A REPORT

ON

Conception and Creation of Learning Programmes for

Senior Leadership of PSU’s

IN

By

Nupur Sood

12BSP2252

1
 SUMMER INTERNSHIP

PROJECT REPORT

ON

Conception and Creation of Learning Programmes for

Senior Leadership of PSU’s

By

Nupur Sood (12BSP2252)

REMORPHING

A report submitted in partial fulfilment of the

Requirement of MBA program of

Submitted to: Prof. Sombala

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 AUTHORISATION
This report is submitted as partial fulfilment of the requirement of PGPM program of IBS,
Gurgaon. The report on the title “CONCEPTION AND CREATION OF LEARNING PROGRAMMES
FOR SENIOR LEADERSHIP OF PSU’s” is an original work and has not been submitted to any other
institution or university for the award of any degree or diploma.

Place: Gurgaon
Date: May 31st, 2013

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 ACKNOWLEDGEMENT

I wish to express my sincere thanks and gratitude to all those who contributed to bring this
project to completion.

I take this opportunity to express my profound gratitude and deep regards to my Company
Mentor Mr. Sandeep Mann (CEO of Remorphing) for his exemplary guidance, support and
constant encouragement throughout the course of this thesis.

I also take this opportunity to express a deep sense of gratitude to my Faculty Guide Professor
Sombala N. for the cordial support, valuable information and guidance, which helped me in
completing this task through various stages.

I am grateful to Mr. O.P.Gupta, (Director, IBS - Gurgaon) for extending his support. I would also
thank my institution and my faculty members without whom this project have been a distant
reality. I also extend my heartfelt thanks to my family and well-wishers.

I would like to express my special gratitude and thanks to industry persons for giving me such
attention and time.

My thanks and appreciations also go to my colleague in developing the project and people who
have willingly helped me out with their abilities.

Nupur Sood

IBS-G

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 EXECUTIVE SUMMARY

Student Information
Name: Nupur Sood

College: IBS Gurgaon

Enrollment No.: 12BSP2252

Mobile No.: 99711-03932

E-mail I’d :sood.nupur17@yahoo.com

Organization Description
Industry Type: Learning and Mentoring, Research and Content, Advisory and Funding.

Name: Remorphing.

Concept: Remorphing has proven to be an elite banner, and probably Asia’s largest, under
which the world’s best and mightiest have offered learning and advisory solutions to the
corporate and other organizations. It is a global industry expert that has abundance of dissent
(read variety), of richness in perspectives, and divergence of backgrounds: Strategy –
Leadership – Innovation – Organizational and Technology.

Address: Headquarters at U24/8 DLF III Gurgaon, India, Website http://www.remorphing.com,

Industry Management Consulting ,Type Privately Held, Company Size 51-200 employees and
Founded in 2004.

Project Details
Title: “CONCEPTION AND CREATION OF LEARNING PROGRAMME FOR SENIOR LEADERSHIP OF
PSU’s”, my project deals with creating a learning boot camp for senior leaders of PUBLIC
SECTOR UNITS so as to enhance their skills to achieve better results.

Objectives
 To understand the needs and requirements of senior employees of PSU’s.
 To gain strategy skills to make 3 hours boot camp and make them learn all about the
topic.

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  To enhance confidence in carrying out both the making and selling aspects of the role.
 To improve the training skills and explore new areas of Training Boot camps.
 To help them increasing their efficiency level so that they will become more productive.
 To help them attaining knowledge through learning based training programmes.

Background
Having a problem-centred approach means that workers will learn better when they can see how
learning will help them perform tasks or deal with problems that they confront in their work. At
different stages of their careers, employees need different kinds of training and different kinds of
development experiences.

Exploratory research is being adopted in this project. After a thorough reading of the journals
two separate questionnaires were designed i.e. one for the interview session and other for the
feedback of the Trainees. The reason to form the questionnaire for senior leaders and other
departments was to get the knowledge of the insights of the training process.

Their responses were recorded, compiled and then were analyzed using MS Excel as the
statistical tool.

After this the success and effectiveness of the boot camp was found.

Findings
Findings are to make training process efficient and effective for the organizations.

 Trainees are the senior level employees of an organisation.

 More experienced senior level people who want to learn something new.
 CEO’s/CXO’s professionals who wish to use Learning Boot camps for Employee
development and diversifying their business.
 Team leaders/managers who will be sending participants/inducting staff, so they can
maximize on the impact of learning back at the desk.

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 TABLE OF CONTENTS

Authorization …………………………………………………………..……………………………………….……………..3

Acknowledgement ……………………………………..………………………….………………………………………..4

Executive Summary……………………………………………..……………………………….………………………….5

1. Introduction………………………………………………….……………………………………………………………9
1.1. Objectives……………………………………………………………………………………………….…………..10
1.2. Scope………………………………………………………………………………………………… ….….……..…10
1.3. Methodology………………………………………………………………………………….………..…….…..10
2. Company’s Profile…………………………………………………………………………….…………………….… 11
3. Literature Survey……………………………………………………………………………………………….………20
4. My Intakes from Research……………………………………………….…………………………………….….35
4.1. Approach For creating Learning Boot Camp……………………………..………………………..36
4.2. Description…………………………………………………………………………………………………….…..39
5. Research Methodology…………………………….…………………………………………………………….…61
6. Data Analysis and Interpretation…………………………………………………………………………..…..65
7. Conclusion & Implications……………………………………….…………………………………………….….81
8. Recommendations……………………………….………………………………………………….……………….82
9. Attachments………………………………………………………………………………………………………….....83
9.1. Blog………………………………………………………………………………….…..…………….................83
9.2. Connections……………………………………………………………………………………………..…..…..84
9.3. Brochure…………………………………………………………………………....………………….............90
9.4. Qustionnaires……………………………………………………………………………………..…………....92
9.5. Article………………………………………………………………………………..………………………........99
10. References…………………………………………………………………………………………………..…………..103
11. Bibliography………………………………………………………………………………………………………...…106

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List of Table
Table 1..…………………………………………………………………………….65

Table2……………………………………………………………………………...66

Table 3……………………………………………………………………………. 67

Table 4……………………………………………………………………………..69

Table 5……………………………………………………………………………..70

Table 6……………………………………………………………………………..71

Table 7……………………………………………………………………………..72

Table 8……………………………………………………………………………..73

Table 9……………………………………………………………………………..74

Table 10……………………………………………………………………………75

Table 11…………………………………………………………………………....76

Table 12……………………………………………………………………………77

Table 13……………………………………………………………………………78

Table 14……………………………………………………………………………79

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 INTRODUCTION

Conception and Creation of Learning Programmes for

Senior Leadership of PSU’s

Employee training is a specialized function and is one of the fundamental operative functions
of Human Resource Management

According to FLIPPO

“Training is the act of increasing the knowledge and skill of an employee for doing a particular
job.”

It is a short-term educational process and utilizing a systematic and organized procedure by

which employees learn technical knowledge and skills for a definite purpose. Training refers to
the organization’s efforts to improve an individual’s ability to perform a job or organizational
role. It can be defined as a learning experience in which it seeks a relative permanent change in
an individual that would improve his ability to perform the job.

DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

Training and development go hand in hand and are often used synonymously but there is a
difference between them.

Training is the process of learning a sequence of programmed behavior. It is an application of

knowledge. It gives people an awareness of the rules and procedures to guide their behavior. It
intends to improve their performance on the current job and prepares them for an intended
job.

Development is a related process. It covers not only those activities, which improve job
performance, but also those, which bring about growth of the personality. It helps individual in
the progress towards maturity and actualization of potential capabilities so that they can
become not only good employees but better human beings

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 Objectives Of The Project Includes:

 To understand the needs and requirements of senior employees of PSU’s.

 To gain planning skills to make 3 hours bootcamp and make them learn all about the
topic.
 To gain confidence in carrying out both the making and selling aspects of the role.
 To gain the knowledge to be able to meet the needs and requirements of learning
and achieve the targets fast.
 To improve the interviewing skills and explore new areas of Training bootcamps.
 To be able to return to their desks and immediately become productive.

Scope:

 New Trainees (all the senior level employess of an organisation).

 More experienced senior level people who want to learn something new.
 CEO’s/CXO’s professionals who wish to use Learning Bootcamps for Employee
development and diversifying their business .
 Team leaders/managers who will be sending participants/inducting staff, so they
can maximize on the impact of learning back at the desk.

Methodology Followed:

 Descriptive Research
 Sample Design
 Primary Data
 Secondary Data

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ABOUT THE COMPANY
Remorphing is at heart, a premia knowledge-focused
syndication of 400+ of the best of global industry
practitioners and ivy-league academia – corporate
honchos, management thinkers, trainers, speakers,
technologists, even physicists and social scientists. This
syndication drives feed to progressive corporate and
societal firms, bodies and national/state governments,
across a multitude of services.

Remorphing draws on this Syndication to provide in

India and Asia (Singapore/ Hong Kong/ Middle-east):

- Speaking engagements by these experts

- Training workshops by these practitioners

- Consulting mandates run by these syndicate

members.

It also solicits Board level positions in Indian

Corporates for these able and competent business
leaders.

Etymologically, let us grasp what Remorphing

connotes:

Remorphing is the new ideal for organizations,

inspiring them to proactively induce organic change,
not in months and years, but few weeks, even
overnight. It speaks of intelligently and humanely
managing the present, thus equipping for handling the
disruptive future that awaits all of us.

11
The organization is a syndication of the 300+ of the best of global industry experts and ivy-
league academicia, even physicists and social scientists. This syndication drives feed to
progressive corporate and societal firms and bodies across these services:

Advisory-consulting involvement:
The engagement brings in robust mindsets and processes towards strategic alignment,
innovation groundswell and leadership mentoring.

Research & Content Development:

The genres are trends (industry, economy, competition, customer), competitiveness
(responsiveness, metrics), exhaustive case studies and organizational resulting (training
manuals, training software)

Learning & Mentoring needs:

The vehicles are exciting simulation games, power talks and workshops; the substrate is on
boarding company vision, on boarding customer centricity, on boarding competition face-off,
on boarding evolving business context, and on boarding new company facets (processes,
policies, styles, systems)

The syndication flavours self-reflexive application of the vast expertise Remorphing houses onto
itself:

Strategically, we are differentiation tuned, we value the exceptional (and respect everyone else)

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Culturally, our paradigms are an innovative mix of multi-ethnic vibrant stories.

Leadership, the only kind we respect, is the one that values long-term social and planetary
impact, penetratively cutting across form, swamping into genuine substance. Down with
officiousness, pompousness and duplicity!

TEAM OF REMORPHING
Ashok Thussu, Chief Mentor & Beliefs Head

With over 15 years experience in Manufacturing and over 20 years in the services sector he
brings a rich background to his work on enhancing Leadership to help them enhance
people. He holds advanced certification from Leadership Management International, USA
and has worked on developing hundreds of people and leaders. He has been the MD of a mid
sized specialized IT company.

He worked as the CTA for Project Compstrat for UNIDO, developing a software based expert
system for formulating Competitive Strategies. He has served as a member of the executive
committee and Governing Council of a leading business school in Delhi. He brings an
invaluable depth of experience across countries and industries.

His clients include, NTT Communications, Japan (for their India Entry Strategy) and in
leadership development with, GE Money, Hero Honda Group, Asahi Glass, Tecumseh, JCB,
Caparo Group, Share Khan, Slash Support amongst others. He has authored several
methodologies and hold copyrights for software based management decision support
systems. He has presented papers at several national and international fora.

His prowess lies in running full-fledged programs in the domain of:

- Leadership Development

- Strategy Alignment & Implementation

- Life-work balance

- Customized Interventions

- Lifelong Learning

He is acknowledged in industry as a doyen in this arena. The enthusiasm he weaves in his

discourses is infectious; all mid- and top-level management talent can easily relate to him.
Further, he is a strong votary for measurable returns in training with demonstrated
performance enhancement as the outcome of all development initiatives; this is his forte. He
can be reached at ashok@remorphing.com

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Senior Team Members: Abnisha (HR), Vrittika Bhanot (Corporate Relations), Sonam Aneja
(OD), Saumya (Constructs), Sukant Mishra (Hyderabad), Sunidhi (Bangalore); Rick Santonio
(Spain); Pankaj (Tokyo); Vishwajeet (USA); Anaksar Dwivedi (USA).

Research Associates/ Apprentices/ New Joinees: Mishu Pathak, Surinder Singh, Ekta Rao,
Shivani Goel, Sonia Talwar, Prakash Rana, Jagannathan Rao, Sheila Kapoor, Vishwajeet
Kumar, Darshana (Mumbai).

Associate Organizations
Remorphing is directly (not by way of ownership but by way of operational consanguinity)
conjointly working with these organizations:

Institute for Competitiveness: Institute for Competitiveness (IC), India is an independent,

international initiative centered in India, dedicated to enlarging and disseminating the body
of research and knowledge on competition and strategy, pioneered over the last 25 years by
Professor M.E. Porter of the Institute for Strategy and Competitiveness, Harvard Business
School (ISC, HBS), USA. IC, India works in affiliation with ISC, HBS, USA to offer academic &
executive courses, conduct indigenous research and provide advisory services to corporate
and Government within the country. The institute studies competition and its implications
for company strategy; the competitiveness of nations, regions & cities and suggests and
provides solutions for social problems. IC, India brings out India City Competitiveness
Report, India State Competitiveness Report, India Economic Quarterly and Journal of
Competitiveness and is headed by Professor Amit Kapoor of Management Development
Institute, Gurgaon, India.

The institute exhorts that competitiveness be sharpened and boosted. This is across firms,
industries, and economies. Economies are regions of all sizes: cities, states, countries, and
blocks. It also patronizes regions and same domain bodies, supporting by way of research
grants, sponsorships and managerial guidance. It pushes for technology dependent
entrepreneurial surges.

Remorphing is also appreciative and supportive of work of these

organizations, with project to project based understanding:

- CII: Confederation of Indian Industries;

- FICCI: Federation of Indian Chambers of Commerce and Industry;

- ASSOCHAM: Associated Chambers of Commerce, India;

- PHDCII: PHD Chamber of Commerce and Industry;

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 - NHRDN: National Human Resources Development Network

The Strategy – “Execution Enthused” BootCamp

Remorphing brings to you its series of BootCamps – so that your organization can achieve
higher than normal performance milestones. A BootCamp is our solution to your being busy
with organizational affairs; we are sure you realize the importance of continually feeding your
learning curve, yet are handicapped by paucity of time investible as such programs demand.
Thereby we offer short 4 hours learning programs; a win-win configuration of a learning-
oriented workshop; you make huge gains on time invested and still put in half the day in your
office. You can elect the Morning Slot or the Evening Slot.

This BootCamp brings to you

Strategic Frameworks: An American/ Harvard Approach, European Approach and Oriental
(Japanese/ Chinese/ Indian) Approach.
Global Best Practices: Manufacturing (Automobile, Ancillaries, Engineering), Services (BFSI,
Hospitality, Misc.), FMCG & Consumer Durables, Infotainment & IT/ ITES, Infrastructure
(Energy, Realty, Logistics)
Trends & Future Scenarios: Evolving Customer (B2C, B2B for SME & Large Firms)
Evolving Competition, Evolving Environment (Regulatory & Macroeconomic)
Action Plan & initiatives: Instituting Mechanisms, Conception and Execution of Strategy

Boot Camp Objective:

Managers will leave the program significantly more competent in the skills and behaviors
required to execute well thought strategies – they will also learn to conceive strategies which are
practically implementable.
Learning Outcomes:

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Managers will:

Have a clear view of the challenges of executing strategy.

 Understand the key things that managers and leaders need to know about usual fracture
points in implementing strategy in order to become truly effective.
 Have an increased self awareness of their personal leadership style and how this
impacts others in organizational situation.
 Understand communication and cultural issues in managing business teams.
 A simple model to which they can return for diagnosis and solution-coinage when
facing issues in strategy execution challenges in the workplace.
 A toolkit of simple techniques that they can use to secure the best performance from
their team members.
 Decision-making and tracking the results.
 Make commitments to implement changes to approaches of making reports and doing
analysis of competition, context and customer, and to ways of working and Insights
and Deeper Perception into strategy making.
 Robust & Practically Implementable Initiatives for strategy formulation.
 Inspiration & Energizing of Larger Corporate Aspirations.
 Networking.

Attending Benefits:
Remorphing developed the “The Strategy – “Execution Enthused” BootCamp” specifically to
address the challenges associated with leading and managing complex and far-reaching
consequences strategy plans.

We use highly interactive exercises to enable managers to gain an insight into their current
style of conceiving strategy and implementing plans of top management, contrast it with best
practice and understand how to apply that knowledge to their own situation.

We invite managers to commit to positive outcomes related to the effectiveness of their such
handling. These provide a means of tracking the differences made after the program. Managers
then return to work with a toolkit and action plan that can be applied immediately.

Managers will also be encouraged to share commitments so that they can provide one another
peer support and collaborate in developing performance.

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Ongoing Projects
This is a brief listing of ongoing projects in academics and in business:

Book titled Death of a Nation. This book is due to be published by mid-2011, and dissects the
trends towards an inevitable failure of Indian system to cope succesfully with various
challenges.

Book titled Strategy – Multifinalities and Equifinalities.

an NPD engagement towards evolving and configuring a simulation product that has universal
appeal for Indian & Global businesses.

Armoury of Negotiation & Takeover Defences.

Freezing Standards for contrasting various Due Diliginece Frameworks.

Comparison of Deep Diving and Broad-based Analyses.

Clients & Affiliates List

P & G, L’Oreal, Johnson-Johnson

Siemens, GE

Merck, Pfizer, Novartis, GSK, Polaris, India times

Philip Morris, Boeing, Rolls Royce, TNT, hp, Gati, Yahoo, Wipro, Invensys

ABN Amro-RBS, Biogen, Pepsi, Reebok, MNYL

SBI, Indian Oil, HPCL, CII, Assocham, FICCI, MSME, DST

State Governments, City Administrations, Kenya, Sweden, Australia, Israel, Argentina, Eastern
Europe-CIS countries, European Union, ebtc

and many other Fortune 1000 giants

The Experience
200+ simulation sessions, 200+ other genre programs

3000+ mid and top management talent trained, across industries

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Process-driven, incorporating your company culture

Fun and inspirational connect

Numerous industries insights integrating past, present and future

Hands on Real learning as takeaway

Message from Chief Advisor

Remorphing is truly a global business consulting and knowledge services powerhouse. It is
customers-driven as the customers set its agenda and its level of excellence. And Remorphing
steadily matches and exceeds the expectations of its customers in all initiatives and
engagements. It is guided by its core values which keep it (hundreds of ivy-league professors,
alumni, and global industry professionals) focused on helping the customers apply edge-of-the-
wave insights and trends to achieve their strategic goals.

It is a pleasure seeing how such a complex project of coordinating and cohesively binding its
syndicate is led with ease by its delivery and conception teams. The most advanced of
mathematical, statistical and neural networks thoughts have been applied in its design towards
efficient networking. This networking, surprisingly, is human intensive and not technology
reliant; probably by choice. Naturally, access to the frontline talent across various genre, brings
forth Remorphing’s solutions as carefully tailored, combining industry expertise, intellectual
property and deep research in ways that achieve real business results. Yet business and
knowledge rarely stand still. Remorphing teams, and talent pools, continually explore, create
and adopt new innovations to keep the offered solutions ahead of the curve.

Its industry leadership is a result of its human base. This is what makes it one of the outstanding
companies in the consulting industry, and a company to emulate. Each of its talented workforce
brings diverse backgrounds and specialized disciplines to deliver the core thing that the
customers want most – results.

Welcome to Remorphing. We look forward to working with you.

The special ace program themes I have liked immensely are:

Strategy, Leadership and Innovation

Simulation Training

Competitiveness of Firms and Industries

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Investment Mentoring in India

Corporate Advanced Learning Academy

Best wishes,

Sandeep Mann, Chief Advisor

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 LITERATURE SURVEY
Over recent years, the role of the human resources function has changed. Many organizational
leaders now recognize HRM as a vital contributor to the success of an organization (Phillips,
1996). However, this has not always been the case. In general, views on the human resources
function fall into one of two perspectives. The first, and more prevalent perspective, views
human resources as an administrative function which serves only as a legal or clerical
requirement. The second perspective is spreading, and it recognizes the potential of human
resources departments as strategic partners for organizational success (Schneider & Bowen,
1993). Overall, human resources departments are beginning to gain acceptance as important
contributors to an organization’s strategic initiatives (Schuler, 1992).

The term strategy within human resources management, as well as in general, is often used,
seldom clarified, and frequently assumed to be one-dimensional. According to Mintzberg
(1978), the term strategy is typically used to define the deliberate and conscious act of planning
for the future.

All organizations must manage four resources: money, equipment, information, and people.
Investments in better equipment may speed up production or reduce waste. Information is
power; data about products, prices, and customers are essential to every business. Investments
in training and development of employees can make them more productive or more effective in
their jobs, directly contributing to the bottom line.

Burke and Day’s (1986) meta-analysis of managerial training effects (across six training content
areas, seven training methods, and four types of training outcomes) showed that managerial
training is moderately effective. Collins and Holton (2004), in their evaluation of 83 studies
from 1982 to 2001, including education, government, medical, and military organizations, came
to a similar conclusion. Even a moderately effective training program can have a substantial
effect.

A training program for 65 bank supervisors was found to cost $50,500, but the utility to the
organization was over $34,600 in the first year, $108,600 by the third year, and more than
$148,000 by the fifth year (Mathieu &Leonard, 1987).The purpose of training and
management development programs is to improve employee capabilities and organizational
capabilities. When the organization invests in improving the knowledge and skills of its
employees, the investment is returned in the form of more productive and effective employees.
Training and development programs may be focused on individual performance or team
performance.

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The creation and implementation of training and management1857 Training and
Developing Employees development programs should be based on training and management
development needs identified by a training needs analysis so that the time and money invested
in training and management development is linked to the mission or core business of the
organization (Watad & Ospina, 1999).To be effective, training and management development
programs need to take into account that employees are adult learners (Forrest &Peterson,
2006). Knowles’s (1990) theory of adult learning or “Andragogy” is based on five ideas:

(a) adults need to know why they are learning something.

(b) adults need to be self-directed.
(c) adults brings more work-related experiences into the learning situation.
(d) adults enter into a learning experience with a problem-centered approach to learning.
(e) adults are motivated to learn by both extrinsic and intrinsic motivators.

Having a problem-centered approach means that workers will learn better when they can see
how learning will help them perform tasks or deal with problems that they confront in their
work (Aik & Tway, 2006). At different stages of their careers, employees need different kinds of
training and different kinds of development experiences. Although a business degree might
prepare students for their first job, they will need to gain knowledge and skills through
education and experience as they progress through their career. Peters (2006) suggests that
there are four stages of management education with different learning outcomes:

1. Functional competence, an understanding of finance, accounting, marketing, strategy,

information technology, economics, operations, and human resources management;

2. Understanding context and strategy and how organizational processes interrelate, to make
sense of societal changes, politics, social values, global issues, and technological change;

3. Ability to influence people, based on a broad understanding of people and motivations; a

4. Reflective skills, to set priorities for work efforts and life goals.

Therefore, to maximize the effectiveness of training and development, organizations must

constantly assess their employees’ current training and development needs and identify
training and development needs to prepare employees for their next position. This requires
that organizations recognize that different employees will have different needs and that these
needs will change over time as these workers continue in their careers.

According to Elippo, Training is the act of increasing the knowledge and skill of an employee for
doing a particular job.

According to Dale Yoder, "Training is the process by which manpower is filled for the particular
jobs it is to perform."

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According to Beach, "Training is the organized procedure by which people learn knowledge and
skills for definite purpose."

9 key components to look for in manager training

programs
November 8, 2012 By Rich Henson
There is no shortage of options available for online manager training programs. You could
spend days trying to sort through the clutter.
For business and professional organizations with motivated learners, here are nine key things to
look for when evaluating online training programs for your managers.

1. Real-world information

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The single most important aspect of online training is that it conveys the information managers
need to do their jobs better. In business, this must be focused content created by practitioners
who’ve been there. Look for real world; no ivory tower and no beating around the bush. For
instance: You can have a training program that discusses every aspect of illegal retaliation, or
you could have one that’s focused on the eight protected activities that your managers must be
aware of to avoid retaliation lawsuits. Which is best? Clearly the latter.

2. Convenience
The best online manager training programs are available any time and anywhere, for anyone
who needs to take the course. On a plane, at a desk or on the couch at home, learners need
simply boot up the computer, click a mouse and class is in session. No more trying to
coordinate the schedules of a dozen different managers.

3. Quality topics
Some companies can afford to have courses created and tailored just for them. The rest of us
buy off the rack, and the quality can vary from a luxury clothing boutique to a five-and-dime. Be
sure online programs cover the must-have skills leaders need to improve on, such as handling
difficult conversations, interviewing, motivating, avoiding workplace bias and harassment, etc.

4. Cost
Cost for online manager training varies widely. Some colleges charge $3,000 or more per
course for a single learner, while some online vendors charge as little as $50 a month for
unlimited users. The price often bears little relationship to the quality of the content. The best
advice: Buy only what you need. For instance, there are vendors that offer 50 or more training
programs at one price, but you might only need 10 to 15 of them.
Don’t buy what you don’t need.

5. Ease of use
Online programs should look attractive and draw the learner in with simplicity of use. The
program should be easy to share with all managers, regardless of their locations. It should boot
up simply and the user should be able to navigate from beginning to middle to end at any time.
The ease of use will impact the amount of time spent administering and learning on the course.

6. Interactivity

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Great online training puts learners behind the wheel. Well-designed, interactive training
requires managers to succeed at solving ever-more-challenging scenarios. These interactive
components should not be impossible, or needlessly difficult or tricky. Instead, they should
challenge the learner to build on what’s been taught so far, and they should take the manager
logically to a place of understanding when the course is done.

7. Engaging speakers
Even motivated learners will tune out a boring presentation. Online program design should
include speakers who can grab and keep the attention of even your busiest managers.

8. Tracking and record keeping

Training managers need to keep track of who took what, when they took it, and how they
performed. Online programs should have built-in features that allow you to automate the
administration of the training, let users self-guide through the training and deliver content in an
easy format.

9. Retention and refreshers

One of the more attractive features of online training — versus traditional classroom training —
is the learner can go back and refresh at any time. No need to track down your professor and
have to bribe him to go over it again. What’s more, when the learner does backtrack, the online
course presents the exact same information in the exact same way. No forgetting or omitting
what was taught the first time.

A major factor or function of Human Resource Management that distinguishes it from

personnel management is Training and Development. Training can be defined as a planned
process by which people acquire the capabilities and competencies to aid in the overall
achievement of the organizations goals and objectives. Training can be seen from the very
entrance into the organization, for example, orientation where the employee is taught the
organization culture. It continues into the probation period, where employees gain sufficient
skills for the position held and can also be seen throughout the duration of employment. Thus,
training act as a remedy to change within an organization. There is a strong link between
training and learning, both foster a permanent change in behavior according to the behaviorist
approach and thereby facilitate the movement towards a learning organization. Peddler defines
the learning organization as a vision of what might be possible. It is not brought about simply by
training individuals, it can only happen as a result of learning at the whole organization that
facilitates the learning of all its members and continuously transforms itself. (Pedler et al
1991:1)

24
To create learning programmes for senior employees of public sector unit is really a big
challenge; it requires a deep understanding on the elements of needs and requirements of
training and the competencies that are required for each step. It is an attempt to understand
the 360 degree view of training process from all the perspectives and inculcate it in a form of a
learning boot camp for the Professionals so as to improve or enhance the skills of leaders and
diversify the organization.

In the phase of Globalization, where not only the possession of knowledge & expertise but also
the presentation of facts have become utmost important, it is really quite essential for an
organization to embark its personnel towards an outright business personality, who is not only
an official fragment but a thorough executive.

The only way to this attainability of superfluous ‘Human Capital’ is to train them. As this is now
globally accepted that all individuals may not have the complete skill set to deal in the business
environment. But the fact which also cannot be ignored is that they are intelligent & competent
enough as per their job description. This gap can be bridged by the Corporate Training & an
extension of professionalism can be stretched from their imagism.

That’s why have come up with really innovative & thru experienced crystalline methodologies
to train senior employees in making them a real productive workforce for their organization. I
am creating a programmes i.e. Strategic Talent Leadership, which can give them the right edge
& will be helpful in making them more compatible in the organization & will prepare them for
forthcoming opportunities.

25
 Kolb’s learning styles

David Kolb's Experiential Learning: Experience as the source of learning and

development (1984) theorized that four combinations of perceiving and processing determine
four learning styles that make up a learning cycle. According to Kolb, the learning cycle involves
four processes that must be present for learning to occur:

o Diverging (concrete, reflective) –

26
 Emphasizes on the innovative and imaginative approach to do things. Views concrete
situations from many perspectives and adapts by observation rather than by action.
Interested in people and tends to be feeling-oriented. Like such activities as cooperative
groups and brainstorming.

o Assimilating (abstract, reflective) –

Pulls a number of different observations and thoughts into an integrated whole. Likes to
reason inductively and create models and theories. Likes to design projects and
experiments.

o Converging (abstract, active)-

Emphasizes the practical application of ideas and solving problems. Likes decision-
making, problem-solving, and the practicable application of ideas. Prefers technical
problems over interpersonal issues.

o Accommodating (concrete, active) –

Uses trial and error rather than thought and reflection. Good at adapting to changing
circumstances; solves problems in an intuitive, trial-and-error manner, such as discovery
learning. Also tends to be at ease with people.

Kirkpatrick's learning and training evaluation

theory

27
What this model includes?

Donald Kirkpatrick's 1975 book Evaluating Training Programs defined his originally published
ideas of 1959, thereby further increasing awareness of them, so that his theory has now
become arguably the most widely used and popular model for the evaluation of training and
learning. Kirkpatrick's four-level model is now considered an industry standard across the HR
and training communities. The four levels of training evaluation model was later redefined and
updated in Kirkpatrick's 1998 book, called 'Evaluating Training Programs: The Four Levels'.

The four levels of Kirkpatrick's evaluation model essentially measure:

• Reaction of student - what they thought and felt about the training

• Learning - the resulting increase in knowledge or capability

28
• Behaviour- extent of behaviour and capability improvement and implementation/application

• Results - the effects on the business or environment resulting from the trainee's performance

The first three-levels of Kirkpatrick's evaluation -- Reaction, Learning, and Performance are
largely "soft" measurements, however decision-makers who approve such training programs,
prefer results (returns or impacts). That does not mean the first three are useless, indeed, their
use is in tracking problems within the learning package:

• Reaction informs you how relevant the training is to the work the learners perform (it
measures how well the training requirement analysis processes worked).

• Learning informs you to the degree of relevance that the training package worked to transfer
KSAs from the training material to the learners ( it measures how well the design and
development processes worked).

• The performance level informs you of the degree that the learning can actually be applied to
the learner's job ( it measures how well the performance analysis process worked).

• Impact informs you of the "return" the organization receives from the training. Decision-
makers prefer this harder "result," although not necessarily in dollars and cents. For example, a
recent study of financial and information technology executives found that they consider both
hard and soft "returns" when it comes to customer-centris technologies, but give more weight
to non-financial metrics (soft), such as customer satisfaction and loyalty (Hayes, 2003).

TRAINING PROCESS

Training refers to the methods used to give new or present employees the skills they need to
perform their jobs.

TRAINING STRATEGIC CONTEXTS:

 The aims of firm’s training programs must make sense in terms of the company’s
strategic goals.
 Training fosters employee’s learning, which results in enhanced organizational
performance.

THE FOUR STEP TRAINING PROCESS

29
 Evaluation

Program
Implementation

Instructional
Design

Need Analysis

1. Need Analysis-

 Identify the specific knowledge and skills

 Identify the job requirements
 Compare these with the prospective trainees’ skills and knowledge
HOW TO ANALYSE TRAINING NEEDS?
 TASK ANALYSIS- An analysis of job’s requirements

 PERFORMANCE ANALYSIS- An analysis to verify if there is performance deficiency.

30
2. Instructional design-

 Formulate specific, measurable knowledge and performance training objectives

 Review possible training program content
 Estimate a budget for the training program

3. PROGRAM IMPLEMENTATION-

 Give training to the employee targeted group in actual

 Use various methods such on the job training or online training etc.

4. EVALUATION-

31
 Assess the program’s success or failures.

TRAINING PROVIDED BY NTPC

NTPC subscribes to the belief that efficiency, effectiveness and success of the organisation
depends largely on the skills, abilities and commitment of the employees who constitute the
most important asset of the organisation. Therefore, a lot of emphasis is laid on the training
and development of employees.

NTPC view of employee development has a very wide perspective and is not constrained to job
related inputs. Training in NTPC is carried out with short term and long term objectives to
impart skills required to carry out various jobs and provide developmental input for the
individual’s and organisation’s future growth.

Training Infrastructure
NTPC’s training policy envisages minimum 7 mondays of training per employee per year. Our
philosophy is to develop our own training systems and deliver training internally as far as
possible. Hence, NTPC has developed its own training infrastructure which comprises of –
Power Management Institute– It is the apex training institute of NTPC located in NOIDA, close
to the company headquarters and houses a world class training infrastructure. It has two
residential hostels with internet broadband facility in each room. PMI has multiple training and
conference rooms fitted with audio visual training aids. The PMI auditorium has a seating
capacity of 300 and hosts many conferences at national and international level.
PMI houses indoor badminton court, swimming pool, tennis court and gym for use of
participants. The Institute has full time dedicated faculty and organises training and
conferences for NTPC and other companies as well.

32
Employee Development Centres- Employee Development Centres (EDCs) are located at all NTPC
projects and stations and take care of training needs of employees at the unit. They have
similar infrastructure as that of PMI and have full time dedicated staff of 150 employees across
NTPC. EDCs serve to meet the training needs that can be catered to locally.

Simulator Centres - NTPC is the proud owner of two simulator training centres, for both coal
based and gas based plants, which are the only ones of their kind in the country. Our gas based
simulator centre is located in Kawas (Gujarat), while coal based simulator centre is in Korba.
These simulator centres are meant give hands on experience of operating a power plant to our
engineers. NTPC also extends this facility to many other organisations in power industry or
equipment manufacturers who send their employees for training at our simulator centres.

Planned Interventions
For management development, NTPC has a set of planned interventions designed for each
stage in a person’s career. Each of these is a custom made, medium term training programme,
specifically designed to give developmental input at a particular stage in the person’s career.

BHEL follows the philosophy to establish and build a strong performance driven culture
withgreater accountability and responsibility at all levels. To that extent the Company
viewscapability as a combination of the right people in the right jobs, supported by the right
processes,systems, structure and metrics.The Company organizes various training and
development programmes, both in-house and atother places in order to enhance the skills and
efficiency of its employees. These training anddevelopment programmes are conducted at
various levels i.e. for workers and for officers etc.VARIOUS TRAINING PROGRAMMES
ORGANISED FOR THE WORKERS IN BHEL:-
S.noTraining ProgrammesDurationConducted by
1ISO 9000 and ISO 14000 refresher programme1 dayWorker teachers2Personality
development2 daysWorker teachers3Worker teacher’s day1 dayWorker teachers4ISO 14000
awareness½ dayWorker teachers5National safety day1 dayWorker teachers6Fire fighting½
daySecurity officer 7Worker’s participation inmanagement3 daysCentral board of worker’s
association8Educational trip to Nainital,Rishikesh, Dehradun7 daysWorker teachers9Gemba-
Kaizen workshop5 daysKaizen institute10Security and fire fighting1 dayWorker
teachers11Positive approach1 dayWorker teachers12Vipassana meditation2 daysVipassana
SadhnaSansthan13Worker’s children- Workshop for young people, personalitydevelopment1
dayShakuntala Anand

33
TRAINING IN BHEL

BHEL provides training to all its employees as per the policy

of the organization. BHEL follows the philosophy to
establish and build a strong performance driven culture
with greater accountability and responsibility at all levels.
To that extent the Company views capability as a
combination of the right people in the right jobs, supported
by the right processes, systems, structure and metrics. The
Company organizes various training and development
programmes, both in-house and at other places in order to
enhance the skills and efficiency of its employees. These
training and development programmes are conducted at
various levels i.e. for workers and for officers etc.

34
35
 MY INTAKES FROM RESEARCH

Training can help enforce the goals, and by checking on an annual basis, it can be reassured the
message is going in. As a business, an organization always looks to expand and have good
growth potential. Therefore it is needed to attract employees, and maybe new graduates, to
come and work for it. A corporation having a proper training scheme in place can be something
that is very appealing to leaders, as it will give them the chance not only to boost their
capabilities, but also allow them to have the idea that they may be able to move up the
company’s standard; it basically makes them feel that they will not be stuck in a dead end
position for all of their time that they spend working.

36
 PLANNING OF CREATING A LEARNING BOOTCAMP
FOR SENIORS LEADERS

Objectives
Creating effective learning environments plays an important role in supporting organizational
learning, changing individual and social interpretation patterns of reality, developing knowledge
and competencies. The project focuses on Attitude and approach to give high level training to the
senior level people rather than lower level employees on basic things.
Its objective to enhance the skills and competencies of senior leaders as a means to meet the
changing needs of the organisation promulgates the following:

 To provide appropriate training opportunities to address the professional development

needs of managers and support the Organization in fulfilling its mandates;
 To assist and encourage leaders to develop and enhance their skills, knowledge and
competencies and contribute to their professional growth;
 To enable the Organization to attract, motivate and develop its employees
 To create a positive work environment and greater satisfaction and commitment

Successful training efforts result in the development of a work force that not only
benefits employees, supervisors, and departments but also contributes to the lasting
greatness of this exceptional institution.

Benefits
 It helps in making managers skillful, capable and highly productive
 It creates a positive image of the organization in the Job Market
 It helps in decreasing the attrition rate though attained satisfaction
 By assessing employees every year the company can make sure that its targets are being
met in the most efficient way possible.
 It can also be linked in with personal assessments

Training can help enforce the goals, and by checking on an annual basis, it can be reassured
the message is going in. If not then any possible improvement that the employees should
have will be seen upon.

37
Limitations:
The project has inherent limitations due to its potential scope.

 This study requires a lot of understanding and in-depth knowledge of each and
every aspect related to conception and creation of learning boot camps.
 Sometimes becomes difficult to extract the insight knowledge from the professionals
as they are restricted due to company’s policies.

Points to be remember while creating a bootcamp

According to Matt McKay, Demand Media

There are many ways to create an employee training program, but even the simplest program
requires time and money. Fortunately, there are tips and resources available that will help even
the smallest businesses develop a program on a tight budget. Training is an investment in your
business and staff that will provide lasting returns in productivity and profits, but only if it is
well-planned and implemented. Business owners and managers must make a commitment to
any new training program and create an atmosphere and culture of ongoing employee and
business improvement.

Step 1
Assess training needs by defining company needs and goals. Based on these needs and goals,
identify position-related goals and the skills necessary for the employee to achieve these goals.

Step 2
Separate trainings into soft and hard skill categories. Soft skills are trainings on topics such as
customer service, policies, harassment, diversity, safety and other general information
trainings. Hard skills are those used to complete a specific task, such as machine operation or
specific job procedures.

Step 3
Create a training matrix on paper or a computer spreadsheet that lists employee names, job
titles and all trainings available. Placing scheduled training dates next to the employee's names
for each training will allow you to use the matrix as a scheduling and tracking guide.

38
Step 4
Match employees with trainings that suit their specific jobs. Some general information trainings
should be assigned to every employee on the training matrix.

Step 5
Designate an in-house training coordinator or team to help develop and create your program;
take advantage of the many resources available online. You may also choose to hire an
independent training company to develop your program. The coordinator or team leader will
oversee all training programs.

Step 6
Implement your training program with all new hires during their orientation, especially those
trainings related to safety and policy. Arrange for current employees to attend trainings as
needs arise or schedules allow.

Step 7
Follow through with your training program. Now that you've spent time and money getting it
prepared, your goal is to get each employee trained as quickly as possible.

Step 8
Monitor your training program regularly by obtaining employee feedback and comparing
department "before and after" training productivity statistics. It's okay to tweak and modify
trainings as the program progresses.

39
 DESCRIPTION OF THE PROGRAM

Strategic talent leadership

You are not a true leader!

INTRODUCTION
Strategic Talent Leadership is to attract, develop, deploy and retain to have excellent new
leaders on your roaster who fundamentally rethinks which will align the human resources
strategy with the overall business strategy, to effectively derive results.

40
KEY FEATURES
 Concepts and frameworks that help you directly link human resources with your
organisation’s vision and competitive strategy.
 Sophisticated understanding of how to manage human resources and practices in ways
that add the most values to your organisation.
 Knowledge of how to implement change and manage organisational transitions your
firm adapts to new market conditions.
 Ability to identify the customer value proposition and link to your organisation’s culture.

ADVANTAGES
 Align human capital needs with business strategy.
 Clarify current and future roles and responsibilities.
 Focus training, development and recruitment efforts.
 Ensure knowledge transfer across multigenerational workforce.
 Maximize the contribution of every employee.
 Minimize disruption associated with sudden departures.

OUTCOMES
 Set direction
 Engage each employee
 Provide feedback
 Architect learning
 Recognize excellence
 hire the right person
 Unleash passion

This is a three hours boot camp which includes 12 tracks of 15 min. Each

The trainees need to fill the entry mapping form. The contents of the programme are as
follows.

Where have all the leaders gone?

Margaret Thatcher and Ronald Reagan were great leaders because they had very clear visions
of where they wanted to take their countries. They articulated a few major priorities and

41
devoted their administrations to achieving them. Reagan’s predecessor, Jimmy Carter, was a
good and principled man but did not have a successful presidency primarily because he couldn’t
– or at least didn’t – adequately explain to the nation where he wanted to lead us.

A leader is strong and confident, someone who will not be deterred by criticism, setbacks, or
even threats to his or her life.

A leader is disciplined, focused, hard-working, and unrelenting. Bill Gates and Steve Jobs did
not create Microsoft and Apple by working nine-to-five. Creating those companies consumed
their lives and changed the world. Great leaders are driven to leave their mark and impact on
society.

Genuine leaders inspire us by example, not by command or flowery rhetoric. We all know
people who govern through intimidation but are not truly leading. Genuine leaders set higher
standards and expectations for themselves than for anyone who follows them.

Sadly, as I look at the world stage today, I do not see great leaders – leaders who are willing to
make the difficult decisions required to move us out of economic and political crisis. Can you
think of a single current political leader who stands tall alongside the likes of Lincoln, Gandhi,
Churchill, Eisenhower, Reagan, Mandela, Thatcher, Gorbachev, Martin Luther King, or Franklin
Roosevelt?

Whether we agreed with or even liked these people – and most of them were very
controversial during their day – we cannot doubt that they were true leaders in every way.
They were strong, inspiring, disciplined, unrelenting, and focused. They had clearly articulated
visions, believed in something larger than themselves, had goodness in their hearts, and were
undeterred by criticism or even death.

For all of its faults, the world has arguably never been a better place than it is today. As a
whole – and with some glaring exceptions – the world is more civilized, better educated, less
threatened by wars and disease, better integrated, less discriminatory, better fed and housed,
and more democratic and peaceful than just a few centuries or even a few decades ago.

We have come a very long way in a relatively short time, but much remains to be done. We
need a new generation of business, education, religious, and political leaders to help us get to
an even better place.

I don’t know where all the leaders have gone, but I’ve concluded that a more important
question is how will we produce the new leaders we so desperately need?

42
 PEOPLE DON’T TRUST LEADERS

DO YOU KNOW WHY?

BECAUSE

YOU ARE NOT A TRUE LEADER!

THE THINGS WHICH PEOPLE WANT IN THEIR LEADERS!

43
DO YOU HAVE ALL THIS IN YOU?

 Community (they want to be a part of something)

 Authenticity (want to be read by real person to whom they can trust)
 Significance ( they want to be appreciate for the contribution they make to the whole)
 Excitement (something new)
 Empathy (they need to act like a teacher for their employees)
 Devotion to the interest of others
 Giving direction is to get into the direction of always explaining ‘WHY’
 Curiosity
 No longer applying yesterdays solutions to present problems
 Why am I doing what I m doing (clarify the purpose)

NOW ASK YOURSELF!!!

Are you really a complete leader?

Remember, it’s always difficult to transform the organisation to skilful without making any
effort.

Now there is a question for you all?

To be an ideal leader you need to add all the above things in you. Right?

And for that you need to interact with your employees to be a better and an effective leader

While looking forward in this, if you want to interact, you need a strong networking with your
employees.

Therefore, networking is the root of being an effective leader.

44
MAKING YOUR OWN LUCK
network your face off

The best networking suggestion I can offer? Always say yes to invitations, even if it's not clear
what you'll get out of the meeting. I'm not arguing for long, pointless, unstructured
conversations with everyone you meet. But many of most fruitful relationships have resulted
from a meeting or call in which I was not entirely sure what would or would not come of the
conversation.

You could call it making your own luck, by increasing the odds of making the right connection.
Because you can't assume that you know much about someone you don't know very well. You
may know their occupation, industry, and job title — but you don't know what they may be an
expert in, and you certainly don't know who they know.

Of course you can't possibly take every meeting. But regularly connecting without a reason or
purpose — with people who seem to be doing interesting things — can have unexpected
benefits.

When you want something, broadcast that to everyone you meet

When talking about your desires for your business, be honest. A little candor, a little
vulnerability, goes a long way in turning a conversation from trite to meaningful.

45
Let me share the real life story of Kathryn
Minshew with you
For a period in January, I desperately wanted to land a partnership with Yahoo. For an entire
month, I answered every "How are things going?" question with some variation of: "Great! I
just started YCombinator, which has been an adventure. Now I'm trying to put together a
partnership with Yahoo. How are things with you?"

Ninety-seven times out of a hundred, the conversation continued as normal, with a reciprocal
introduction or update and additional exchanging of information and small talk. But three
people I spoke to were different: They immediately responded by suggesting they had a former
colleague, relative, mailman, or friend at Yahoo, and would I like an introduction? In thirty days,
I went from no relationships at Yahoo to three warm introductions to power players who could
make my desired content syndication partnership happen. Six weeks later, Daily Muse content
went live on Yahoo! Shine.

I didn't know any of those three people had a Yahoo connection; in fact, they were hardly the
ones I would have deemed most likely. And quite frankly, if I had sent out an email asking one
hundred people in my network if they knew anyone at Yahoo, it would certainly have felt like
an imposition. But the strategy of taking a broad range of meetings and letting everyone know
the problem I was tackling — that strategy worked, and it has worked again and again in the
months since.

Networks are powerful, and when done right leave you surrounded by a core of individuals
who are all rooting for your success and happy to help you. The building blocks of a great
network aren't purpose-driven meetings — they're casual encounters, agenda-less coffee
catch-ups, and even favors for people who don't seem to be in any position to help you right
now. Build your network that way, and when you present your acquaintances with a problem
they realize they can solve for you — they'll be right there with an offer to help.

Do you want to become an ideal leader like one of the most successful and an efficient C.E.O.
i.e. Mr. Ramcharan?

Then, have a look on his story in his own words, which makes him so popular among people

http://www.youtube.com/watch?v=gOSxbQCMWpkhttp://www.youtube.com/watch?
v=gOSxbQCMWpk

46
LEADERSHIP PIPELINE ACCORDING TO RAMCHARAN
Currently business depends on intellectual and financial capital. The intellectual capital lies in
the employees at all companies level, but strong leadership is required to fully develop it. In the
new information economy, leadership at all levels is the requirement for a company to survive.
Is it possible to play leadership succession in the development.

What are the six key passages in trhe leadership pipeline

From leading oneself to leading others

From leading others to leading managers

From administrative managers to functional managers

From functional manager to business manager

From business manager to managing director of business group

From managing director of business groups to the general manager of the company

CASE STUDY

QIAGEN SINGAPORE Pte Ltd: Team Leadership Challenge

QIAGEN is the leading provider of sample and assay technologies for life sciences, molecular
diagnostics, applied testing and pharma. It has developed and markets more than 500 sample
and assay products as well as automated solutions for such consumables.

QIAGEN has recently set up a new Service Solutions Center in Singapore to cater to the Asia-
Pacific region. It has also acquired local biotechnology company, Research Biolabs, and set up
its South East Asia (SEA) sales and marketing headquarters.

47
The Challenge

In view of these challenges, CELSIM was asked to design and deliver a team building workshop
to break down unproductive silos, improve communication, generate team spirit and move the
team from individual potential to team performance.

Using our GAINMORE™ Development Needs Diagnosis Framework, three key issues facing the
Singapore team should be addressed:

Teamwork: recognise personal strengths and weaknesses and the power of team diversity and
synergies of individual contributions.

Develop Trust: establish an open communication platform that engenders trust in each other,
create platform for ongoing discussion and continuous refinement.

Shared Situational Awareness: develop unity and cohesion of effort towards stated goals, break
down any silos and provide a compelling motivation to share.

The Solution

In partnership with Emmy Lee, Assistant HR Manager, we designed a one day Team Leadership
Challenge – combining GAPPS self and team roles assessment, coaching, treasure hunt at Fort
Canning Park, and a management decision game – to address the team and leadership
challenges of QIAGEN. This included:

An active “treasure hunt” to motivate teams to accomplish their best and learn to effectively
lead, persuade and influence each other towards achieving common goals.

A management decision game to encourage knowledge sharing, team problem solving, and
provide a compelling motivation to share.

Drawing together the learning and experiences, creating a plan of action for transfer to the
workplace that continues to enhance team and personal development.

48
The Results

This Team Leadership Challenge provided a non-threatening platform and an engaging

environment that encouraged the development of self-awareness and the affects of behaviour,
aided alignment, fostered high team spirit and integration, shared experience and fun in a
competitive and collaborative experience.

Michael Koenig, General Manager SEA, a participant on our team leadership challenge says,
“Thank you for your organisation, creativity, and high energy leadership in facilitating our
teambuilding workshop. We had a fabulous time on the treasure hunt learning about each
other. The decision game gave us all a new perspective to meet some challenging goals. It was
excellent, unique and enjoyable

ARE YOU ASKING THE RIGHT QUESTIONS TO YOUR EMPLOYEES?

Now, these are the questions which a TRUE leader should ask!!!

49
THE BEST TALENT IN A LEADER IS BRINGING OUT THE TALENT
IN OTHERS

A superior leader is a person who can bring ordinary people together to achieve extraordinary
results." Many years ago, an entrepreneur told me that. He was right.

But this isn't just true of leaders. It's true of all human beings.

I've come to believe that the most valuable talent is being able to recognize hidden skills that
others possess. Why? There's only one you, and you only have so much time. But if you can
bring out the best in others, you gain remarkable leverage.

So very hard...

I'm not just talking about recognizing talent. I'm talking about being able to recognize a look in
someone's eyes that tells you something valuable is burning inside that person.

I'm talking about realizing that if you take Jake's drive, mix it with Julie's intelligence and Dave's
creativity, then you will transform three mildly effective people into a spectacular team.

I'm talking about looking past what's "wrong" with others, and instead seeing what's special
about them in very pragmatic and actionable terms.

How do you do this?

50
Here's a short list of ways you can bring out the best in others:

1.) Let your gaze - and your attention - linger. Instead of rushing past a person, or barely
acknowledging their existence, you could choose to stop and really look into their eyes. Look at
their body language. Consider what they are NOT saying and NOT doing. Ask yourself why.

Consider two possibilities. One is that they have more value to add, but are unwilling (yet) to
show greater initiative. Another is that they lack the confidence to utilize their "hidden" talents
in a public fashion. Then look for ways to offer motivation and support.

2.) Magnify the quietest voices. Money, power, and influence often flow towards the loudest
voices in an organization - but sometimes the quietest voices possess the best answers. Can you
think of a way to magnify the quiet voices?

For example, I once visited an organization and was greeted by dozens of outgoing, warm
people. But one young woman sat quietly in a corner, studying a book. It turned out she had
recently moved from China, and did not yet have a strong mastery of English. But she was a
genius, had performed at Carnegie Hall as a teenager, and had both a broader and deeper
perspective than virtually everyone in the room.

Think about ways you can identify and encourage these quiet gems.

3.) Mix things up. Watch for opportunities to create non-intuitive combinations of people, ideas
and circumstances. You can do this through social events, discussion groups, or even a carefully
orchestrated meeting. You can do this by introducing people via email, and giving them a
reason to interact.

Many times, we make the mistake of waiting for others to initiate change. You might be
thinking: this isn't my job, I'm not head of the department/division/company. Anyone can do
this, and no matter who does it, that person is cultivating the amazing skill of bringing out the
best in others.

4.) Look past your own biases. Most of us are drawn to certain types of people. They might be
like us, or they might simply be people who like us.

If all you do is to follow your natural instincts, then you will be blind to most of the talent on
Earth. You need to cultivate an appreciation for people who think, act, and feel differently than
you. This is a tremendously difficult challenge.

One way to start is to make others feel important by listening, really hard - with 100% of your
attention - to what they have to say. Then repeat back what they told you, so that they know
you understood. It's a small step, but an important one in the right direction.

51
If you only interact with people who are within your comfort zone, you will seldom achieve
anything great. Almost by definition, spectacular progress requires disparate ideas and talents
to come together in unprecedented ways.

CHALLENGE FOR LEADERS

In today’s hyper-specialized global work environment, significant pressures exist on
multinational organizations to define and execute leadership development very differently –
and far more rapidly – than they are used to doing.

The primary challenge: current leaders cannot continue to develop future leaders using an
outdated model. Various sets of skill complexities and environmental factors are affecting what
leaders need to do and how rapidly they need to respond. This includes high potentials’
possessing a global, sophisticated point of view and highly developed cross-cultural
interpersonal skills.

Historically, organizational leaders were able to groom high potentials in ways that closely
resembled the current leadership team’s mindset. Organizations are acknowledging the fact
that high potentials need new and previously untested capabilities. Given the forward-looking
view that companies need to take, utilizing a cookie-cutter approach results in various
challenges:

“How do we identify individuals who can become the type of leader we need?”

“How can we help high potentials successfully develop leadership skills without a proven mold
or template in place?”

“What is the best way to allocate our talent management resources?”

Many structured leadership, pre packaged training, or different types of work jobs may already
be in place. However, to answer these questions and successfully address your talent gaps,
utilizing a highly systematic approach to building leadership development – including individual
engagement, which drives career development – has proven to be most effective.

Developing focused leadership development programs requires a high degree of customization

– i.e., examining the company’s business strategy and business goals over a three, five, and 10-
year timeframe to ensure successful program strategy development and execution. In addition
to internal metrics reviews, external analyses are important because they examine outside
forces affecting the business that are going to impact finding and/or developing the right
leadership talent.

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 Utilizing an integrated approach to leadership development includes closely managing the
identification, selection, assessment, and development of high-potential talent. This helps
ensure both their success in future leadership roles and your organization’s long-term viability.

MINING YOUR COMAPNY’s TALENT

Have you ever worked with someone who made your own job difficult? Someone who forced
you to pick up the slack, or who had “personality issues”? Such people make you feel like you’re
working two jobs — theirs and yours.

Such an experience makes you appreciate their rarer opposites — those who do their jobs
really well. When you work with competent, caring people, you become more positive. The
workplace isn’t a grind. It positively hums.

Getting the right people on the bus, to use Jim Collins’ phrase, is the single most important
thing a manager can do. If you work for a large multinational organization, chances are that
some of the right people are already on the bus. But how do you go about finding them? And
once you do, how do you keep them?

I learned about the importance of talent-mining once again when I became CEO of Campbell
Soup Company a decade ago. To help turn the company around, we needed exceptional leaders
dedicated to delivering high performance and building a culture that could support the internal
talent development. Over the first three years, we had to replace 300 of the top 350 leaders in
the company. 150 were promoted from within, but we also needed to reach outside to find
another 150 leaders capable of leading the change process. It was clear that we could not
continue to attract so much talent from outside for long.

Attracting, developing and retaining talent is a multi-faceted, complex process. Here are a few
things we’ve done to lift our own game.

Declare Yourself. Relatively early on, we very publicly made a commitment to each employee
with our Campbell employee value proposition. This kind of declaration demonstrates a real
commitment to talent development.

Organize to Execute. It’s critical to clearly signal your commitment to a quality talent-mining
process. At Campbell, we have a very robust organization resource planning process that
ensures our commitment to the development of each employee.

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Clearly Define Expectations. Every leader needs to know what their own, and the company’s,
“true north” is. Our six-point Campbell Leadership Model explicitly defines our leaders. This
model is part of our performance evaluation process; our training and development programs
strengthen skills in all six areas.

Break Bread. To make sure I’m touching all of the nooks and crannies of our talent base, I invite
a mixture of people from administrative assistants to vice presidents to private CEO “Lunch and
Discuss” sessions every six weeks or so. We meet under the Las Vegas Rule — what is said in
the room, stays in the room. The discussions ultimately become quite candid. Over the years,
I’ve met with hundreds of associates this way and it has enabled me to get further insights into
how we can manage our talent more effectively.

Build Skills. To develop talent, you have to walk the talk. For example, I started an internal
program called “The CEO Institute” that takes the next-generation leaders at Campbell through
a two-year training course. With good support, I teach the course myself to 20 leaders per
session. It’s demanding. I require reading, homework, 360° feedback and one-on-ones as well
as attendance to five intense group off-sites. The program helps managers develop a leadership
philosophy that is well-aligned with their personal objectives.

Wander Around. I take half an hour a day to literally wander around our offices and see our
operation in action. If you do the same, you will eventually develop a “feeling” for your talent
base that simply cannot be developed in your office. I also encourage leaders to “virtually”
wander around their global operations via internal websites to get a better sense of the strong
performers in other locations.

MAKING STAR TEAMS OUT OF STAR PLAYERS

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Top talent is an invaluable asset: In highly specialized or creative work, for instance, “A” players
are likely to be six times as productive as “B” players. So when your company has a crucial
strategic project, why not multiply all that firepower and have a team of your best performers
tackle it? Yet many companies hesitate to do this, believing that all-star teams don’t work: Big
egos will get in the way. The stars won’t be able to work with one another. They’ll drive the
team leader crazy.

Mankins, Bird, and Root of Bain & Company believe it’s time to set aside that thinking. They
have seen all-star teams do extraordinary work. But there is a right way and a wrong way to
organize them.

Before you can even begin to assemble such a team, you need to have the right talent
management practices, so you hire and develop the best people and know what they’re
capable of. You have to give the team appropriate incentives and leaders and support staffers
who are stars in their own right. And projects that are ill-defined or small scale are not for all-
star teams. Use them only for critical missions, and make sure their objectives are clear.

Even with the right setup, things can still go wrong. The wise executive will take steps to
manage egos, prune non-team-players, and prevent average co workers from feeling
completely undervalued. She will also invest a lot of time in choosing the right team leader and
will ask members for lots of feedback to monitor how that leader is doing.

TALENT LEADERSHIP FOR THE 21ST CENTUARY

Failures in talent management are an ongoing source of pain for executives in modern
organizations. Over the past generation, talent management practices, especially in the United
States, have by and large been dysfunctional, leading corporations to lurch from surpluses of
talent to shortfalls to surpluses and back again.

At its heart, talent management is simply a matter of anticipating the need for human capital
and then setting out a plan to meet it. Current responses to this challenge largely fall into two
distinct—and equally ineffective—camps. The first, and by far the most common, is to do
nothing: anticipate no needs at all; make no plans for addressing them (rendering the term
“talent management” meaningless). This reactive approach relies overwhelmingly on outside

55
hiring and has faltered now that the surplus of management talent has eroded. The second,
common only among large, older companies, relies on complex and bureaucratic models from
the 1950s for forecasting and succession planning—legacy systems that grew up in an era when
business was highly predictable and that fail now because they are inaccurate and costly in a
more volatile environment.

It’s time for a fundamentally new approach to talent management that takes into account the
great uncertainty businesses face today. Fortunately, companies already have such a model,
one that has been well honed over decades to anticipate and meet demand in uncertain
environments—supply chain management. By borrowing lessons from operations and supply
chain research, firms can forge a new model of talent management better suited to today’s
realities. Before getting into the details, let’s look at the context in which talent management
has evolved over the past few decades and its current state.

How We Got Here

Internal development was the norm back in the 1950s, and every management development
practice that seems novel today was commonplace in those years—from executive coaching to
360-degree feedback to job rotation to high-potential programs.

Except at a few very large firms, internal talent development collapsed in the 1970s because it
could not address the increasing uncertainties of the marketplace. Business forecasting had
failed to predict the economic downturn in that decade, and talent pipelines continued to
churn under outdated assumptions of growth. The excess supply of managers, combined with
no-layoff policies for white-collar workers, fed corporate bloat. The steep recession of the early
1980s then led to white-collar layoffs and the demise of lifetime employment, as restructuring
cut layers of hierarchy and eliminated many practices and staffs that developed talent. After all,
if the priority was to cut positions, particularly in middle management, why maintain the
programs designed to fill the ranks?

The older companies like PepsiCo and GE that still invested in development became known as
“academy companies”: breeding grounds for talent simply by maintaining some of the practices
that nearly all corporations had followed in the past. A number of such companies managed to
ride out the restructurings of the 1980s with their programs intact only to succumb to cost-
cutting pressures later on.

The problems faced by Unilever’s Indian operations after 2000 are a case in point. Known as a
model employer and talent developer since the 1950s, the organization suddenly found itself
top-heavy and stuck when business declined after the 2001 recession. Its well-oiled pipeline
saddled the company with 1,400 well-trained managers in 2004, up 27% from 2000, despite the
fact that the demand for managers had fallen. Unilever’s implicit promise to avoid layoffs

56
meant the company had to find places for them in its other international operations or buy
them out.

The alternative to traditional development, outside hiring, worked like a charm through the
early 1990s, in large measure because organizations were drawing on the big pool of laid-off
talent. As the economy continued to grow, however, companies increasingly recruited talent
away from their competitors, creating retention problems. Watching the fruits of their labors
walk out the door, employers backed even further away from investments in development. I
remember a conversation with a CEO in the medical device industry about a management
development program proposed by his head of human resources. The CEO dismissed the
proposal by saying, “Why should we develop people when our competitors are willing to do it
for us?” By the mid-1990s, virtually every major corporation asserted the goal of getting better
at recruiting talent away from competitors while also getting better at retaining its own talent—
a hopeful dream at the individual level, an impossibility in the aggregate.

To succeed in long term focus on medium term

When a mature company fails to endure over the long term, it’s often due to the “Horizon 2
vacuum,” argues Moore, author of Crossing the Chasm and several other books on innovation
strategy, and managing director of the consulting firm TCG Advisors. The reference is to the
strategic horizons outlined by McKinsey’s Mehrdad Baghai and colleagues in The Alchemy of
Growth: Horizon 1 is today’s cash-generating business, Horizon 2 is the set of innovations just
being commercialized, and Horizon 3 consists of forward-thinking R&D.

Most companies understand they must invest in their future, so the funding and management
of Horizon 3 is not the problem. The trouble starts when those innovations are brought to
market and must compete with the mainstay business for company resources. They disappear
from top management’s radar screen and suffer a level of neglect few ventures could survive.

Cisco Systems is one company that has recognized the problem and tried to address it. To begin
with, CEO John Chambers has insulated Horizon 2 projects from many of the pressures of
Horizon 1—for example, by reorchestrating sales coverage so that emerging markets won’t be
neglected. He has also kick-started some Horizon 2 businesses by augmenting them with
acquisitions, increasing their scale, and giving them more management attention. For the same
reason, he has challenged his head of product development to think in terms of new
businesses, not simply new products—knowing that the latter tend to get lost in salespeople’s
bags. Most important, Cisco is handicapping its Horizon 2 projects so that they need not

57
compete head-to-head with established businesses. Their success is judged by metrics that are
appropriate to new businesses, and they are given the benefit of Cisco’s best managerial talent.

HOW GE IS ATTRACTING & DEVELOPING THE GLOBAL TALENT

The generation entering the workforce today is uniquely connected digitally and socially
attuned to the forces of change and common purpose. But what's the best way to unleash their
potential? Anticipating their needs is one of the great tasks of leadership development

Results from a new study, 2012 GE Global Innovation Barometer, indicate a more collegial and
personal view of leadership and business now rising through the workforce. It found that
companies are moving beyond the traditional, closed model of innovation and embracing a new
paradigm that is more collaborative, creative, and focused on delivering local solutions.
Moreover, business leaders agree that great innovations in the 21st century will be
distinguished by shared value — addressing both human needs and the bottom line — versus
delivering profit alone.

What kind of leaders will be most effective in this novel and shifting landscape? I believe they
share five common characteristics, core values that we at GE, through decades of evaluation
and refinement, have found to be predictors of success:

Tomorrow's global leaders possess an exemplary external focus — they collaborate not only
with customers but with a wide range of stakeholders including governments, regulators,
NGOs, and community groups.

Leaders are adaptive and agile, clear thinkers who are not only decisive but able to connect
strategy to purpose in a way that fosters commitment.

Leaders possess both the imagination to innovate and the courage to implement — they're
willing to take risks to champion ideas.

Leaders are inclusive — it's the only way to build great teams.

Leaders constantly seek to deepen their expertise and motivate others to do the same.

Great leaders never stop evolving. And in the end, they do the one thing that makes the biggest
difference: They help others thrive. By creating development opportunities that align with their
guiding values, we can equip leaders at all levels to overcome tomorrow's challenges and
inspire them to navigate the complexities of a new age with clarity, courage, and integrity.

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Case study

SIME DARBY BERHAD: Leading Strategic Transformation

SIME DARBY BERHAD (SIME DARBY) is Malaysia’s leading multinational conglomerate involved
in five core sectors: plantations, property, industrial, motors and energy & utilities, with a
growing presence in healthcare.

SIME DARBY places considerable importance on succession management and planning. Every
effort is taken to ensure leaders are able to constantly improve and demonstrate their skills and
capabilities to prepare them for future roles within the group.

The Challenge

CELSIM was asked to design and deliver a strategy leadership programme to equip senior
managers with the tools and techniques to confidently lead themselves and their teams to
implement new strategic directions and sustain an innovative and performance oriented
culture.

The objective of the programme is to further develop creative innovation and strategic
leadership competencies and build upon the knowledge and competencies gained in the SIME
DARBY Senior Management Development programme (SMDP), with a focus on:

Strategic Choice: generate and evaluate creative ideas for new revenue by leveraging the whole
organisation’s capabilities more fully.

Strategic Implementation: identify competitive advantages, industry success factors and profit
models that underpin different market positions innovation and financial appraisal.

The Solution

In partnership with Roslan Abdul Razak, Head of Sime Darby Business School, we designed the
Leading Strategic Transformation programme – combining academic excellence with our highly

59
interactive workshops, business simulations, action learning projects and post programme
support – to address the strategic and business challenges of SIME DARBY. This included:

Online access to review current knowledge of strategic analysis, refresh understanding with
high-recall animation tutorials and mini case studies and exercises.

Business simulation to provide realistic experience of the thought processes involved in strategy
development and an opportunity to practice the tools learned using the tutorials.

Working in action learning business project teams to identify suitable, feasible and acceptable
strategic options for analysis, diagnosis and assessment.

Creating robust, real, strategic options for consideration by the Sime Darby management team
at presentations following the completion of the programme.

The Results

SIME DARBY senior managers gained

the confidence, skills and knowledge to identify fresh new ideas aligned with overall strategic
direction, make informed choice of future strategies, and lead their teams to implement
business projects effectively for real business impact.

As commented by Dr. Hirzun Mohd Yusof, Vice-President Sime Darby Technology Centre, ”This
programme has provided a platform for openness and growth when dealing with creativity and
innovation in our company while considering the environment and social impacts. It gave us an
opportunity to challenge our present paradigms and move us out of our existing comfort zones
in a very interesting and practical way.

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 RESEARCH METHODOLOGY

Every project work is based on certain methodology, which is way to systematically solve the
problems or attain its objectives. It is very important guideline and lead to completion of any
project work through observation, data collection and data analysis.

According to Clifford Woody,’’ Research Methodology comprises of refining and redefining

problems, collecting, organising and evaluating data, making deductions and resulting to
conclusions.

Accordingly, the methodology used in the project as follows:-

 Defining the objectives of the study

 Framing of questionnaire keeping objectives in mind (considering the objectives)
 Feedback from the employees
 Analysis of feedback
 Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

In order to take a reasonable sample size and not to disturb the functioning of an organisation,
a sample size of reasonable strength of the company has been taken in order to arrive at the
present practices of training in the company.

Accordingly, 50 employees (seniors, medium and lower) have been selected randomly from all
the departments of various organisations and feedback forms have been obtained. The data
has been analysed in order to arrive at present training practices in the organisation.

SAMPLING TECHNIQUE USED

The technique of random sampling has been used in the analysis of the data. Random
sampling from a finite population refers to that method of sample selection, which gives each
possible sample combination an equal chance of being included in the sample. This sampling is
without replacement i.e. once an item is selected for the sample, it cannot appear in the
sample again.

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DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data was collected mainly
primary and secondary data as explained below:-

PRIMARY DATA

Primary data are those, which were collected a fresh & for the first time ad thus happen to be
original in the character. However, there are many methods of collecting the primary data; all
have not been used for the purpose of this project. The ones that have been used are:-
- Questionnaire
- Informal interviews
- Observation

SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the respective
project. The secondary data was collected through:
- Textbooks
- Articles
- Journals
- Websites

STATISTICAL TOOLS USED

The main statistical tools used for the collection and analyses of data in this project are:
- Pie charts
- Tables
- Graphs

LIMITATIONS OF THE STUDY

The following are the limitations of the study:

62
 - The sample size was small and hence the can have a degree of variation.
- The response of the employees in giving information was lukewarm.
- Organisations’ resistance to share the internal information.
- Questionnaire is subjected to errors.

SCOPE OF THE STUDY

Training effectiveness is the process wherein the management finds out how effective it has
been at training and developing the employees in an organisation.
- This study gives some more suggestions for making the present training and
development system more effective.
- It gives organisation the direction, how to deal differently with different employees.
- It identifies the training and development needs among the employees.

MANAGERIAL USELFULNEES OF THE STUDY

- The effectiveness of the training programmes can be establishes through this study.
- This study helps to understand, analyse and apply the core concepts of training in an
organisation.
- The manager would be able to identify the need of training for its employees.
- Mangers would know what employees think of training and development programmes
and making changes if necessary.

Interactions
 Interview the seniors leaders (atleast 40).

 20 H.R. Heads – few corporate, few consultants, few candidates; modules,

decisions, bases decisions; environment define.

 30 blogs; 30 good articles HBR; 2-3 textbooks on training & development 10

Executive Search firms.

 20 firms dealing providing training to senior level people

 Interview the top management.

 Used online portals to interact and make connections with the higher associates.

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My Interactions with the people from various industries helped me to explore various areas of
research for my project.

My main focus during the interactions was to know the needs and requirements of learning
programmes that a senior should possess for being a good leader, I also explored the new
area’s of HR and how does that effect the organization and its well being.

Concepts like kolb’s learning styles, stufflebeam model, kirkberg, asme,

employee engagement models by david zinger and the importance of Clarity
were drawn into the picture etc.
In my Field interactions I am supposed to meet various Consultancies , HR’s , Professions from
various Fields that include Finance, Marketing, IT and operations. I also supposed to meet
various Professional Training institutes

I had an interactions with these people which are holding the senior positions in training and
development

I also make connections with senior and experienced people in HR through linked in and seek
guidance from them.

On the whole the experience of interacting with various people and sharing there knowledge
and learning was a fulfilling experience for me. People from various specializations helped me
to think from a multi-dimensional view and explore new areas of interest.

The guidance and interactions from my Faculty Guide Ms.Sombala also provided with full
support and enlightenment for my field work.

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 DATA ANALYSIS & INTERPRETATION

The purpose of the study was to determine whether or not SENIOR LEADERSHIP strategies can
have an impact on organizational commitment among staff employees at PUBLIC SECTOR
UNITS. Online research has been done. While no significant relationships were found when
analyzing senior leader’s strategies from a systems perspective, there were statistically
significant relationships found between individual manager’s strategy predictors and both
affective and normative organizational commitment levels. Then after interviewing various
seniors leaders of PSU’s and there data analysis has been done, I found that SENIOR LEADERS
strategies of an organization can indeed have an impact on organizational commitment among
staff employees.

A questionnaire was geared up for the rationale of getting response from the managers
regarding the training and development of their organisation. 50 leaders were selected from
various organisations and scattered the questionnaire for the purpose of study.

The analysis of the data has been done as per the survey finding. The data is represented
graphically in percentage.

The percentage of the people opinion were analysed and expressed in the form of charts and
have been placed in the next few pages.

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 1) Does your organisation give training to your managers?
Table 1
S.NO. OPINION PERCENTAGE

1. Yes 80

2. No 20

Breakup of training Programmes

20%

80%

INTERPRETATION
About 80% of the managers said that they prefer learning programmes for their organisations
whereas 20% don’t go for any kind of training programmes. So as per the majority almost all
the big organizations are providing trainings to their employees to maximise their profits.
Therefore, the small units should almost go for reasonable learning programmes at least.

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 2) What types of learning programmes are you providing?
Table 2
S.NO. LEARNING PROGRAMMES PERCENTAGE
1 Management 10%
2 Communication 5%
3 Leadership 75%
4 Investment Planning 5%
5 Any Other 5%

Types of Learning Programmes

5% 5%
5% 10%

75%

INTERPRETATION

75% of the organisations are focussing on leadership programmes whereas 10% on

management programmes and 5% each on communication, investment or any other
programme. As per the survey almost all the large units are providing leadership training to
their employees to achieve the target which is ultimately helping them to grow. Thus, all the
organisations should provide leadership training to their employees.

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3) In leadership training, on which areas are you focusing?
Table 3
S.NO. LEADERSHIP PERCENTAGE
PROGRAMMES
1 Empowerment 25%
2 Performance Appraisal 40%

3 Strategic Management 10%

4 Any Other 25%

LEADERSHIP PROGRAMMES

25% 25%

10%

40%

INTERPRETATION
In various organisations about 25% managers are attending training sessions on Empowerment
or others whereas 40% on Performance Appraisal and 10% on Strategic Management. As we
can see that maximum i.e. 40% organisations are providing performance appraisal programmes
to their employees and the lowest organisations i.e. 10% are providing strategic management
training which is actually the most important programme to be followed because if don’t have
the strategy(plan) how can we start our further working on the same project. So the
organizations do give training of this to their seniors.

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 4) The programme objectives were known to you before
attending it?

OPTIONS No. of % OF RESPONSES

Table 4 RESPONDANTS
Strongly agree 5 25%
Moderately agree 7 35%
Can’t say 3 15%
Moderately 1 5%
disagree
Strongly disagree 4 20%

No. of RESPONDENTS
Strongly agree Moderately agree
Can’t say
19% 6%Moderately disagree
31%

44%

INTERPRETATION
35% of the respondents are moderately agree to the fact of knowing the objectives beforehand,
in addition to 25% who strongly agree. But a small population disagrees as 20% strongly
disagree to this notion. Training objectives should therefore be made known compulsory before
imparting training in the organisation.

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 5) The training programme was required to your
developmental needs?
Table 5
OPTIONS No. of RESPONDANTS % OF RESPONSES
Strongly agree 6 30%
Moderately agree 8 40%
Can’t say 3 15%
Moderately disagree 2 10%
Strongly disagree 1 5%

No. of RESPONDANTS
Strongly agree Moderately agree Can’t say
Moderately disagree Strongly disagree

5%
10% 30%
15%

40%

INTERPRETATION
70% of the respondents feel that the training programmes were in accordance to their
developmental needs. 15% respondents could not comment on the question and the 15% think
that the programmes are irrelevant to their developmental needs and the organisation must
ensure programmes that satisfy the developmental needs of then offiecers.

6) Where are you providing these trainings sessions to

your managers?
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Table 6
S.NO. VENUE PERCENTAGE

1 Within the organisation 20%

2 Outside the organisation 20%

3 Abroad 20%

4 Everywhere 40%

VENUE OF TRAINING SESSIONS

20%

40%

20%

20%

INTERPRETATION
About 20% of organisations are providing training within in the organisation or outside the
organisation or abroad whereas some organisations are providing training everywhere.
Generally the organisations should provide training to employees within the organisation is that
side by side they can work on their project by applying their training skills on it. This will also
reduce the cost of the company.

7) Who is giving learning sessions to the seniors?

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Table 7
S.NO. TRAINERS PERCENTAGE

1 Internal Staff 25%

2 External Staff 25%

3 Both 50%

Trainers

25%

50%

25%

INTERPRETATION
Maximum organisations are providing training programmes to their employees by calling
external staff whereas 25% each are going for internal or external staff only. The organisations
should choose staff as per the talent. If they don’t have talented people for that specialised
need of training then they should ask for outside trainers.

8) The training methods used during the training were

effective for understanding the subject?

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Table 8
OPTIONS No. of RESPONDANTS % OF RESPONSES
Strongly agree 4 20%
Moderately agree 8 40%
Can’t say 3 15%
Moderately disagree 3 15%
Strongly disagree 2 10%

No. of RESPONDANTS
Strongly agree Moderately agree Can’t say
Moderately disagree Strongly disagree
10%
20%

15%

15%

40%

40% of the respondents believe that the training methods used during the programme were
helpful in understanding the project, yet 25% disagree to this notion. The organisation should
use better, hi-tech methods to enhance the effectiveness of the methods being used during the
training programmes.

9) The training sessions were exciting and the good learning

experience?

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Table 9
OPTIONS No. of RESPONDANTS % OF RESPONSES

Strongly agree 5 25%

Moderately agree 8 40%

Can’t say 2 10%

Moderately disagree 3 15%

Strongly disagree 2 10%

Strongly agree Moderately agree Can’t say Moderately disagree

17% 28%

11%

44%

INTERPRETATION
65% respondents believe that the training sessions were exciting and a good learning
experience.10% respondents could not comment on this while 25% differ in opinion. They feel
that the training sessions could have been more exciting if the sessions had been more
interactive and in line with the current practices in the market.

10) What is the budget of your organisation for training

programmes?

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Table 10
S.NO. PRICE SLOTS PERCENTAGE
1 0-25,000 10%
2 25,000-50,000 20%
3 50,000-75,000 25%
4 75000-1,00,000 35%
5 1,00,000 OR Above 10%

BUDGET FOT TRAINING

PROGRAMMES
10% 10%
20%

35%

25%

INTERPRETATION
Approximately 35% of the organisations spend 75 thousand to 1 lacs on their employees for
their learning whereas 25% have the budget of 50 thousand to 75 thousand or 20% spend in
between 25,000 to 50,000 thousand. On the other hand, 10% of each spend either below to
25,000 or more than 1 lacs. So while creating the training program we should fix its price as an
average so that units will be aware of that program and after some time the trainer should
think of increasing the prices of their learning programme.

11) What is the batch size of your training sessions?

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Table 11
S.NO. BATCH SIZE PERCENTAGE

1 0-10 5%

2 10-20 15%

3 20-30 20%

4 30-40 40%

5 40 or above 20%

BATCH SIZE
20% 15%
5%

20%

40%

Approximately 40% organisations have batch size of 30-40 trainees whereas 5% have 0-10 , 15%
have 10-20 trainees,20% have 20-30 and 20 % have batch of trainees above 40 persons. The
batch size of a training boot camp should not be more than 30 because otherwise the trainees
won’t take interest and will start avoiding and responding within the session.

12). When does your organisation provides training?

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Table 12
S.NO. TRAINING SCHEDULE PERCENTAGE

1 Once in a week 10%

2 Once in 15 days 10%

3 Once in a month 15%

4 Quarterly 30%

5 Annually 30%
6 Any Other 5%

TRAINING SCHEDULE
5% 10%

10%
30%

15%

30%

INTERPRETATION
About 10% each organisation provides training once in a week or 15 days whereas 15% provide
once in a month, 31% each provide quarterly and annually and 5% have some other schedule.
Ideally the training to seniors should be given quarterly so that they will enjoy the training
sessions rather thinking or taking it as burden.

13) Does investment in the development of your senior

leaders improve your business performance?

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Table 13
S.NO. MEASURES OF PERCENTAGE
BUSINESS
PERFORMANCE
1 significantly 75%
2 To some extent 15%
3 Not sure 5%
5 Not at all 5%

BUSINESS PERFORMANCE
Series 1 Column1 Column2

75%

15%
5%
5%
Category 1
Category 2
Category 3
Category 4

INTERPRETATION
As we can see that approximately 75% of the organisations saying yes to learning boot cams for
their organisations as it is increasing their profits to the certain level and the organisation is
growing. So all the organisations should invest in learning programmes for their seniors
employees according to their pocket.

14) What is the duration of your training programme?

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Table 14
S.NO. TIME DURATION OF THE PERCENTAGE
PROGRAMME
1 1 Day 20%
2 2 Days 20%
3 1week 25%
4 15 Days 30%
5 Any Other 5%

5
TIME DURATION OF THE PROGRAMME PERCENTAGE
4.5
4 Series 3

3.5
3
2.5
2
1.5
1
0.5
Series 3
0 PERCENTAGE
1 2 TIME DURATION OF THE PROGR...
3 4

INTERPRETATION

30% of the organisations are providing 15 days programme to the seniors 20% are
providing for 1 or 2 days each. Therefore, as we know that seniors don’t have
much time so the organisations should create the programme for 3-4 hours which
will excite the employees and remove monotonous sessions.

CONCLUSION AND IMPLICATIONS

79
The major findings of the project are enumerated as follows:

 Training is considered as a positive step towards augmentation of the knowledge base

by the respondents.

 The objectives of the training programmes were broadly known to the respondents
prior to attending them

 The training programmes were adequately designed to cater to the developmental

needs of the respondents.

 Some of the respondents suggested that the time period of the training programmes
were more and thus need to be decreased.

 Some of the respondents also suggested that use of latest training methods will
enhance the effectiveness of the training programmes.

 Some respondents believe that the training sessions could be made more exciting if the
sessions had been more interactive and in line with the current practices in the market.

 The training aids used were helpful in improving the overall effectiveness of the training
programmes.

 The training programmes were able to improve on-the-job efficiency.

 Some respondents also recommended that the number of training programmes be

decreased or it should be organised quarterly..

RECOMMENDATIONS
80
Based on the data collected through the questionnaire and interactions with the Senior Officers
and Workers of various PUBLIC SECTOR UNITS the following recommendations are made for
consideration:

 The organization may utilize both subjective and objective approach for the training
programmes.

 The organization may consider deputing each employee to attend at least one training
programmes each year.

 The In-house training programmes will be beneficial to the organization as well as

employees since it will help employees to attend their official work while undergoing the
training.

 The organization can also arrange part time training programmes in the office premises
for short durations, spanning over a few days, in order to avoid any interruption in the
routine work.


 The organization can arrange the training programmes department wise in order to give
focused attention towards the departmental requirements.

ATTACHMENTS

81
82
83
84
85
86
87
88
BROCHURE OF THE BOOT CAMP

89
90
 Designing Of Questionnaires
DESIGNING OF QUESTIONANAIRE FOR INTERCIEWS

1. What is your name?

2. Tell me something about your company
3. What is your designation?
4. How many branches do you have?
5. Where is your head office?
6. Does your organisation give training to their managers? YES/NO
7. What types of learning programmes are you providing?
 Management
 Communication
 Leadership
 Investment planning
 Any other
8. In leadership training, on which areas are you focusing?
 Empowerment
 Performance appraisal
 Strategic management
 Any other
9. The programme objectives were known to you before attending it?
 Strongly agree
 Moderately agree
 Can’t say
 Moderately disagree
 Strongly disagree
10. The training programme was required to your developmental needs?
 Strongly agree
 Moderately agree
 Can’t say
 Moderately disagree
 Strongly disagree
11. Where are you providing these trainings sessions to your managers?
 Within the organisation
 Outside the organisation
 Abroad
 Everywhere

91
 12. Who is giving learning sessions to the seniors?
 Internal staff
 External staff
 Both
13. T he training methods used during the training were effective for understanding the
subject?
 Strongly agree
 Moderately agree
 Can’t say
 Moderately disagree
 Strongly disagree
14. The training sessions were exciting and the good learning experience?
 Strongly agree
 Moderately agree
 Can’t say
 Moderately disagree
 Strongly disagree
15. What is the budget of your organisation for training programmes?

0-25,000

25,000-50,000

50,000-75,000

75000-1,00,000

1,00,000 OR Above

16. What is the batch size of your training sessions?

0-10

10-20

20-30

30-40

92
 17. When does your organisation provides training?

Once in a week

Once in 15 days

Once in a month

Quarterly

Annually

Any Other

. 18. Does investment in the development of your senior leaders improve your business
performance?

Significantly
To some extent
Not sure
Not at all

19. What is the duration of your training programme?

1 Day
2 Days
1week
15 Days
Any Other

Feedback form to be filled by the trainees at the end of the training session

93
There are two sections to this form, Section I: Workshop Evaluation and Section II:
Outcome Evaluation. We ask that you take a moment to provide your feedback. Your
responses are anonymous and will be used to improve future training methods. Your
feedback is important to us.

Section I: Workshop Evaluation

This section helps us understand how future training may need to be adjusted to best
respond to participants’ needs.

On a scale of 1-4 where 1 is strongly disagree and 4 is strongly agree, please circle the most
appropriate answer:

1. The workshop venue was:

a) Comfortable 1 2 3 4
b) Well located 1 2 3 4
c) Food and refreshments were adequate 1 2 3 4
Comments:

2. The workshop content was:

a) Relevant 1 2 3 4
b) Comprehensive 1 2 3 4
c) Easy to understand 1 2 3 4

Comments:

3. Workshop handouts:

a) Supported presentation material 1 2 3 4

b) Provided useful additional information 1 2 3 4

c) Were clear and well-organized 1 2 3 4

Comments:

4. The workshop was:

94
 a) Well paced 1 2 3 4

b) Breaks were sufficient 1 2 3 4

c) A good mix between listening and activities 1 2 3 4

Comments:

5. The activities were useful learning experiences. 1 2 3 4

Comments:

6. The facilitators were:

a) Knowledgeable 1 2 3 4

b) Well-prepared 1 2 3 4

c) Responsive to participants’ questions 1 2 3 4

Comments:

7. What did you like best about this workshop? ___________

8. What did you like least about this workshop?

9. How could this workshop be improved (use this space if you did not provide
comments above)?

Content:

Hand-outs:

Activities:

Facilitators:

95
 Other:

10. Would you recommend this workshop to a colleague?

Yes _____ No _____

Why/why not:

Section II: Outcome Evaluation

This section helps us evaluate how effective the workshop was in teaching participants
the desired material. The information you provide is anonymous and will be used to
improve future training.

How would you rate your knowledge, skills and confidence before and after the
workshop in the following areas (please circle the most appropriate response):

11. The link between health and the built environment:

Before workshop: Poor Fair Good Excellent

After workshop: Poor Fair Good Excellent

11. Knowledge of how the built environment applies to the various Core Programs for
Public Health:
Before workshop: Poor Fair Good Excellent

After workshop: Poor Fair Good Excellent

12. Knowledge of opportunities in your Health Authority to influence health and the
built
environment:
Before workshop: Poor Fair Good Excellent

After workshop: Poor Fair Good Excellent

13. Your confidence to work within the context of health and the built environment:
Before workshop: Poor Fair Good Excellent

After workshop: Poor Fair Good Excellent

96
 14. Knowledge of land use planning terms and processes:
Before workshop: Poor Fair Good Excellent

After workshop: Poor Fair Good Excellent

15. Your skills and strategies to work with local planners:

Before workshop: Poor Fair Good Excellent

After workshop: Poor Fair Good Excellent

16. What further training or support would you need to become more involved in local
land use planning?

17. Would you be willing to join an interdepartmental working group to investigate health
and the built environment within Fraser Health Authority?

Yes ----- No-----

Thank you for participating, we appreciate your feedback

ARTICLE
TRENDS IN LEADERSHIP
97
 Leadership is always necessary as the ‘seed’ for further growth

WHAT IS LEADERSHIP?
As per various successful businessmen, Leadership is like this:-

According to Bill Gates- Bill Gates Leadership believes that for a leader to be successful he must be able apply his
intelligence to run his business. A leader must be able to apply his intelligence to attain his organizational goals.

According to Steve jobs- Leadership is all about having a common vision

According to Peter Drucker- “The only definition of a leader is someone who has followers.”

Leadership styles that worked well in the past simply aren’t good enough to cope with this dynamic environment.

Subsequently, again the same Question! WHAT IS LEADERSHIP?

It is a process of collective sway, which maximizes the efforts of others, en route for the
accomplishment of an aspiration.

Whatever the trends we see in leadership in 2013, one thing remains the same: A good leader can build trust with
his team, increase productivity and help an organization to succeed.

Here we come up with some latest and interesting leadership trends which might be helpful for the organisations
to diversify their business along with their talented employees.

98
TRENDS IN LEADERSHIP
1. LEADERSHIP CONDUIT
2. COOPERATIVE GUIDANCE
3. CREATE MULTI – LEVEL LEADERSHIP ENLARGEMENT SYSTEMS
4. TURNING CONFINED MANAGERS INTO COMPREHENSIVE LEADERS
5. PRAGMATIC INVENTIVENESS
6. CREATING ZEAL AND ACUMEN

1. LEADERSHIP CONDUIT-
Promoting leaders from within is better than searching for outside talent. These outside leadership stars often flit
from one organization to the next, looking for the best opportunities, and leaving the organizations they have
finished with to fill the gaps.

The Leadership conduit encourages leaders to develop new skills and mind-sets for leading at the next level, rather
than reverting to those used at the previous level, and this increases their flexibility and effectiveness.

If an organization's culture focuses on developing existing employees, this can raise the morale of the entire
workforce. When people see opportunities to advance, staff turnover goes down and productivity and engagement
go up. Furthermore, the investment in development pays off, because professionals stay with the organization
longer.

2. COOPERATIVE GUIDANCE-
At the core of collective leadership is the capacity to communicate and transform differences into progress. Rather
than give in to the idea of failure, it is time that we paid more attention to those moving forward in this way and
learn what helps them, what hinders and what effects their actions have.

3. CREATE MULTI-LEVEL LEADERSHIP ENLARGEMENTS SYSTEMS-

The trend we'll see next year involves giving learners a break. Learning programs can be practical and challenging,
but should also provide the opportunity to bond with a team as well as have a bit of surprise and adventure in it.
Rather than let them set in some classroom or hall and giving them lectures which they don’t apply in reality.

4. TURNING CONFINED MANAGERS INTO COMPREHENSIVE LEADERS-

People will start high-growth businesses from anywhere Ten years ago, you’d have had to move to Silicon Valley,
New York, or another “big” city to join or start a high-growth company. Now, small business incubators,
accelerators, and other resources are sprouting up all over the place — not just major cities. You can start a
successful business anywhere, and much more easily, now that we’re all connected through technology. You could
get your start up off the ground in your Pajamas from a trailer park if you wanted to. It’s interesting to see the look

99
on people’s faces when I tell them my company is based in Columbia, Mo. — it’s like they thought we didn’t even
have Internet connections. With one of the best journalism schools in the country in our backyard, we are able to
get top talent without big-city overhead. Keep an eye out for opportunities outside of the major cities in 2013, and
don’t miss out on a potential job or investment opportunity just because you don’t recognize the town’s name.

5. PRAGMATIC INVENTIVENESS-

Pragmatic leaders are able to choose the most effective path or solution to a perplexing issue because what they
value – their leadership character – is based on universal principles or truths. Concepts like honesty, integrity,
fairness and transparency. Once a leader’s values are aligned with principles, they can be confident that their
chosen approach is the correct, defensible and sustainable one.

Experience is the second component of pragmatic leadership and, in effect, is built upon the foundation of
principles. Vital to pragmatic leadership is the wisdom that flows from experience and knowledge of the
proverbial lay of the land. In other words, this is your leadership competence. It can be made up of institutional
knowledge, “street smarts” or just a deep understanding of the political, economic, social and technological
context of the organization or team.
In other words, pragmatic leadership enables you to make the right decision, right now.

This is a game which one can use to be an efficient leader.

http://www.thiagi.com/game-zoom.html

6. CREATING ZEAL AND ACUMEN -

Leadership is all about passion and intelligence. Being a leader the person should have the intelligence which
he/she can apply to complete their ultimate ambitions along with the passion towards it. At last this all will help an
organisation to gain the maximum profits.

The primary attribute of Steve Jobs in contrast to other CEO’s is that he had an extremely in depth knowledge of
his product, and a wide breadth of knowledge of related fields that influenced his product design (calligraphy,
for example). While most modern CEO’s are MBA types that focus more on management than specifics, Jobs
was the exact opposite.

So, in my humble opinion, what we can all learn from Steve Jobs is to go out there and learn as much
information as possible about our industries and our products. The vast majority of us will never have the level
of knowledge of Steve Jobs, but we can at the least make more informed decisions. With that additional
knowledge, we may be able to adjust our leadership styles accordingly.

Ideally, the trends in leadership depend on the needs of the person you are leading and needs of the environment.
But the above trends in leadership you can apply in all types of businesses to reach your ultimate goal. Because
being a leader it is good to do everything to motivate your employees but don’t forget to achieve your ultimate
results.

Being a leader is about more than your take-charge attitude or your engaging charm — it’s also about the
choices you make each day.

100
Therefore, ‘’don't put off your goals until tomorrow, if you are not assured of any tomorrows.’’

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