1

INDEX

SR No.
1.
2.
3.
4.
5.
6.
7.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Particulars
Executive Summary
Introduction
Company Profile Thomas Cook India Ltd.
Travel & Tourism Industry overview
Human Resource Management at TCIL
Training
Types of training at TCIL
Methods of Training
Steps (process) of Training
Training programmes adopted by Thomas Cook Ltd.
Training programmes for mid & senior level leadership
Training evaluation methodology & Impact on Employee
Productivity
Duration & Frequency of Training
Recommendations and suggestions
Conclusion
Bibliography

Page no.
2
3
4
7
10
12
14
15
22
25
26
27
30
31
33
34

EXECUTIVE SUMMARY
In todays rapidly changing business environment, organizations have to respond quickly to
requirements for people. The Travel and tourism market has been witnessing growth which is
manifold for last few years. Many private players have entered the economy thereby increasing
the level of competition. In the competitive scenario it has become a challenge for each company
to adopt practices that would help the organization stand out in the market. The best services
offered to the consumers are result of the genius brains working behind them. Human Resource

is this regard has become an important function in any organization. It is important to have a
well-defined L&D policy in place, which can be executed effectively to create development
opportunities for their employees. Right employee training at the right time provides employers
big return on investment. It helps employers get increased productivity, commitment, knowledge
and loyalty from their workforce.

Objectives of the Project

The main objectives for undertaking this project are:

Training methods used at Thomas Cook (India) Ltd.

Training evaluation methodology & Impact of Training on Employee Productivity

Understanding Success/Failure & suggestions on improving such practices

Data Used:
Primary: Meeting with Vice President of Learning and Development Aspan Patel & Leading
Trainer Dinesh Ahuja.
Secondary data: Study of Training, Learning & Development, Company Material, Websites.

INTRODUCTION
HRM can easily be one of the most important factors for the growth of the company, as famously
said Your people are your corporation. Without the HRM, it is almost impossible for any
corporate to be what it is; be it a small scale industry or a business conglomerate.

Under the broad head of Human Resource Management we come across one of the most
important aspects; Training. Training, Learning and Development is considered to be one of the
biggest challenges faced by organization.
Training and development (T&D) encompasses three main activities: training, education, and
development.
1)

Training: This activity is both focused upon, and evaluated against, the job that an
individual currently holds.

2) Education: This activity focuses upon the jobs that an individual may potentially hold in
the future, and is evaluated against those jobs.
3) Development: This activity focuses upon the activities that the organization employing
the individual, or that the individual is part of, may partake in the future, and is almost
impossible to evaluate.
Hence, to understand and review the training strategies followed by companies, I have chosen
Thomas Cook India Ltd. as the organization.
The project will focus on the training programmes adopted by Thomas Cook across levels of
management in their organization, Training evaluation methodology, Role of the L&D
department in the success of the same, impact of training on employee and senior management
productivity and much more.

COMPANY PROFILE
About Thomas Cook Group:

The Thomas Cook Group is the oldest and best known name in leisure travel with a history of
innovation that started in 1841. We are very proud to serve the 23 million customers who chose
to travel with us each year and, are focused on transforming our business so that we can serve
even more customers in ways that deliver better their holiday dreams.
As a trusted travel advisor, our core purpose is to inspire our customers to see the world and to
explore it. We aspire to delight our customers with the delivery of trusted, personalised holiday
experiences through a high-tech, high-touch approach. Our goal is to consistently meet and
exceed the expectations of our customers and to be accessible for them however, whenever and,
wherever they want.

Thomas Cook Group plc is one of the worlds leading leisure travel groups with sales of 9.5
billion and 23 million customers in the year ended 30 September 2012. Thomas Cook is
supported by 29,000 full time equivalent employees and operates from 19 countries; it is number
one or two in all its core markets. Thomas Cook Group plcs shares are listed on the London
Stock Exchange (TCG).

About Thomas Cook India Ltd:

Thomas Cook (India) Ltd. is the largest integrated travel and travel related financial services
company in the country offering a broad spectrum of services that include Foreign Exchange,
Corporate Travel, Leisure Travel, and Insurance. The Company launched its Indian operations in
1881 and is celebrating its 131 years of world-class service in India. Thomas Cook (India)
operates in the following areas of business, namely:

Leisure Travel

Corporate Travel Management

Foreign Exchange

Insurance

E-Business

Post March 31st 2008, Thomas Cook (India) Limited (TCIL) is a part of Thomas Cook Group
plc UK (TCG). On March 7th 2008, TCG announced its decision to acquire TCIL from Dubai
Investment Group. Thomas Cook Group plc is one of the largest travel groups in the world with
a market capitalization of approximately US$6 Billion.
In June 2006, Thomas Cook (India) acquired LKP Forex Limited and Travel Corporation (India)
Pvt. Ltd. (TCI).

TCIL presently operates in over 78 cities across over 206 locations (including 25 airport
counters). The company has overseas operations in Sri Lanka which is a branch of TCIL and
Mauritius which is a subsidiary of Thomas Cook (India). TCIL is supported by a strong partner
network of 117 Gold Circle Partners and 166 Preferred Sales Agents in over 100 cities pan India.
The Company employs over 2,827 resources and is listed on both the Bombay Stock Exchange
as well as the National Stock Exchange.
Recently, Travel Corporation (India) Ltd (TCI), a 100% subsidiary of Thomas Cook (India) Ltd
was awarded the third position for Outstanding Performance as an Inbound Tour Operator
Category-I by Smt. Pratibha Patil, Honorable President of India at the National Tourism Awards
2010-1011.
CRISIL has reaffirmed Thomas Cook (India) Limited with the CRISIL A1+ and AA- rating for
the highest degree of safety regarding timely payment of financial obligations. Also, the Brand
Trust Report, India study 2012, has ranked Thomas Cook (India) Ltd as The most Trusted
Brand in Services.
Thomas Cook has been awarded with the prestigious Favourite Specialist Tour Operator" award
at the Cond Nast Traveller Readers' Travel Awards 2011 and was also conferred with the CNBC
AWAAZ - Best company providing foreign exchange in India for the third year in a row. In
addition, Thomas Cook (India) Ltd has been awarded the Most Trusted Tour Operator Brand by
the Times Travel Honours 2011 and also recognized as a Superbrand 2011-2012 by the
consumers for excellence in travel services.

TRAVEL AND TOURISM INDUSTRY OVERVIEW:

The Travel and Tourism Industry represents a wide spectrum of global economic activity
spanning countries across the world and includes not just large commercial hubs and capital
cities, but also smaller towns and villages as well as remote rural destinations. It is one of the
worlds largest industries or economic sectors, representing a major contributor to GDP,
employment, exports and taxes for many global economies.
In 2012, the Travel and Tourism Industry contributed over USD 6 trillion to the global economy,
or 9% of global gross domestic product (GDP) and accounted for 255 million jobs worldwide.
The rapid rise in global demand for Travel and Tourism over the past few decades has been
spurred by the rise in living standards across the world, fuelled by growing wealth and
aspirations and aided by increasing global commerce, trade and connectivity across nations and
their people.
In the Asia Pacic region specically, the direct contribution of Travel and Tourism to the
regions GDP in 2012 was USD 614 billion (2.7% of GDP) and is forecast to rise by 5.2% to
USD 646 billion in 2013. India and China are expected to emerge as two of the leading tourism
markets in next 10 years. (Source: World Travel & Tourism Council).
The industry is showing signs of recovery following the last economic recession, which saw
falling demand for tourism activity as consumers postponed trips to concentrate their household
budgets on more essential areas. As disposable incomes rise and a social trend towards travelling
and exploring new destinations grows, the global tourism industry is attracting greater number of

consumers eager to travel and experience life in other countries or just optimize time off work to
unwind by taking holidays.
Over the next ten years, emerging tourism markets are expected to start reaping greater benets
from their investments in Travel and Tourism development. While the USA, China, Japan and
Germany are expected to retain their leading positions in terms of total Travel and Tourism
Demand (in absolute terms), China and India are expected to be amongst the leaders in terms of
annual growth in Travel and
Tourism between 2010 and 2022, with a CAGR of 15% and 11% respectively in terms of Travel
and Tourisms Direct Contribution to GDP.
Despite numerous challenges that impacted the industry, including terror attacks, epidemics,
economic slowdown and natural disasters, international Travel and Tourism demand has shown
noteworthy growth. New emerging markets and consumer segments will continue to fuel the
Industrys growth trajectory, with e and m-Commerce adding impetus.

HUMAN RESOURCE MANAGEMENT

Human Resources in a Company strive to enable the organization to achieve its objectives by
constantly aligning the people factor with the business needs. This creates a need for
constantly evolving and stimulating the systems and processes in the context of organizational
culture. As part of the HR Action plan, the Company has initiated steps to work on each of key
variables that affect human resources, both at a strategic level and at an operational level.
The world stands at important crossroads. These are challenging times, and to retain a
competitive edge, a company must direct individual accomplishment toward organisational
objectives. The only sustainable differentiator of organisational success lies in the Vision and
Values of a company. We must be the force that inuences industry standards. In our kind of
business, people come to us with dreams, with plans, with trust, hoping we will make those
dreams come true.
The Company has always prided itself on core values that act as a foundation to the organisation
and it is now re-aligning its values to reect that of the Promoter Group. The Values are called
the PRIDE Values.
P Pioneering our Future
R Respect for Individuals and United as a team
I Integrity
D Delighting the Customer

10

E Excellence

HUMAN RESOURCE MANAGEMENT AT TCIL

The Human Resources Department at Thomas Cook strives to promote an open culture and
provide a vibrant work environment to its employees. It prides itself in caring for employees
through various staff welfare measures. The Department has provided exemplary support to the
organization and ensured smooth and seamless transition during ownership change.
The Human Resources Department has rolled out various training initiatives in its quest that each
member of your Company will be a torch bearer for the Vision and Values of our organisation
and uphold them with pride. PRIDE in Thomas Cook.
The organization continues to focus on Training & Development initiatives at all the levels
Business and skill specic trainings were conducted with the objective of developing work skills
and soft skills (behaviour patterns) of employees. We are in the process of launching a
technology based Learning platform, viz. Learning Management System (LMS).
The Company continues to nurture talent through TCMLP (Thomas Cook Middle Leadership
Program), TCMTP (Thomas Cook Management Trainee Program) and TCETP (Thomas Cook
Executive Trainee Program) so as to create talent pipeline at various levels in junior and middle
management.
The Human Resources Department is focussed on Technology to improve processes for
providing seamless HR services to employees. The PRIDE Club which was launched to provide
an energetic work environment, continued to provide non work opportunities related to fun and

11

learning this included having the PRIDE cricket tournament in various cities, celebrating
various festivals in ofce as also having evening sessions on matters of interest.
The Company is undergoing a transformation in its business models while at the same time
experiencing rapid growth in all aspects. This provides both, opportunities for the Company to
gain the major market share and grow rapidly, as well as a challenge to maintain protability and
make itself more cost efcient. They are certain that they will continue to invest in our biggest
Asset The People.

12

TRAINING:
Training plays an important role when organizations strategize on creating development
opportunities for their employees. Right employee training at the right time provides employers
big return on investment. It helps employers get increased productivity, commitment, knowledge
and loyalty from their workforce.
Training is the acquisition of knowledge, skills, and competencies as a result of the teaching
of vocational or practical skills and knowledge that relate to specific useful competencies.
Training

has

specific

goals

of

improving

one's capability, capacity, productivity and performance. It forms the core of apprenticeships and
provides the backbone of content at institutes of technology (also known as technical colleges or
polytechnics). In addition to the basic training required for a trade, occupation or profession,
observers of the labor-market recognize as of 2008 the need to continue training beyond initial
qualifications: to maintain, upgrade and update skills throughout working life. People within
many professions and occupations may refer to this sort of training as professional development.
Training, part of human resource development, is the process of changing an organization,
its employees, its stakeholders, and groups of people within it, using planned and unplanned
learning, in order to achieve and maintain a competitive advantage for the organization.
By providing training and career development opportunities for every employee, Thomas Cook
ensures their workforce is highly skilled and they retain the best people within our business. In
2013 they invested Rs. 1,51,83,61,900 in training for their employees around the world.

13

TYPES OF TRAININGS AT TCIL:

At Thomas cook India Limited, they train their employees on everything ranging from product
trainings, leadership to stress management.
The following are the trainings provided to the employees across all levels in the organization:

Soft skills

Sales & Marketing Techniques

Leadership Skills

Customer Service Management

Outbound Experiential Training Program

Negotiation skills

Management & Leadership Programs

MICE Management

Stress Management

Destination Training Programs

Product Trainings

IATA Trainings

Thus, even the small yet integral aspects of an employees life at Thomas Cook are covered and
taken care of.

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METHODS OF TRAINING:
There are several T&D methods available. The use of a particular
method depends which method acco mplishes the training needs and objectives.
Training methods can be classified into two categories:

I. On-the-Job Methods
This refers to the methods of training in which a person learns a job by actually
doing/performing it. A person works on a job and learns and develops expertise at the
same time.
1. Understudy
The trainee is given an understudy position. The trainee handles some important aspects of his
superiors job. The trainee, at a future date, is likely to assume the duties and responsibilities of
the position currently held by his immediate superior.
The understudy technique ensures a company that a fully qualified person will be available to
take over a present managers position whenever he leaves the position through promotion,
transfer, retirement or resignation.
2. Job rotation

15

Job rotation involves the transfer of trainees from one job to another and sometimes from one
branch to another. Job assignment under a rotation system may last for a period of 3 months to 2
years. The trainee is given full duties and responsibilities of the rotated position. It is more
suitable for lower level executives.

3. Special projects
The trainees' may ask to work on special projects related with departmental
objectives. By this, the trainees will acquire the knowledge of the assigned work and
also learn how to work with others.
4. Experience
It refers to learning by doing. This is one of the oldest methods of on-the-job training.
Although this is very effective method but it also very time-consuming and wasteful.
Thus it should be followed by other training methods.
5.

Junior Boards

In western countries, junior boards are formed. It permit promising young middle-level managers
to experience problems and responsibilities faced by top-level executives in their company.
About 10 to 12 executives from diverse functions within the organisation serve on the board for a
term of say 6 months or more.
The board is allowed to study any problem faced by the organisation, in respect of personnel
policies, organizational design, interdepartmental conflicts, etc, and to make recommendations to
the senior board of directors.

16

17

6. Coaching & Counselling

Coaching: In coaching, the superior plays an active role in training the subordinate. The
superior may assign challenging task to the subordinate for the purpose of training. The superior
may assist and advice the subordinate to complete the assigned task. In this case, the superior
acts as a coach in training the subordinate.

Counselling: In this case, the superior plays a passive role in training the subordinate. The
superior may assign challenging task to the subordinate for the purpose of training. The superior
may provide advice to the subordinate in the completion of task, if so required. In this case, the
superior acts as a guide rather than a coach n training the subordinate.

7. Planned Progression
It is similar to job rotation, except that every movement from one job to another involves higher
pay, position and duties. In job rotation, every movement involves more or less same pay and
position. Planned progression is more likely to occur at higher managerial levels, whereas, job
rotation occurs mainly at lower level positions.

18

II. Off-the-Job Methods

These methods require trainees to leave their workplace and concentrate their entire time towards
the training objectives. These days off-the-job training methods have become popular due to
limitations of the on-the-job training methods such as facilities and environment, lack of group
discussion and full participation among the trainees from different disciplines, etc. In the off-thejob methods, the development of trainees is the primary task rest everything is secondary.
Following are the main off-the-job training methods:
1. Special courses and lectures
These are the most traditional and even famous today, method of developing personnel. Special
courses

and

lectures

are

either

designed

by

the

company

itself

or

by

the

management/professional schools. Companies then sponsor their trainees to attend these courses
or lectures. These are the quick and most simple ways to provide knowledge to a large group of
trainees.
2. Conferences and seminars
In this, the participants are required to pool their thoughts, ideas, viewpoints, suggestions and
recommendations. By attending conferences and seminars, trainees try to look at a problem from
different angles as the participants are normally from different fields and sectors.
3. Selected reading

19

This is the self-improvement training technique. The persons acquire knowledge and awareness
by reading various trade journals and magazines. Most of the companies have their own libraries.
The employees become the members of the professional associations to keep abreast of latest
developments in their respective fields.
4. Case study method
This technique was developed by Harvard Business School, U.S.A. It is used as a supplement to
lecture method. A case is a written record of a real business situation/problem faced by a
company. The case is provided to the trainees for discussion and analysis. Identification and
diagnose of the problem is the aim in case study method. Alternate courses of action are
suggested from participants.
5. Programmed instruction/learning
This is step-by-step self-learning method where the medium may be a textbook, computer or the
internet. This is a systematic method for teaching job skills involving presenting questions or
facts, allowing the person to respond and giving the learner immediate feedback on the accuracy
of his or her answers."
6. Brainstorming
This is creativity-training technique, it helps people to solve problems in a new and different
way. In this technique, the trainees are given the opportunity to generate ideas openly and
without any fear of judgement. Criticism of any idea is not allowed so as to reduce inhibiting
forces. Once a lot of ideas are generated then they are evaluated for their cost and feasibility.

20

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7. Role-playing
In this method, the trainees are assigned a role, which they have to play in an artificially created
situation. For example, a trainee is asked to play the role of a trade union leader and another
trainee is required to perform the role of a HR manager. This technique results in better
understanding of each other's situation by putting foot in other's shoes.
8. Vestibule schools
Large organisations frequently provide what are described as vestibule schools a preliminary to
actual shop experience. As far as possible, shop conditions are duplicated, but instruction, not
output is major objective." A vestibule school is operated as a specialised endeavor by the
personnel department. This training is required when the amount of training that has to be done
exceeds the capacity of the line supervisor; a portion of training is evolved from the line and
assigned to staff through a vestibule school." The advantage of a vestibule school is
specialisation.
9. Apprenticeship training
This training approach began in the Middle Ages when those who wanted to learn trade skill
bound themselves to a master craftsman and worked under his guidance. Apprenticeship training
is a structured process by which people become skilled workers through a combination of
classroom instruction and on-the-job training.

22

10. In-basket exercise

In this technique, the trainees are provided background information on a simulated firm and its
products, and key personnel. After this, the trainees are provided with in-basket of memos,
letters, reports, requests and other documents related with the firm. The trainee must make sense
out of this mass of paperwork and prepare memos, make notes and delegate tasks within a
limited time period."
11. Business games
Business games involve teams of trainees. The teams discuss and analyse the problem and arrive
at decisions. Generally, issues related with inventories, sales, R&D, production process, etc. are
taken up for consideration.
12. Behaviour modeling
This is structured approach to teach specific supervisory skill. This is based on the social
learning theory in which the trainee is provided with a specific model of behaviour and is
informed in advance of the consequences of engaging in that type of behaviour.
14. Multiple management
This technique of training was first introduced by McCormick, President of McCormick & co. of
Baltimore in 1932. He gave the idea of establishing a junior board of directors. Authority is given
to the junior board members to discuss any problem that could be discuss in senior board and

23

give recommendations to the senior board. Innovative and productive ideas became available for
senior board.

24

STEPS (PROCESS) OF TRAINING AT THOMAS COOK

1.

NEEDS ANALYSIS

The first step followed by TCIL is developing a training program is to identify and assess needs.
They identify specific job performance skills needed to improve performance and productivity.
They also analyze the audience to ensure that the program will be suited to their specific levels
of education, experience, and skills, as well as their attitudes and personal motivations.

Employee training needs are usually already established in the organizations strategic, human
resources or individual development plans. Usually when they are building the training program
from scratch (without predetermined objectives) they conduct training needs assessments with
the help of using research to develop specific measurable knowledge and performance
objectives.

25

26

2.

INSTRUCTIONAL DESIGN

The next step they follow would be to gather instructional objectives, methods, media, and
description of sequence of content, examples, exercises, and activities. They organize them into a
curriculum that supports adult learning theory and provides a blueprint for program
development. They make sure all materials, such as video scripts, leaders guides, and
participants work-books, complement each other, are written clearly, and blend into unified
training geared directly to the stated learning objectives. They carefully and professionally
handle all program elements whether reproduced on paper, film, or tape to guarantee quality
and effectiveness.

3.

VALIDATION

The next step followed during training by TCIL is Validation. They introduce and validate the
training before a representative audience. Base final revisions on pilot results to ensure program
effectiveness.

4.

IMPLEMENTATION

The very next step after the validation of the programme at Thomas Cook is implementation.
When applicable, they finally boost success with a train- the trainer workshop that focuses on
presentation knowledge and skills in addition to training content.

Program implementation involves actions on the following lines:

1) Deciding the location and organizing training and other facilities.
2) Scheduling the training program.
3) Conducting the program.

27

4) Monitoring the progress of the trainees.

5.

EVALUATION AND FOLLOW UP

The last stage in the training and development process is the evaluation of the results. Since huge
sums of money are spent on training and development, how far the program has been useful must
be judge/determined. Evaluation helps determine the results of the training and development
program.

At TCIL, they assess program success according to:

1) REACTION Document the learners immediate reactions to the training.
2) LEARNING Use feedback devices or pre- and posttests to measure what learners have
actually learned.
3) BEHAVIOR Note supervisors reactions to learners performance following
completion of the training. This is one way to measure the degree to which learners apply
new skills and knowledge to their jobs.
4) RESULTS Determine the level of improvement in job performance and assess needed
maintenance.

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TRAINING PROGRAMMES ADOPTED BY Thomas Cook Ltd.

Policies on personal development reviews vary between Thomas Cook Group companies, but
over 90% of their employees have a review at least once a year. At this, they discuss their
aspirations and training needs, and then the team does their best to support them with appropriate
learning and development opportunities. And with such a diverse company, in terms of job types
as well as locations, there is plenty of opportunity for their employees to develop their careers in
a number of directions.
A wide range of training and development programs are offered to meet the different needs of
employees across their various companies. These include apprenticeships and work experience,
training on specific job-related issues and programs to support employees progression within the
company.

Examples of our apprenticeships and work experience programs include:

An apprenticeship programs for school leavers in Germany, which in 2013 won the
Education Award from the Willy Scharnow Foundation for its innovative Welcome Week checkin.

Modern Apprenticeship program in the UK and Ireland. This program gives 16- to 18year-old school leavers the opportunity to train in jobs with Thomas Cook Group while gaining
national qualifications. Many past apprentices have now progressed to senior roles in the
company. In 20013, we recruited 163 apprentices and a record 83% gained their qualifications.
In July 2013, our apprenticeship programme was inspected by UKs Office for Standards in

29

Education, Childrens Services and Skills. Not only did Thomas Cook Group receive a Good
status, a rare accolade for a national employee and unprecedented among national travel retailers,
the inspectors took away several of their processes as examples of best practice, commenting that
they have never before seen such quality in these areas.

Thomas Cook Indias On the Job scheme provides travel and tourism students with
training placements lasting three to six months. In 2013, 200 students were given placements
covering various aspects of the business.

Examples of training on specific job-related issues include:

Courses on animal welfare for our UK & Ireland overseas managers.

Training for our KidsWORLD representatives that counts towards a qualification in play
work.

The Thomas Cook Academys programme, launched in May 2009. Tailored to our
companys needs, its courses include Managing Time Effectively, Presenting with Impact and
Managing the Thomas Cook Way.

E-learning packages to support our employees in delivering the best customer service. In
North America our e-learning programme includes a choice of 40 courses.

Examples of programmes to support employees progression within the company include:

Talent Circle, a development programme for around 150 interns each year in Germany.

Fast-track, our initiative that prepares employees for their next level of promotion.

30

Leadership development programmes for managers and future leaders of the business.
Having been accredited by the Institute of Leadership and Management, we can now deliver our
exclusive Diploma in Leadership and Management in-house.

TRAINING PROGRAMMES FOR MID AND SENIOR LEVEL

EMPLOYEES
Training programmes for Mid and Senior Level employees is almost always customized as per
their requirement. They indulge in something known as the TNI or TNA Training Needs
Analysis/Training Needs Intervention. This TNI discussion is done with business heads across
various departments and businesses.
They follow a very simple ADDIE Model where
A Analysis
D Design
D Develop
I Implement
E- Evaluate.
Thus, depending upon the requirements of senior level employees, the Learning & Development
team at TCIL understands what they want and require, and accordingly develop a program such
that it benefits the program taker completely.
For Senior Management they indulge majorly in Experiential based learning which includes
activities like
1) Simulations
2) Learning from Peer Groups
3) M Learning

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TCIL also uses a Mobile Based Learning Platform for their Senior Leadership called BizPunditz
Which contains videos by top management across India in the form of snippets for 3-5
speaking about their experiences which provides food for thought and thought based learning.

32

TRAINING EVALUATION AND METHODOLOGY

The best way of training evaluation is described by the Kirk Patrik Model of Training evaluation.
The Four Levels
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the
American Society for Training and Development (ASTD), first published his Four-Level
Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known
work, "Evaluating Training Programs."
The four levels are:
1) Reaction.
2) Learning.
3) Behavior.
4) Results.
Level 1: Reaction
This level measures how your trainees (the people being trained), reacted to the training.
Obviously, you want them to feel that the training was a valuable experience, and you want them
to feel good about the instructor, the topic, the material, its presentation, and the venue.

33

It's important to measure reaction, because it helps you understand how well the training was
received by your audience. It also helps you improve the training for future trainees, including
identifying important areas or topics that are missing from the training.
Level 2: Learning
At level 2, you measure what your trainees have learned. How much has their knowledge
increased as a result of the training?
When you planned the training session, you hopefully started with a list of specific learning
objectives: these should be the starting point for your measurement. Keep in mind that you can
measure learning in different ways depending on these objectives, and depending on whether
you're interested in changes to knowledge, skills, or attitude.
It's important to measure this, because knowing what your trainees are learning and what they
aren't will help you improve future training.
Level 3: Behavior
At this level, you evaluate how far your trainees have changed their behavior, based on the
training they received. Specifically, this looks at how trainees apply the information.
It's important to realize that behavior can only change if conditions are favorable. For instance,
imagine you've skipped measurement at the first two Kirkpatrick levels and, when looking at
your group's behavior, you determine that no behavior change has taken place. Therefore, you
assume that your trainees haven't learned anything and that the training was ineffective.

34

However, just because behavior hasn't changed, it doesn't mean that trainees haven't learned
anything. Perhaps their boss won't let them apply new knowledge. Or, maybe they've learned
everything you taught, but they have no desire to apply the knowledge themselves.

Level 4: Results
At this level, you analyze the final results of your training. This includes outcomes that you or
your organization have determined to be good for business, good for the employees, or good for
the bottom line.

At Thomas Cook India Limited, they follow a very basic pre training assessment with the help
of tests and other forms, and a post training assessment to understand the score before the
training and after the training. Based on the scores they understand the success of the training.

There are periodic reviews with the immediate managers of the trainees to understand how they
are responding to the training and if there has been a noticeable improvement in their
performance. On the basis of the feedback provided by the manager the trainees are judged and
the next set of training activities are planned for them accordingly.

The impact of training on employee productivity is judged on the periodic feedback by the
managers of the trainees. They also understand whether the improvement has been affecting the
organizational goals.

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36

DURATION & FREQUENCY OF TRAINING

Training activities are an expensive affair and their duration and frequency makes a difference to
the companies and the employees. Usually at TCIL, the training for general employees (Leaving
senior management aside) happens for 32 hours a year invariably divided into 4 training
sessions of 8 hours each spread across once in every 3 months.

This activity is carried out on their Learning Management System as well as by trainers. The
duration of training sessions is usually 8-9 hours (so typically its a day away from work)

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RECOMMENDATIONS AND SUGGESTIONS

As employees continue to struggle with cost-cutting measures that force fewer people to handle
rising workloads, proper training is more vital to professional success than ever. For employees,
training can strengthen workplace skills and lead to greater long-term job security. From an
employer perspective, having well-trained workers is key to maintaining competitive
performance and distinguishing a company from its rivals.
Not only does a concerted effort to provide employee training improve workplace performance
and satisfaction, it also boosts workers sense of stability and security within their positions by
enhancing their value to the company.
Job security is on everyones minds, and having up-to-date skills is the key to staying relevant
and marketable, Hosking added. By providing training opportunities, companies demonstrate
theyre committed to their employees long-term career growth, and this can help with their
retention efforts.

After the detailed research about the company and their Learning and development needs, the
following are the recommendations and suggestions according to me.
They should:
1) Encourage a learning culture:

As per discussions, there seems to be a disconnect with the audience/employees when training is
assigned and assessed for them. My suggestion would be here to ensure the employees who are
going to be trained need to understand that the company is doing this in the best of the
employees interest and not the companys (That too).
They should ensure the employees feel that they are being trained to be competitive in the market
and go ahead with their training rather than just taking it for the sake of it.

2) Clarifying company Goals:

Another gap which I feel that the employees are facing would be the the interest of the
companys goals and their contribution in achieving them. Every person while conducting the
training should be made aware of the companies goals and how their learning and contribution is
an important element in the same.
Ensure that employees know the specific purposes for their training and how they connect to
larger company goals. Remember to award those who perform well.

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3) Tracking Results:
A training program wont be effective unless you monitor its progress. They should choose a
metric, such as productivity or profit, to help determine the return on investment for their
training efforts and establish concrete results.
Very important would be to make employees aware of the initiatives and the seriousness by
which this is happening.

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CONCLUSION
Going through the project, we see how Thomas Cook India ltd. follows their training procedure,
and the strategies they follow while they are looking and training and development needs for
their employees and senior management at their company. I feel that the training process
followed by them currently fits perfectly fine for the company and works perfectly for them.
After having an intense discussion with the Vice President for Learning and Development, Mr.
Aspan Patel, there is an understanding that Thomas cook has an extremely sorted Learning and
development function for their employees, which fulfils all their criterias and looking at their
recent growth and expansion, they have been training perfectly, the way they are supposed to.
Although, I dont think they are going out of their way for the L&D when it comes to the general
employees, even though they have some fantastic initiatives for their senior level management.
The first step in this direction is to ensure competitive people come in the organization.
Therefore Training in this regard becomes an important function. The organization must
constantly improvise in its training process so that it is able to make the best out of their
employees and make them competent according to industrial standards. Thus, they might want to
look at more creative methods for their recruitment.

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BIBLIOGRAPHY

Personnel Management by KV Mishra, Adiya Publishing House,1992

CHHABRA T.N, Principles and practices of management, Dhanpat Rai and company
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http://www.progressive-personnel.com/travel-jobs-blog/entry/2012/december/the-

importance-of-a-solid-L&D-strategy/
http://www.thomascook.in/tcportal/downloads/TCILSuperbrandDec182012.pdf
http://www.recruiter.com/i/recruitment/
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http://www.ocr.org.uk/Images/73307-unit-06-human-resources-for-travel-and-tourism.pdf

Boella, M (2000) Human Resource Management in the Hospitality Industry 7th Ed.

Nelson Thornes
Carfield, R. (2002) Preparing your Training Needs Kogan Page
Dale, G. (2006) GCE A2 Level Travel and TourismTraining Heinemann Educational

Publishers
McAlphine, M. (2004) So you want to work in travel and tourism? Hodder and Stoughton
Outhart, T. et al (2000) Travel and Tourism for Advanced GNVQ HarperCollins