INDEX

Sr. No.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

TABLE OF CONTENT
COMPANY PROFILE PRODUCT PROFILE COMPETITORS , CUSTOMERS, INVESTORS BOARDS OF DIRECTORS SWOT ANALYSIS INTRODUCTION OF TRANING & DEVELOPMENT INPUTS IN TRAINING AND DEVELOPMENT IMPORTANCE OF TRAINING AND DEVELOPMENT CYCLE OF TRAINING & DEVELOPMENT METHODS OF TRAINING RESEARCH METHODOLOGY SKILL MATRIX, KRA & TRAINING CALENDER AREAS OF TRAINING IN ACME TELEPOWERS CASE STUDY I : HOTEL TAJ PRESIDENT CASE STUDY II: HOTEL HILTON TOWERS ANALYSIS OF THE CASE STUDY COMPARISONS CONCLUSION ANNEXTURE 4 7 12 13 15 33 34 37 39 43 49 53 54 55 57 59 60 61

1- COMPANY PROFILE

2- PRODUCT PROFILE
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5- SWOT ANALYSIS

6- INTRODUCTION

Since the beginning of the twentieth century and especially after World War II, training programs have become widespread among organizations in the United States, involving more and more employees and also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General Electric, and International Harvester had factory schools that focused on training technical skills for entrylevel workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or learning center. In recent decades, as the U.S. companies are confronted with technological changes, domestic social problems and global economic competition, training programs in organizations have received even more attention, touted as almost a panacea for organizational problem. The enormous expansion in the content of training programs over time has now largely been taken for granted. Now people would rarely question the necessity of training in conversational skills. However, back to the 1920s, the idea that organizations should devote resources to training employees in such skills would have been regarded as absurd. Such skills clearly were not part of the exact knowledge and methods that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years later, eleven percent of U.S. organizations deem communications skills as the most important on their priority lists of training, and many more regard it as highly important. More than three hundred training organizations specialize in communications training (Training and Development Organizations Directory, 1994).

Previous studies on training have largely focused on the incidence of formal training and the total amount of training offered. This study, however, draws attention to the enormous expansion in the content of training with an emphasis on the rise of personal development training (or popularly known as the "soft skills" training, such as leadership, teamwork, creativity, conversational skills and time management training). Personal development training can be defined as training programs that aim at improving one's cognitive and behavioral skills in dealing with one self and others. It is intended to develop one's personal potential and is not immediately related to the technical aspects of one's job tasks. Monahan, Meyer and Scott (1994) describe the spread of personal development training programs based on their survey of and interviews with more than one hundred organizations in Northern California. "Training programs became more elaborate; they incorporated, in addition to technical training for workers and human relations training for supervisors and managers, a widening array of developmental, personal growth, and selfmanagement courses. Courses of this nature include office professionalism, time management, individual contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace, career management, and structured problem solving. Courses are also offered on health and personal wellbeing, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition."

NATURE OF TRAINING AND DEVELOPMENT

In simple words, training and development refers to the imparting of specific skills, abilities, knowledge to an employee. A formal definition of training and development is determined as follows: It is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training and development is determined by the employees performance deficiency, computed as follows:

TRAINING AND DEVELOPMENT NEEDS = STANDARD PERFORMANCE ACTUAL PERFORMANCE

We can make a distinction among training, education and development. Such distinctions enables us to acquire a better perspective about the meaning if the term training. Which refers to the process of imparting specific skills, Education, on the other hand is confined theoretically learning in classroom To distinct more, the training is offered in case of operatives whereas development programs are conducted for employees at higher levels. Education however is common to all the employees.

7- INPUTS IN TRAINING AND DEVELOPMENT

Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. The inputs of training and development are as follows: 1) Skills 2) Education 3) Development 4) Ethics 5) Attitudinal Changes 6) Decision making and problem solving skills

1) SKILLS Training is imparting skills to the employees. A worker needs skills to operate machines, and use other equipments with least damage and scrap. This is basic skills without which the operator will not function.

There is also a need of motor skills or psychomotor skills as they are refer to performance of specific physical activities .These skills involve learning to move various parts of their body in response to certain external and internal stimuli. Employees particularly like supervisors and executives, need interpersonal skills mostly know as people skills. These skills helps a person understand oneself and others better and act accordingly. Examples of interpersonal skills include listening. Persuading and showing an understanding of others feelings 2) EDUCATION The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgment. That any training and development programme must contain an element of education is well understood by the HR specialist. In fact, sometimes, organizations depute or encourage employees to do courses on a part time basis. Chief executive officers (CEOs) are known to attend refresher course conducted in many Business schools. The late Manu Chabria, CMD, Shaw Wallace, attended such a two month programme at the Harvard business school. Education is more important for managers and executives than for lower-cadre workers. 3) DEVELOPMENT Another component of a training and development programme is development which is less skill oriented but stress on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis and the like is useful for better management of a company. Development programme should help an employee to be a self-starter, build sense of commitment, motivation, which should again helps him being self generating. It should make their performance result oriented and help them in being more efficient and effective. It should also help in making the employee sensitive towards the environment that is his work place and outside. This programme should keep the employee aware of him i.e. his potentials and his limitations. Help him see himself as others see him and accept his self image as a prelude to change. It helps teach an individual to communicate without filters, to see and feel points of view different from their own. Also helps them understand the powers in their hands and thereby develop leadership styles which inspire and motivate others. And finally helps install a zest for excellence, a divine discontent, a nagging dissatisfaction with the status quo.

4) ETHICS There is a need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. They are less seen and talked about in the personnel function this does not mean that the HR manager is absolved if the responsibility. If the production, finance or marketing personnel indulge in unethical practices the fault rest on the HR manager. It is his/her duty to enlighten all the employees in the organization about the need for ethical behavior.

5) ATTITUDINAL CHANGES Attitudinal represents feelings and beliefs an individual towards others. Attitudes affect motivation, satisfaction and job commitment. Negative attitudes needs to be converted into positive attitudes. Changing negative attitudes is difficult because of (1) (2) (3) performance. 6) DECISION MAKING AND PROBLEM SOLVING SKILLS Decision making and problem solving skill focus on methods and techniques for making organizational decision and solve work related problems. Learning related to decision making and problem solving skills seeks to improve trainees abilities to define and structure problems, collect and analysis information, generate alternatives. Training of this type is typically provided to potential managers, supervisors and professionals Employees refuse to change They have prior commitments and Information needed to change attitudes may not be sufficient.

Attitude must be changed so that the employee feels committed to the organization and give better

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8- IMPORTANCE OF TRAINING AND DEVELOPMENT FOR THE ORGANIZATION

There are many benefits of Training and Development to the organization as well as employee. We have categorized as under 1) Benefits for the organization 2) Benefits for the individual 3) Benefits for personnel and human relation, intra group and internal group relation and policy implementation

1) BENEFITS FOR THE ORGANIZATION a) Improves communication between group and individuals. b) Aid in orientation of new employee and those taking new job through transfer or promotion. c) Provides information on equal opportunities and affirmative action. d) Provides information on other government laws and administration policies. e) Improve interpersonal skills. f) Makes organizational policies, rules and regulations viable. g) Builds cohesiveness in group. h) Provides a good climate for learning, growth and co ordination. i) Makes the organization a better place to work and live.

2) BENEFITS FOR THE INDIVIDUAL a) Helps and individual in making better decision and effective problem solving. b) Through training and development, motivational variables of recognition achievement, growth, responsibility and advancement are internalized and operationalised. c) Aid in encouraging and achieving selfdevelopment and self confidence. d) Helps a person handle stress, tension, frustration and conflict.

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e) Provides information for improving leadership, knowledge, communication skills and attitudes. f)Increases job satisfaction and recognition. g) Moves a person towards personal goals while improving interactive skills. h) Satisfies personal needs of a trainee. i) Provides the trainee an avenue for growth in his or her future. j) Develops a sense of learning. k) Helps eliminate fear in attempting new task. l) Helps a person improve his listening skill, speaking skills also with his writing skills.

3) BENEFITS FOR PERSONNEL AND HUMAN RELATION, INTRA GROUP AND INTERNAL GROUP RELATION AND POLICY IMPLEMENTATION a) Improves communication between group and individuals. b) Aid in orientation of new employee and those taking new job through transfer or promotion. c) Provides information on equal opportunities and affirmative action. d) Provides information on other government laws and administration policies. e) Improve interpersonal skills. f) Makes organizational policies, rules and regulations viable. g) Builds cohesiveness in group. h) Provides a good climate for learning, growth and co ordination. i) Makes the organization a better place to work and live.

9- CYCLE OF T & D

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Training or development cycle is a model that can be used to represent a systematic approach to training and development. It helps businesses identify the series of sequential steps they need to undertake when training and developing staff. The key steps are: Identification of training needs Design of the training or development program Delivery of training Evaluation The cycle demonstrates, that the steps should be viewed in their entirety and not be seen as a series of isolated activities. This means that the outcome of one stage provides the inputs for the next stage and the absence of any stage would undermine the validity of the whole process

TRAINING PROCESS
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The steps of Training Process are as under:

ORGANIZATIONAL OBJECTIVES AND

ASSESSMENT OF TRAINING NEEDS ESTABLISHMENT OF TRAINING GOALS DEVISING TRAINING PROGRAMME

IMPLEMENTATION OF TRAINING EVALUATION OF RESULTS

A) ORGANIZATIONAL OBJECTIVES AND STRATEGIES The first step in the training process is an organization in the assessment of its objectives and strategies. What business are we in? At what level of quality do we wish to provide this product or

service? Where do we what to be in the future? Its only after answering these and other related questions that the organization must assess the strength and weakness of its human resources.

B) NEEDS ASSESSMENT

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Needs assessment diagnoses present problems and future challenge to be met through training and development. Needs assessment occurs at two levels i.e. group level and individual level, an individual obviously needs training when his or her performance falls short or standards that is when there is performance deficiency. Inadequate in performance may be due to lack of skills or knowledge or any other problem. The following diagram explains performance deficiency Performance Deficiency

Lack of skills Or knowledge

other causes

Training

Non training measures

C) TRAINING AND DEVELOPMENT OBJECTIVES Once training needs are assessed, training and development goals must be established. Without clearly-set goals, it is not possible to design a training and development programme and after it has been implemented, there will be no way of measuring its effectiveness. Goals must be tangible, verifying and measurable. This is easy where skilled training is involved

D) DESIGNING TRAINING AND DEVELOPMENT PROGRAM

Who are the trainees?

Who are the trainers?

What methods And techniques? where to conduct the program

What is the level of training

what are the principles of learning

E) CONDUCTING TRAINING ACTIVITIES

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Where is the training going to be conducted and how? At the job itself. On site but not the job for example in a training room in the company. Off site such as a university, college classroom hotel, etc.

F) IMPLEMENTATION OF THE TRAINING PROGRAMME Program implementation involves actions on the following lines: Deciding the location and organizing training and other facilities. Scheduling the training programme. Conducting the programme. Monitoring the progress of the trainees.

G) EVALUATION OF THE RESULTS 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 programme has been useful must be judge/determined. Evaluation helps determine the results of the training and development programme. In the practice, however organizations either overlook or lack facilities for evaluation.

10- METHODS OF TRAINING

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A multitude of techniques are used to train employees. Training techniques represent the medium of imparting skills and knowledge to employees. Training techniques are means employed in the training methods. They are basically of two types. 1) LECTURES It is the verbal presentation of information by an instructor to a large audience. The lecturer is presumed to possess knowledge about the subject. A virtue in this method is that it can be used for large groups and hence the cost of training per employee is very low. However, this method violates the principle of learning by practice. Also this type of communication is a one-way communication and there is no feedback from the audience because in case of very large groups it is difficult to have interactive sessions. Long lectures can also cause Boredom.

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2) AUDIO VISUALS This is an extension of the lecture method. This method includes slides, OHPs, video tapes and films. They can be used to provide a range of realistic examples of job conditions and situations in the condensed period of time. It also improves the quality of presentation to a great extent. 3) ON- THE JOB- TRAINING It is used primarily to teach workers how to do their present jobs. Majority of the industrial training is on the job training. It is conducted at the work site and in the context of the job. Often, it is informal, as when experienced worker shows a trainee how to perform tasks. In this method, the focus of trainers focus is on making a good product and not on good training technique. It has several steps; the trainee first receives an overview of the job, its purpose and the desired outcomes. The trainer then demonstrates how the job is to be performed and to give trainee a model to copy. And since a model is given to the trainee, the transferability to the job is very high. Then the employee is allowed to mimic the trainers example. The trainee repeats these jobs until the job is mastered.

4) PROGRAMMED INSTRUCTION (PI) In this method, training is offered without the intervention of the trainer. Information is provided to the employee in blocks, in form of books or through teaching machine. After going through each block of material, the trainee goes through a test/ answers a question. Feedback in the form of correct answers is provided after each response. Thus PI involves: Presenting questions, facts, and problems to the learner. Allowing the person to respond Providing feedback on the accuracy of the answers If the answers are correct, he proceeds to the next block or else, repeats the same.

However it is an impersonal method and the scope of learning is less as compared to other methods of training. Also the cost of preparing books, manuals and machinery is very high.

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5)

COMPUTER ASSISTED INSTRUCTION (CAI)

This is an extension of the PI method. In this method, the learners response determines the frequency and difficulty level of the next frame. This is possible thanks to the speed, memory and the data manipulation capabilities of the computer. 6) SIMULATION

It is any equipment or technique that duplicates as nearly as the possible the actual conditions encountered at the job. It is an attempt to create a realistic for decision-making. This method is most widely used in Aeronautical Industry. 7) VESTIBULE TRAINING

This method utilizes equipment which closely resembles the actual ones used in the job. It is performed in a special area set aside for the purpose and not at the workplace. The emphasis is placed on learning skills than on production. It is however difficult to duplicate pressures and realities of actual situations. Even though the kind of tension or pressure may be the same but the employee knows it is

just a technique and not a real situation. Also the employees behave differently in real situations than in simulations. Also additional investment is required for the equipment.

8)

CASE STUDY

It is a written description of an actual situation in the business, which provokes the reader to think and make decisions/ suggestions. The trainees read the case, analyze it and develop alternative solutions, select the best one and implement it. It is an ideal method to promote decision making skills. They also provide transference to an extent. They allow participation through discussion. This is the most effective method of developing problem solving skills.

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The method /approach to analysis may not be given importance. Many a times only the result at the end of the case may be considered and not the line of thinking to approach it. This is a major disadvantage since case studies must primarily be used to influence or mend the attitude or thinking of an individual. 9) ROLE PLAYING AND BEHAVIOR MODELING

This method mainly focuses on emotional (human relation) issues than other ones. The essences are on creating a real life situation and have trainees assumed parts of specific personalities (mostly interchanged roles of boss and subordinate to create empathy for one another). The consequence is better understanding of issues from the others point of view. Concept of Behavior Modeling: This change may be videotaped and showed to the trainee and he can review and critique it. It also helps him see the negative consequences that result from not using the behavior as recommended. Fundamental psychological process by which new patterns of behavior can be acquired and existing ones can be altered. Vicarious process learning takes place not by own experience but by observation or imagination of others action. It is referred to as copying, observational learning or imitation implying that it a behavior is learned or modified through observation of others experiences.

10)

SENSITIVITY TRAINING

It uses small number of trainees usually less than 12 in a group. They meet with a passive trainer and get an insight into their own behavior and that of others. These meetings have no agenda and take place away from the workplace. The discussions focus on why participants behave the way they do and how others perceive them. The objective is to provide the participants with increased awareness of their own behavior, the perception of others about them and increased understanding of group process.

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Examples: Laboratory training, encounter groups. Laboratory training is a form of group training primarily used to enhance interpersonal skills. It can be used to develop desired behaviors for future job responsibilities. A trained professional serves as a facilitator. However once the training is over employees get back to being the way they are. 11) APPRENTICESHIPS AND COACHING

It is involved learning from more experienced employee/s. This method may be supplemented with other off-the-job methods for effectiveness. It is applied in cases of most craft workers, carpenters, plumbers and mechanics. This approach uses high levels of participation and facilitates transferability. Coaching is similar to apprenticeships. But it is always handled by a supervisor and not by the HR department. The person being trained is called understudy. It is very similar to on the job training method. But in that case, more stress is laid on productivity, whereas here, the focus is on learning. In this method skilled workforce is maintained since the participation, feedback and job transference is very high. Immediate returns can be expected from training almost as soon as the training is over the desired outcomes can be seen in the trainee.

11- RESEARCH METHODOLOGY

The Research and Methodology adopted for the present study has been systematic and was done in accordance to the objectives set which has been detailed as below. RESEARCH DEFINITION Research is a process in which the researcher wishers to find out the end result for a given problem and thus the solution helps in future course of action. According to Redman & Mory research is defined as a Systemized effort to gain new knowledge. RESEARCH DESIGN: According to Claire Seltiz, a research design is the arrangement of condition and analysis of data in manner that aims to combine relevance to the research purpose with economy in procedure. NATURE OF RESEARCH: 22

Research is basically of two types. 1. Descriptive research 2. Explorative research 1. Descriptive Research: These studies are concerned with describing the characteristic of a particular individual or a group. DETERMINING SOURCES OF DATA: There are two main sources of data 1. Primary data 2. Secondary data Primary Data: It consists of original information collected for specific research. Primary data for this research study was collected through a direct survey to obtain this primary data a well structured questionnaire was prepared by the researcher. Secondary Data: It consists of information that already exists somewhere and has been collected for some specific purpose in the study.

SAMPLING TECHNIQUES Random Sample: Each member of the solution has a known and an equal chance of being selected TOOLS OF THE STUDY Questionnaire: A set of questions containing a few Technical questions and more number of opinionated questions are prepared for the employees of both Centralized and Decentralized sections of HR Department. Sample Size: Total sample size is 75 Questionnaire Development: Questionnaire is the most common instrument in collecting primary data. In order to gather primary data from viewers.

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The questionnaire consists of following type of questions. Open ended questions Closed ended questions Dichotomous questions Multiple choice questions Ranking question. OPEN ENDED QUESTIONS: It has no fixed alternatives to which the answer must conform. Thus, respondent answer in his/her own words at any length they choose. CLOSED ENDED QUESTIONS: Closed ended questions have no other options other than the selecting the one that close matches the respondents opinion or attitude. Dichotomous questions: A dichotomous questions refers to one, which offers the respondents a choice between only two alternatives. MULTIPLE QUESTIONS: A multiple choice question refers to one, which provides several sets of alternatives for the respondents choice. RANKING QUESTIONS: These questions are given when there are many points to be considered and to be ranked in priority.

HYPOTHESIS
A hypothesis consists either of a suggested explanation for an observable phenomenon or of a reasoned proposal predicting a possible causal correlation among multiple phenomena. The term derives from the Greek, hyposthenia meaning "to put under" or "to suppose." The scientific method requires that one can test a scientific hypothesis. Scientists generally base such hypotheses on previous observations or on extensions of scientific theories. Even though the words "hypothesis" and "theory" are often used synonymously in common and informal usage, a scientific hypothesis is not the same as a scientific theory. A hypothesis is never to be stated as a question, but always as a statement with an explanation following it. It is not to be a question because it states what the experimenter thinks will occur. Hypotheses are usually written in the "if-then form": If X, then Y. There are two types of Hypothesis: Null Hypothesis

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Alternate Hypothesis

HYPOTHESIS TESTING
HYPOTHESIS TESTING
Whenever we have a decision to make about a population characteristic, we make a hypothesis.

PROCEDURES IN HYPOTHESIS TESTING

When we test a hypothesis we proceed as follows: 1. Formulate the null and alternative hypothesis. 2. Choose a level of significance. 3. Determine the sample size. (Same as confidence intervals) 4. Collect data. 5. Calculate z (or t) score. 6. Utilize the table to determine if the z score falls within the acceptance region. 7. Decide to a. Reject the null hypothesis and therefore accept the alternative hypothesis or b. Fail to reject the null hypothesis and therefore state that there is not enough evidence to suggest the truth of the alternative hypothesis.

ERRORS IN HYPOTHESIS TESTS

We define a type I error as the event of rejecting the null hypothesis when the null hypothesis was true. The probability of a type I error () is called the significance level. We define a type II error (with probability ) as the event of failing to reject the null hypothesis when the null hypothesis was false.

STATISTICAL TOOLS

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1. Percentage analysis 2. Correlation 3. The square test 4. Factor Analysis

12-

SKILL MATRIX

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F-HR02

Gap 0 0 0 Gap 0 0 0 0 Gap 0 0 Gap 0 0 0 0

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E mail Etiquettes Presentation skills Managerial Skills Time Management Stress Management Conflict Management Leadership Skills Personality Development ERP (Enterprise Resource Planning) 6 Sigma Product Management ISO 9001 Soft Skills Shop Floor Management Trainee trainer relationship management Excel skills DOL (Direct online) JIT SCM 5S PLC (Programmable Logical Control) TPM (Total Productivity Maintenance) First aid Quality Circle AutoCAD 7 QC Tools

15- CASE I: HOTEL TAJ PRESIDENT

1) Who are the trainees?

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Every employee walking in with the appointment letter is first a trainee as per the bond he signs and then when the time period of he being a trainee over, he gets permanently placed in the organization. Usually the employees other than management heads get selected from the Taj Hotel Management Institute in Aurangabad. Following are the departments were training is implemented after an employee walks in with the appointment letter (the order is in chronological format): Food and Beverages Kitchen House keeping Front Office Finance Accounts H.R.D Sales

2) Methods or programs conducted for training Taj president trains most of the employees on the job. The trainees are trained on the job. The introduction to the work is explained by the training department of human recourse management. In case of introduction of new technology - like few days back new software was introduced to the stores department. Since the software (Orien) was new, the employees were given a lecture and practical study of this software. They were also showed audio visual to understand how to use the software. 3) Who trains the new employees? In Case of the departments others than Kitchen, The Trainees are trained by the Training & Development department which comes under Human Recourses Department. In case of Kitchen, the kitchen employees and chefs are trained personally by the Chief Chef Mr. Aananda Solemon. 4) Why train the employees? What are the benefits? 29

To understand the Taj policies, values, morals and ethics. They are introduced with the vision & values of the hotel so that they perform their task accordingly. To help the employee build his confidence in performing his work and help him use his theoretical knowledge provided by his hotel management course. To make the employee get use to his job and surroundings and to make him comfortable in performing his job, thus satisfying his employer. Helps the employee to upgrade his personal skills. Helps the employee to learn new things and increase his knowledge.

16- CASE II: HOTEL HILTON TOWERS

Hotel Hilton works in a totally different manner from Taj when it comes to training its employees. In case of new employment, Hilton selects students from various hotel management institutes and molds

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them during their graduation period itself. Each hotel management student is allotted a time period to work as a trainee in any hotel. Hilton makes use of this time period and molds the students. 1) Who are the trainees? In case of departments other than management, the trainees are undergraduate students from various hotel management institutes. In case of management the hotel only employees experienced staff with high qualification. 2) Who are the trainers? There is a Training department under the HR who takes care of the new trainees and the training programs conducted for them. 3) What are the training programs? Introduction or orientation wherein, the student is introduced to the hotel and is told about the training program for the immediate three months of his training and the long term training policies. Grooming sessions are conducted to educate the trainees how to dress and behave to match the standards that Hilton maintains. They are given personal skills and are made presentable. They are taught values of the hotel that are policies like keeping the customer always satisfied. The basic principle that is to maintain the old customers and get new customers.

4) What are the benefits for the employee? The employees are students of hotel management. The training sessions provides them with practical knowledge which helps them in their hotel management course and makes it easy to understand the job perspectives during the graduation course itself.

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They also apply the knowledge which they get in these training sessions to their academic knowledge which makes them a better student in all. The theoretical knowledge gained by them hotel management course is then converted to practical knowledge.

16- ANALYSIS OF THE CASE STUDY COMPARISON

Both the methods of training are effective and have their merits and demerits which can be summarized as follows:

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In case of hotel Taj President The methods of training are good and effective but its not always that the employee changes himself and molds himself as per the organization principles and objectives even though he might be an intelligent and talented employee. In case of Hotel Hilton tower The hotel conducts a very well planned and managed programme for training but in all there is no such guarantee that the employee or the trainee would like to join the same organization after his graduation. He may also start his own business or join some other hotel. This would result in losses for the hotel. Therefore a mix strategy, wherein the employees are trained in the hotels as interns and are then made to sign a bond wherein they to agree to work for few years in the same organization would be effective.

17- Conclusion

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Gone are the days when training was a 2 hour process on the first day of the job. Training & Development has transformed from an add-on function to a core function of companies. It has become more of a science with systematic rules and formats guiding the companies on how to go about training and development. And that is the way it should be. Training and development is a necessity for both the trainer and the trainee. The trainer (the company) would want to make its staff more efficient in this highly competitive world. It would want its employees to know the latest trends and technologies and use them according to the companys principles and objectives. The trainees (staff) on the other hand, view training and development as a stepping stone for enriching their career and fulfilling their personal needs. Training and development is another round of education for them, the knowledge from which is to be applied later. So, its more of a mutual necessity and agreement between the companies and their respective employees when it comes to training and development. The future would demand more from the employees as well as the companies in terms of productivity. New technology, multi-tasking, group culture, etc. will be more emphasized upon. This means training and development is going to be even more important, complex and rigorous. Companies already foresee this and are already in preparations to make their staff better equipped. On this we conclude our report with the following words Education ends with school but learning ends with life.

ANNEXURE Questionnaire on the study on the of Training and Development

Name: Department: 34

Designation: 1. Your organization considers training as a part of organizational strategy. Do you agree with this statement? Strongly agree Agree Somewhat agree Disagree 2. What is your opinion on training imparted to you in your organization? Good Very good Bad Time waste process 3. Training of workers is given adequate importance in your organization? Yes No 4. Employees are nominated for training programmers on the basis of carefully identified developmental needs? Yes No 5. To whom the training is given more in your organization? senior staff Junior Staff New Staff Based on requirement

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6. How many training programmers have you attended the last year? Less than 10 10 - 20 20 - 40 More than 40

7. What mode of training method is normally used in your organization? Job rotation External training Conference / Discussion Programmed instruction All 8. How do you in the organization participate in determining the training you need? KRA Separately arranged TNI Performance appraisal All

9. The participants of training go with a clear understanding of the skills and knowledge they are expected to acquire from the training? Strongly agree Agree Somewhat agree Disagree

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10. The HR department conducts the briefing and debriefing sessions for employees sponsored for training? No Yes 11. Is the induction training conducted in your organization? Yes No 12. Induction training provides an excellent opportunity for new comers to learn comprehensively about the organization? Strongly agree Agree Somewhat agree Disagree 13. The induction training is periodically evaluated and improved? Yes No

14. What type of training is being imparted for new recruitment in your organization? Technical training Management training Presentation skill

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Other (Please specify)

15. Senior management takes interest and spends time during the training imparted to the new staff? Yes No 16. There is adequate emphasis on developing managerial capabilities of managerial staff through training? Strongly agree Agree Somewhat agree Disagre

17. How well the workplace of the training is physically organized? Excellent Good Average Bad

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18. What training and development do you need to make your career aspirations to come true? Leadership training External Degree study Formal meeting procedure Other (Please specify)

19. Are you satisfied with the training you are offered? Yes No

20. Is there any improvement in the performance after being exposed to the training? Yes No

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