-functional situation and inter-disciplinary problems.
2. S ubject Area
Various subject areas (finance, personnel, operations research management, etc) have
their own specific features. For example, operations research techniques are based on
the extensive use of mathematics and statistics. It is usually taught through a
combination of lectures (using audio-visual aids) and exercise during which the
technique is practiced. This may be supported by reading assignments. In certain
cases lectures may be replaced or supplemented with programmed books.
However, the main thing from the management point of view is not to know the
technique itself, but to know when and how it can be used. This ability can be
developed through practical projects, simulation exercises, business games, case
studies, etc.
In programmers concentrating on the behavioral aspects of management,
communication, leadership and motivation, training methods may be selected and
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combined in way, which give the participants numerous opportunities to analyses
human behavior, and at
the same tome directly influence the attitudes and behavior of the participants
themselves.
However, in management education and training the principal problem is not how to deal
with specific subject areas and functions. It is much more important to :
a) Explain the relationship between various sides and functions of the enterprise and
show the highly complex character of the management process;
b) Help the participants to avoid a one-sided and oversimplified approach to multi-
dimensional situations;
c) Promote general management skills, which essentially lie in an inter-disciplinary
approach to management, and to combine and co-ordinate, the various functions of
management.
3. Time and Management Factor
Decisions about the choice of teaching methods are not independent of time, financial
resources and other factors.
Preparation time (which affects the cost of the teaching material as well) varies for the
different teaching methods. As a rule, complex case studies and business games
require long and costly preparation, which includes testing with teachers or
experimental groups, and making necessary revisions. The length of the course
predetermines the kinds of methods, which can be used. The longer the course, the
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better are the teachers will be able to use business games, complex cases and practical
projects. This is not to imply that
participative methods, which are not time consuming and are liable to quickly pass
the message can be used in these courses.
The time of day is more important than many course designers would imagine. For
example, in the post-lunch period (14.00-16.00) it is more desirable to have enjoyable
and attractive sessions that require active involvement.
The teaching facilities may be a limiting factor in some institutes, or in course given
outsides the institute, e.g. in small towns. Factor such as the number of rooms
available for group discussions or syndicates or the accessibility of audio-visual aids
should be anticipated and the methods altered in advance.
Some selected aspects of the relationship between principles
of learning and teaching methods are discussed in the
following paragraphs.
1. Motivation
The motivation to learn is enhanced if the presentation of the material is interesting
emphasizes applicability and shows benefits to be drawn from application. To some
extent this can be obtained through any method, including a good lecture. However,
many participative methods are directly concerned with applying theoretical
knowledge to real life situations. The diverse ways in which they can be combined
and sequenced can add to the enjoyment of learning and minimize participant fatigue.
2. Active involvement
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The principle of active involvement is perhaps the main raison deter of participative
teaching methods. As a rule, the deeper the involvement, the higher the motivation,
the more the participants retain and the better they are equipped to apply it. It should
not be overlooked, however, that the method itself, although considered as highly
participative, does not assure that each person will be fully involved. Involvement
also depends on organization of case study preparations, leadership style and other
factors. The participant may also be passive if the considers the material to be of poor
quality or the performance of the teachers to be below his own professional level.
3. Individual Approach
On the job training is a method, which can be based on the training, needs of one
individual, with full regard to his present and future job. It has, however, many
limitations and that is why group-training programmers should also involve work
outside the enterprise. The must take into account the fact that individuals have
different capabilities and learn at different paces, have personal styles of study and
application and should be subject to individual control of performance. The overall
course design and methods of teaching have to provide, therefore, not only work in
group and terms, but also the opportunity for individual reading, thinking, exercise,
and application of knowledge.
4. Sequencing and Structuring
S ome methods are better suited than others for introducing new topics and ideas, for
correctly sequencing them or for explaining the structure of a vast and complex area.
That is why in certain situations the teacher cannot do without lectures and reading
assignments.
5. Feedback
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Different types of feedback are needed and have to be provided in learning.Feedback
on ones competence and behavior (as seen by the other course participants, by the
trainee himself);.feedback on what was actually learned, and on ones ability to
effectively apply it direct feedback on the soundness of decisions is an integral part of
business games, whereas in case discussions the only feedback on the individuals
analytical abilities is the opinion of other participants and of the discussion leader.
S tring feedback on behavioral patterns is provided by participation in role playing,
business games and sensitivity training (group dynamics). Practical exercises,
consultancy assignment and application projects provide feedback on the practical
usefulness of learning.
6. Transfer
This principle requires that education and training help the individual to transfer what
he has or learned to live situations. S ome teaching methods, like lectures, study of
literature or discussions do not pay much attention to this transfer. On the other hand,
in many simulation and practical application some teachers as the most effective ones
consider projects.
Examining teaching methods from the viewpoint of principles of learning shows the
necessity to property sequence and combines various teaching methods in order to
secure the greatest impact on learning. It also explains why there is a growing interest
in certain methods; those with high motivational feedback and transfer capabilities.
This, of course, does not eliminate other methods, which are needed for different
purposes. Neither should it lead to the other method, which, in fact, may fulfill its role
only in combination with other methods ( business games ) or serve only very special
purposes ( sensitivity training).
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Process of Development
1. Analysis of development needs
First of all present and future needs of organization are ascertained. It is necessary to
determine how many and what type of executives are required to meet the present and
future needs. A critical analysis of organization structure in the light of future plans
will Reveals what the organization needs in term of department, functions and key
executive positions. Then job description and specifications are prepared for all
executive positions.
2. Appraisal of present Managerial Talent
A qualitative assessment of the existing executives is made to determine the type of
executive talent available within the organization. The performance of every
executive is compared with the standard expected of him. His personal traits are also
analyzed to estimate his potential for development.
3. Inventory of Executive Manpower
This inventory is prepared to obtain complete information about each executive. Data
on the age, education, experience, health, test result and performance appraisal result
is collected. Analysis of this result will show the strengths as well as deficiencies of
executives in certain functions relative to the future needs of the organization.
4. Planning Individual Development Programs
Each one of us has a unique set of physical, intellectual and emotional characteristics.
Therefore, development plan should be trail made for each individual. S uch tailor-
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made programs of development should give due attention to the interests and goals of
the subordinates as well as to the training and development opportunities existing in
the organization.s :
The human resource department prepares comprehensive and well conceived
programs. The department identifies development needs and may launch specific
courses in fields of leadership, decision-making, human relation, etc. On the basis of
its recommendations,
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Findings : The managerial roles
To meet the many demands of performing their functions, managers assume multiple
roles. A role is an organized set of behaviors. Henry Mintzberg has identified ten
roles common to the work of all managers. The ten roles are divided into three
groups : interpersonal, informational, and decisional. The informational roles link all
managerial work together. The interpersonal roles ensure that information is provided.
The decisional roles make significant use of the information. The performance of
managerial roles and the requirements of these roles can be played at different times
by the same manager and to different degrees depending on the level and function of
management. The ten roles are described individually, but they form an integrated
whole.
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The three interpersonal roles are primarily concerned with interpersonal relationships.
In the figurehead role, the manager represents the organization in all matters of
formality. The top level manager represents the company legally and socially to those
outside of the organization. The supervisor represents the work group to higher
management and higher management to the work group. In the liaison role, the
manger interacts with peers and people outside the organization. The top level
manager uses the liaison role to gain favors and information, while the supervisor
uses it to maintain the routine flow of work. The leader role defines the relationships
between the manger and employees.
The direct relationships with people in the interpersonal roles place the manager in a
unique position to get information. Thus, the three informational roles are primarily
concerned with the information aspects of managerial work. In the monitor role, the
manager receives and collects information. In the role of disseminator, the manager
transmits special information into the organization. The top level manager receives
and transmits more information from people outside the organization than the
supervisor. In the role of spokesperson, the manager disseminates the organization's
information into its environment. Thus, the top level manager is seen as an industry
expert, while the supervisor is seen as a unit or departmental expert.
The unique access to information places the manager at the center of organizational
decision making. There are four decisional roles. In the entrepreneur role, the
manager initiates change. In the disturbance handler role, the manger deals with
threats to the organization. In the resource allocator role, the manager chooses where
the organization will expend its efforts. In the negotiator role, the manager negotiates
on behalf of the organization. The top level manager makes the decisions about the
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organization as a whole, while the supervisor makes decisions about his or her
particular work unit.
The supervisor performs these managerial roles but with different emphasis than
higher managers. S upervisory management is more focused and short-term in
outlook. Thus, the figurehead role becomes less significant and the disturbance
handler and negotiator roles increase in importance for the supervisor. S ince
leadership permeates all activities, the leader role is among the most important of all
roles at all levels of management.
Managerial Effectiveness
To varying degrees, the aim of organization and management theory has always been
to gain practical knowledge, or to generate normative theories. This is also manifested
in the effectiveness concept, which lies at the heart of many organization theories
(Lewin and Minton, 1987). At the same time the literature shows an uneasiness with
the fact that, when scrutinized more closely, effectiveness keeps proving to be an
elusive concept.
Difficulties pertain to definitions, levels of analysis, criteria for measurement, and
predictors for effectiveness (Goodman, Atkin and S choorman, 1983; S henhav, S hrum
and Alon, 1994). The quest for universal theories of effectiveness seems doomed to
failure in the face of the complexity of organizations.
According to the principal agents theory (e.g. MacDonald, 1984) managers pursue
value-maximizing ends in proportion to the buffers they can secure for themselves
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against the demands and pressures put on them. Here, managerial effectiveness is
evaluated from an external, economic perspective. Managerial leadership theory
stresses the competing values that are concurrently put forward. This approach (e.g.
Quinn, Faerman, Thompson, and McGrath, 1990) does explicitly acknowledge
different (competing) effectiveness criteria and specifies accompanying effective
managerial roles, but exclusively focusses on shifting managerial emphasis among
these roles. Neither theory generates insights into why or how the concept of
managerial effectiveness changes.
A social constructivist view approaches effectiveness from a different point of view.
It helps to concentrate on the ways in which skillful practitioners make sense of their
organizational situation, and how they come to define the content of effectiveness.
From this perspective, the body of knowledge is to be seen as part of the
institutionalized context in which managers operate . Effectiveness is no longer
considered as a predetermined, externally defined construct, independent of the
subject. Instead it is seen as emerging and developing within a specific social context
through interaction processes (Maas, 1988). In the terms of Weick and Daft (1983),
the content of effectiveness is socially negotiated.
Nevertheless, while on the one hand the outcome of this negotiation is not
predetermined, on the other the negotiation itself is not value- and power-free, and
existing practices will influence the interaction. In the appraisal of managerial
effectiveness a great deal of attention is generally paid to the positive choices of
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managers, while in reality the individual, societal and institutional webs of relations
they are embedded in influence, constrain, and even define their range of choices
(Neu, 1992). An structurationist framework acknowledges both the socially
constructed nature of effectiveness and the institutional influences on this construction
process.
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RESEARCH
METHODOLOGY
INTRODUCTION:
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Research in common parlance refers to search for knowledge. One can also define
research as a S ystematic and scientific search for pertinent information on a specific
topic". In fact research is an art of scientific investigation.
According to John it is best defined as the systematic and objective analysis and
recording of controlled observation that may lead to the developments of
generalization principles, resulting prediction and possibly ultimate control of
events.
Research methodology is a way to systematically solve the research problem. S o in
this project report I have done the survey on employees of S PRL to assess the
effectiveness of training provided by their department.
RESEARCH DESIGN:
Our research design is basically Exploratory in nature which helps in developing the
new ideas and insights about the problem under study. These are flexible in nature
that helps in gathering the relevant data to the problem, and hence many different
facets of a problem can be considered.
SCOPE OF THE STUDY:
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S cope of the study is to find out how far the existing training developments cater to
the requirement of the employees. The study will be table to throw light on the dark
spots where it needs some sort of improvement in the training developments that have
been implementedThe investigation was taken around the work place and offered an
opportunity to be with men at work .the purpose of the visit was made clear to them
.they were being, convinced and made to understand that the study was only of
academic interest. The necessary records and files were exposed the investigation to
have clear understanding of its policies and to have employees existing training and
development.
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Sources of Data collection:
SECONDARY DATA:
This type of data is collected through books, magazines, Internet etc.
Data once collected needed to be organized for further processing. Data
collected by me was carefully gone through and the relevant and useful matter was
assorted and properly organized.
Data Analysis Method:
S tatistical method of analysis was adopted for analysis and interpretation of the data
collected during the survey. Each question of the questionnaire is interpreted with the
help of Pie Charts which clearly demonstrates the level of effectiveness of the
training provided by the department to the employees.
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DATD ANALYSIS
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Q uestion 1 : Before any training program should there be any test
for the purpose of selection of the trainees ?
FIGURE 1
Training shouldnot be44%Training should
be56%
Training should not beTraining should be
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Q uestion 2 : Which type of quality of training program should be
provided?
Average12%
Good68%
Outstanding20%
Average
Good
Outstanding
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Q uestion 3 : Do you think that in the training program trainees get
new ideas ?
F
R
3
Poo r 4%
Good44%
O
ding52 %
Poo r
Good
O
nding
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Q uestion 4: Does the training program help in self development of
the trainees?
F
R
4
G ood
u
anding56
G ood
u
anding
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Q uestion 5: Is the training program is relevant to current job for the
trainees ?
F
R!
5
R ele " en#
35 $
Ve % & ' u ( h% ele " en
#
65 $
R ele " en#
Ve%
&
'
u(
h%
ele"
en#
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Q uestion 6: Is the training material interested or benefited to the
Trainees
FIGURE 6
Not interested
4%Interested
36%
Much interested
60%
Not interested
Interested
Much interested
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Q uestion 7: Is the training program to be cleared to all the trainees
Or not ?
F) 0 1
R2
7
C lea 3 ed4 4
5
No6
7 lea 3 ed56 5
C lea 3 ed
No6
7 lea 3 ed
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Q uestion 8: Is the training program helpful to enhance the skill of the
trainees ?
Figure 8
Excellent
64%
Good
36%
Excellent
Good
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Training program in your company ?
Q uestion : 11 In your opinion what should be the duration of the
FIGURE 10
Once a year 12%
Every 6 mon th20%
Every mon th32%
Every 3 mon th36% Once a year
Every 6 mon th
Every mon th
Every 3 mon th
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Training program in your company ?
FIGURE 11
20 hrs
20%
12 hrs
28%
52 hrs
52%
20 hrs
12 hrs
52 hrs
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FINDINGS
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In this Research Report we have to find :
Ho ( Null Hypothisis) test implies that the training & development
program is most suitable program for the employees.
In the null hypothesis test the employees are aware about the training &
development program and they are interested to join the training &
development program.
If this Hypothesis is rejected then alternative hypothesis is accepted.
Ha (Alternative hypothesis) in this employees are aware about the
training & development program but they are not satisfied with this
program.
If this hypothisis is accepted then null hypothsis is rejected.
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CONCLUSION
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As we know, in todays global scenario the employees are the most important assets
for any organization. In order to cope up with the changing market conditions,
development of technology, rising expectations of employees & introduction of
nemanagement systems, it is essential to increase emphasis on training &
development. It is very essential for any to create a workforce proficient in their
technical / professional knowledge & core / job specific competencies prepared to take
on future opportunities from the research, it can be identified that the basic objective
of training program for a particular level differs from that of other level. Rank & file
employees need specific job training while management group needs broad based
training. Thus a particular training program would be suitable only to a particular
group of people. Again, within a particular group, an individual may need a particular
training while others may need some other program. Thus the training program would
be determined by the level of an individual in the organization & his own personality
characteristics.
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SUGGESTIONS
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1. There should be a test before conducting any training program related to
selection of trainees. S o that only needed trainees can get the training.
2. The quality of the training program should be relevant to the current job of the
trainees so that they can get new ideas & increase their efficiency.
3. The training program should in the direction of self development &
enhancement of their skill.
4. It can be suggested that program should be clear & more understandable to the
trainees. S o that it maintain interest of the trainees.
5.
The duration of the training should not be so longer.
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BIBILIOGRAPHY
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Bibliography
BOOKS
1 Mamoria C.B., Personnel Management 21 st revised and enlarged edition
2001, Himalaya Publishing House.
2 Kothari C.R., Research Methodology, revised edition 2000, Vishwa
Prakashan.
3 Flippo B Edwin, Personnel Management, sixth edition, Hill Book
Company.
MAGAZINES
Companys catalogues & annual report year 2005.
WEBSITES
1 www.shrirampistons.co.in
2 www.hr.com