PROJECT REPORT

ON

“AN EVALAUTIVE STUDY ON TRAINING & DEVELOPMENT

IN TATA TELE SERVICES & CONVERGYS”

Submitted in Partial Fulfillment of the Requirements

for the Post Graduate Diploma in Management
2017-2019

Submitted by: Vidushi Antil

Enrollment No.: PGP 19215

Submitted To: Prof. Y.N Kaushal

IMM-FOSTIIMA BUSINESS SCHOOL

B-11 Qutub Institutional Area, New Delhi -110016
 CERTIFICATE OF ORIGINALITY

This is to certify that the project titled “An Evalautive Study on Training &

Development in Tata Tele Services & Convergys” is an original work of the Student

and is being submitted in partial fulfilment for the award of the Post Graduate Diploma

in Management Human Resource of IMM FOSTIIMA BUSINESS SCHOOL . This

report has not been submitted earlier either to this school or to any other

University/Institution for the fulfillment of the requirement of a course of study.

Signature of Guide Signature of Student

................... ...................

Course: PGDM Human Resource

Enrollment No.: PGP 19215

Place: Place:

Date: Date:

ii
 ACKNOWLEDGEMENT

The project “An Evalautive Study on Training & Development in Tata Tele

Services & Convergys” has been a useful and enlightening experience. I convery my

acknowledgement to my guide Prof. Y.N Kaushal for his invaluable guidance,

constant support, cooperation, perspective supervision and deep inspiration during the

course of this work.

My guide’s suggestions in visualizing the project and sustained interest to attain the

objective envisaged in the project are gratefully acknowledged. His guidance had been

indispensable to bring about successful completion of the project undertaken.

Vidushi Antil

PGP19215

iii
 EXECUTIVE SUMMARY

This project study aims to provide a synthetic review of the literature on the training
and development. Review of literature justifies the reason for our research. It
demonstrates the topic. It narrates a brief elaboration of prior studies. Prior research
will help us to ensure that we have included all of our major relevant constructs in our
study. It talks about the knowledge of our field which allows us to identify the gap
which our research could fill and also strength’s the topic that we chosen for our
research. The literature review will help us to find and select appropriate measurement
instruments. The literature review is needed because it is a necessary skill both for
researchers and for practitioners of a profession which claims to be founded on a
knowledge base and also to locate and summarize the findings of research on a given
topic not uncritically but assessing the evidence and for argument to sustain the
conclusions.
Every organization needs to well-trained and experienced people to perform the
activities that have to be done. As the job becomes more complex, it becomes necessary
to raise the skill level of employees and thus, employee development. In a rapidly
changing society, employee training and development is not only an activity that is
desirable but also an activity that an organization must commit resources to maintain a
viable and knowledgeable work force.

Training & Development is the field concerned with workplace learning to improve
performance. Such training can be generally categorized as on-the-job or off-the-job. It
deals with the design and delivery of learning to improve performance within
organizations. New workers in a firm are usually given an induction programme in
which they meet other workers and are shown the skills they must learn. Many large
firms will have a detailed training scheme, which is done on an 'in-house' basis.
Training is imparted in every field and we would be referring to the training in mid and
large size companies as to how the companies develop or polish the knowledge, skills
and attitudes of their employees for higher productivity and satisfaction to both the
employer and employee. Thus, I will be discussing the training practices prevalent at
Tata Teleservices and Convergys.We have also covered how exactly the employees
imbibe the values and culture at Tata and Convergys which they are proud of.
iv
 TABLE OF CONTENT
Chapters Page Nos.

CHAPTER -1: INTRODUCTION 1-20

 Introduction to training & development
 Statement of the problem:
 Training & develpoment
 Mc ghee and thayer
 Objectives of training
 Types of training
 Need for training
 Process of training
 Methods of training
 Organizational profile
 Tata teleservices
 Tata group in communications
 Tata teleservices (maharashtra) limited

CHAPTER -2: LITERATURE REVIEW 21-36

 Difference between training and development
 Principles of training
 Executive development process
 Evaluating the effectiveness of training
 Evaluation of contextual factors
 The evaluation models
 Ciro model of evaluation
 Hamblin’s model
 Convergys
 Fast facts about convergys

v
CHAPTER -3: OBJECTIVES OF THE STUDY 37-39
 Primary objective:
 Secondary objectives:
 Scope of the study
 Managerial usefulness of the study

CHAPTER -4: RESEARCH METHODOLOGY 40-48

 Primary data
 Secondary data
 Statistical tools
 Tools
 Data collection
 Selection of organisation
 Relevance behind this study
 Contribution to the researcher
 Limitation of the study

CHAPTER -5: DATA ANALYSIS 49-78

CHAPTER -6: FINDINGS AND RECOMMENDATIONS 79-81

 Findings
 Recommendations

CHAPTER -7: CONCLUSION & IMPLICATIONS 82-84

 Conclusion
 Summary of the project report
ANNEXURE 85-88
 Questionnaire

BIBLIOGRAPHY/REFERENCES 89-91

vi
 Chapter -1
Introduction

0
 INTRODUCTION TO TRAINING & DEVELOPMENT

Communication has been one of the most important aspects of the growth of human
society and culture. Telecommunications, the transmission of signals over a distance
for a purpose of communication, is also very important. It provides business, money
and market stability in the world. The telecom sector is one of the leading contributors
to India's flourishing economy. Telecommunication Sector Opportunities in India
assures a transparent, safe, and secured ambiance for the telecom market. It include
introduction of Internet telephony services, privatization of VSNL, and introduction of
a number of international long distance services sector. The opportunities in the Indian
telecom sector is increasing at a massive pace with the introduction of newer and
innovative schemes in various sectors and at present the telecom sector in India is
claimed to be one of the major contributors in India's flourishing economy.

TATA is a rapidly growing business group based in India with significant international
operations. The TATA name is a unique asset representing leadership with trust. TATA
Teleservices spearheads the Group’s presence in the telecom sector. Incorporated in
1996, TATA Teleservices was the first to launch CDMA mobile services in India with
the Andhra Pradesh circle. TATA Teleservices has established a robust and reliable 3G
ready telecom infrastructure that ensures quality in its services.

Customer satisfaction in telecommunications will reflect the service delivery process

as experienced by customers. The interaction between customers and the delivery
system is effected via alternative contact points; each one of them will be investigated
for its impact on the overall customer satisfaction. That is, the service delivery system
can be decomposed into alternative customer contact points that shape customers'
overall judgment about the organization. Each contact point may retain a relative
independence concerning criteria of customer satisfaction such as personnel, speed,
reliability, and pricing.

The objectives of this study are to find the customer’s attitudes towards the TATA
Indicom services and to know the reasons for cancellation of the services. This study
helps to find out the factors affecting purchasing behavior of telecom products and to
know customer’s opinion to the services offered by the TATA Indicom.

1
Statement of the problem:

After the newly appointed employees have joined the organisation, the next phase of
the personnel program is to impart necessary training to the employees to make them
full fit for the job they are supposed to handle. In modern industrial organisation, the
need for training of employees is also widely recognized so as to keep the employees
in touch with the new technological developments. With this objective in mind, the
evaluation of training effectiveness will be studied, examined and analysed in respect
of TATA Tele Services., New Delhi.

Every organization needs to well-trained and experienced people to perform the

activities that have to be done. As the job becomes more complex, it becomes necessary
to raise the skill level of employees and thus, employee development. In a rapidly
changing society, employee training and development is not only an activity that is
desirable but also an activity that an organization must commit resources to maintain a
viable and knowledgeable work force.

Training & Development is the field concerned with workplace learning to improve
performance. Such training can be generally categorized as on-the-job or off-the-job. It
deals with the design and delivery of learning to improve performance within
organizations.

New workers in a firm are usually given an induction programme in which they meet
other workers and are shown the skills they must learn. Many large firms will have a
detailed training scheme, which is done on an 'in-house' basis.

Training is imparted in every field and we would be referring to the training in mid and
large size companies as to how the companies develop or polish the knowledge, skills
and attitudes of their employees for higher productivity and satisfaction to both the
employer and employee.

Thus, I will be discussing the training practices prevalent at Tata Teleservices and
Convergys. We have also covered how exactly the employees imbibe the values and
culture at Tata and Convergys which they are proud of.

2
 TRAINING & DEVELPOMENT

Training is one of the processes required to turn new members of an organization into
“productive insiders”.

“Training is a process of transmitting and receiving information related to problem

solving.” Halloram

“Training is the international act of providing means for learning to take place.” Proctor
and Thornton “Training is a means to educate somewhat narrowly mainly by
instruction, drill and Discipline. It is referred as applying principally to the
improvement of skills and hence to learning how to perform specific tasks.” Yoder

“Training is being defined as an act of increasing the knowledge and skill of an

employee for doing a particular job. It is concerned with imparting specific skills for
particular purposes. Training is aimed at learning a skill by a prescribed method of
application of a technique.” Tripth

3
“Training is the formal procedure which a company utilizes to facilitate learning so that
the resultant behaviour contributes to the attainment of the company’s goals and
objectives.”
MC GHEE AND THAYER
Thus, training refers to the efforts made on the part of the trainer who facilitates learning
on the part of the training to increasing skills knowledge and perfection in a specific
task for efficiency economy and satisfaction.
➢ Upon reviewing the variety of definition of training available the following
characteristics can be listed as key elements for effective training.
➢ Effective training is the learning experience
➢ Effective training is a planned organizational activity
➢ Effective training is a response to identified needs.
Training enables employees to demonstrate new concepts, build skills, solve difficult
interpersonal relationship and technical problems or gain insight into behavior accepted
as “the way things are”. A key assumption of training is that by giving employees skill
and insight for identifying and defining organizational problems, individual will have
greater capacity to change unproductive and unsatisfying organizational structures and
processes. It is a catalytic process that depends largely on the abilities of informed and
skilled members to develop their tools for charge.
However, the individual abilities must be simultaneously supported by organizational
accountability so that, participants use their abilities to the hilt to learn from the training
programmes and transfer those learning to the workplace and is technically termed as
the transfer of training effects. It is basically the process of increasing the knowledge
and skills for doing a particular job; an organized procedure by which people gain
knowledge and skill for a definite purpose.

OBJECTIVES OF TRAINING
To increase productivity
An instructor can help employees increase their level of performance on their
assignment. Increase in human performance leads to increase in the operational
productivity and also the increase in the profit of the company.

4
To improve quality
Better-trained workers are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational employment
atmosphere.
To help a company fulfill its future personnel needs
The organizations having good internal training and development programmes will
have to make less changes and adjustments. When the need arises, vacancies can be
easily staffed.
To improve organizational climate
An endless chain of positive reactions result from a well planned training programme.
To improve health and safety
Proper training can prevent industrial accidents. A safer atmosphere leads to more
stable attitudes on part of the employees.
Obsolescence prevention
Training and development programmes foster the initiative and creativity of employees
and can help prevent manpower obsolescence.
Personal growth
Employees on a personal basis gain individually from their exposure to educational
expressions. Training programmes give them wider awareness and skills.
NEED FOR TRAINING
To impart to the new entrants the basic knowledge and skills they need for definite
tasks.
To assist employees to function more effectively in their present positions by exposing
them to new concepts.
To build a line of competent people and prepare them to occupy more responsible
positions.
To reduce the supervision time, wastage and spoilage of new material.
To reduce the defects and minimize the industrial accidents.
To ensure the economical output of the required quality.
To prevent obsolescence.
To promote individual and collective morale, responsibility and cooperative attitudes
etc.

5
TYPES OF TRAINING
Training is required for several purposes. Accordingly training programmes may be of
the following types:
Orientation training: Induction or orientation training seeks to adjust newly appointed
employees to the work environment. Every new employee needs to be made fully
familiar with his job, his superiors and subordinates and with the rules and regulations
of the organization. Induction training creates self-confidence in the employees. It is
also knows as pre-job training. It is brief and informative.
Job training: It refers to the training provided with a view to increase the knowledge
and skills of an employee for performance on the job. Employees may be taught the
correct methods of handling equipment and machines used in a job. Such training helps
to reduce accidents, waste and inefficiency in the performance of the job.
Safety training: Training provided to minimize accidents and damage to machinery is
known as safety training. It involves instruction in the use of safety devices and in safety
consciousness.
Promotional training: It involves training of existing employees to enable them to
perform higher-level jobs. Employees with potential are selected and they are given
training before their promotion, so that they do not find it difficult to shoulder the higher
responsibilities of the new positions to which they are promoted.
Refresher training: When existing techniques become obsolete due to the
development of better techniques, employees have to be trained in the use of new
methods and techniques. With the passage of time employee may forget some of the
methods of doing work. Refresher training is designed to revive and refresh the
knowledge and to update the skills of the existing employees. Short-term refresher
courses have become popular on account of rapid changes in technology and work
methods. Refresher or re-training programmes are conducted to avoid obsolescence of
knowledge and skills.
Remedial training: Such training is arranged to overcome the shortcoming in the
behaviour and performance of old employees. Some of the experienced employees
might have picked up appropriate methods and styles of working. Such employees are
identified and correct work methods and procedures are taught to them. Psychological
experts should conduct remedial training.

6
 PROCESS OF TRAINING

Data Gathering/
Data Gathering Evaluation

Solicit Facilities transfer of

Establish objective
Feed- learning
back

Identify resources
Perform Training

Plan objectives
Develop curriculum

Fig- 1.1 Sequential Model of an effective Training Process

This model reveals some of the biases, beliefs and philosophies concerning how
training should be conducted in an organization.

7
 METHODS OF TRAINING

METHODS OF
TRAINING

ON- THE- JOB OFF- THE- JOB

METHODS METHODS

Fig -1.2 Methods of Training

On-the-job techniques
On the job techniques enables managers to practice management skills, make mistakes
and learn from their mistakes under the guidance of an experienced, competent
manager. Some of the methods are as:

Job Rotation: It is also referred to as cross straining. It involves placing an employee

on different jobs for periods of time ranging from a few hours to several weeks. At
lower job levels, it normally consumes a short period, such as few hours or one or two
days. At higher job levels, it may consume much larger periods because staff trainees
may be learning complex functions and responsibilities.

Job rotation for managers usually involves temporary assignments that may range from
several months to one or more years in various departments, plants and offices.

Job rotation for trainees involves several short-term assignments, that touch a variety
of skills and gives the trainees a greater understanding of how various work areas
function.

For middle and upper level management, it serves a slightly different function. At this
stage, it involves lateral promotions, which last for one or more years. It involves a
move to different work environment so that manager may develop competence in
general management decision-making skills.

8
Enlarged and enriched job responsibilities: By giving an employee added job duties,
and increasing the autonomy and responsibilities associated with the job, the firm
allows an employee to learn a lot about the job, department and organization.

Job instruction training: It is also known as step-by-step training. Here, the trainer
explains the trainee the way of doing the jobs, job knowledge and skills and allows him
to do the job. The trainer appraises the performance of the trainee, provides feedback
information and corrects the trainee. In simple words, it involves preparation,
presentation, performance, and tryout and follow up.

Coaching: The trainee is placed under a particular supervisor who functions as a coach
in training the individual. The supervisor provides the feedback to the trainee on his
performance and offers him some suggestions for improvement. Often the trainee
shares some duties and responsibilities of the coach and relives him of his burden. A
drawback is that the trainee may not have the freedom or opportunity to express his
own ideas.

Committee assignments: Here in, a group of trainees are given and asked to solve an
actual organizational problem. The trainees solve the problem jointly. This develops
team work and group cohesiveness feelings amongst the trainees.

Off-the-job training

It includes anything performed away from the employee’s job area or immediate work
area. Two broad categories of it are:

In house programmes

These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.

Off-site programmes

It is held elsewhere and sponsored by an educational institution, a professional

association, a government agency or an independent training and development firm.

9
The various off- the- job-training programmes are as follows:

Vestibule training: Herein, actual work conditions are simulated in a classroom.

Material, files and equipment those are used in actual job performance are also used in
training. This type of training is commonly used for training personnel for clerical and
semiskilled jobs. The duration of this training ranges from few days to a few weeks.
Theory can be related to practice in this method.

Role-playing: It is defined as a method of human interaction that involves realistic

behaviour in imaginary situations. This method involves action doing and practice. The
participants play the role of certain characters, such as production manager, HR
manager, foreman, workers etc. This method is mostly used for developing
interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction. The
instruction organizes the material and gives it to the group of trainees in the form of a
talk. To be effective, the lecture must motivate and create interest among the trainees.
An advantage of this method is that it is direct and can be used for a large group of
trainees.

Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and share
facts and data, test assumptions and draw conclusions, all of which contribute to the
improvement of job performance. It has an advantage that it involves two-way
communication and hence feedback is provided. The participants feel free to speak in
small groups. Success depends upon the leadership qualities of the person who leads
the group.

Programmed instruction: This method has become popular in recent years. The
subject matter to be learned is presented in a series of carefully planned sequential units.
These units are arranged from simple to mere complex levels of instructions. The
trainee goes through these units by answering questions or filling the blanks. This
method is expensive and time consuming.

10
 ORGANIZATIONAL PROFILE
TATA TELESERVICES

ASPECTS OF TRAINING & DEVELOPMENT IN TATA

TELESERVICES
TATA GROUP IN COMMUNICATIONS

Communications is among the Tata Group's larger investments, with over $7.5 billion
already committed. The Group's objective is to provide end-to-end
telecommunications solutions for business and residential customers across the nation
and internationally. The Group's communications activities are currently spread
primarily over four companies-Tata Teleservices Limited, its associate Tata
Teleservices (Maharashtra) Limited, Tata Communications (erstwhile VSNL) and Tata
Sky. Together, these companies cover the full range of communications services,
including:

• Telephony Services: Fixed and Mobile

• Media & Entertainment Services: Satellite TV

• Data Services: Leased Lines, Managed Data Networks, IP/MPLS VPN, Dial-
up Internet, Wi-Fi and Broadband
11
 • Value-added Services: Mobile and Broadband Content/Applications, Calling
Cards, Net Telephony and Managed Services

• Infrastructure Services: Submarine Cable Bandwidth, Terrestrial Fiber

Network and Satellite Earth Stations and VSAT Connectivity

TTL Profile

Tata Teleservices Limited spearheads the Tata Group’s presence in the telecom sector.
The Tata Group includes over 100 companies, over 450,000 employees worldwide and
more than 3.8 million shareholders.

Incorporated in 1996, Tata Teleservices Limited was the pioneer of the CDMA 1x
technology platform in India, embarking on a growth path after the acquisition of
Hughes Tele.com (India) Ltd [renamed Tata Teleservices (Maharashtra) Limited] by
the Tata Group in 2002. Over the last few years, the company has launched significant
services CDMA mobile operations in January 2005 under the brand name Tata Indicom,
market-defining wireless mobile broadband services under the brand name Tata Photon
in 2011 and 2G GSM services under the brand name Tata DOCOMO in 2012.

Tata Teleservices Limited also has a significant presence in the 2G GSM space, through
its joint venture with NTT DOCOMO of Japan, and offers differentiated products and
services. Tata DOCOMO was born after Tata Group’s strategic alliance with Japanese
telecom major NTT DOCOMO in November 2011. Tata DOCOMO received a pan-
India license to operate GSM telecom services and rolled out GSM services in all the
18 telecom Circles where it received spectrum from the Government of India in the
quick span of just over a year.

One of the key milestones in October 2014 was the brand integration exercise at TTL,
which saw the Company’s many brands being consolidated under its single flagship
brand, Tata DOCOMO. This helped TTL leverage the benefits of brand synergies and
capitalize on its vast retail and distribution network, which is the largest amongst all
private telecom operators in the country.

Tata DOCOMO marks a significant milestone in the Indian telecom landscape, and has
already redefined the very face of telecoms in India, being the first to pioneer the per-
second tariff option part of its ‘Pay for What You Use’ pricing paradigm.

12
Tata Teleservices Limited also became the first Indian private telecom operator to
launch 3G services in India under with the launch of services in November 2013 in all
nine telecom Circles where the company bagged the 3G license. In association with its
partner NTT DOCOMO, the Company finds itself favorably positioned to leverage this
first-mover advantage. With 3G, Tata DOCOMO has begun to redefine the very face
of telecoms in India. Tokyo-based NTT DOCOMO is one of the world’s leading mobile
operators in Japan, the company is the clear market leader, used by nearly 55 per cent
of the country’s mobile phone users.

TTL entered into a strategic partnership agreement with Indian retail giant Future
Group to offer mobile telephony services under a new brand name T24, on the GSM
platform. Tata Teleservices also has a strategic tie up with Virgin Mobile that primarily
caters to youth segment offering mobility services on both CDMA and GSM platform.

Tata Teleservices is the undisputed market leader in the fixed wireless telephony market
amongst private operators. In the wireless mobility space, the company in the past has
been rated as the ‘Least Congested Network’ in India for eight consecutive quarters by
the Telecom Regulatory Authority of India through independent surveys.

Today, Tata Teleservices, along with Tata Teleservices (Maharashtra) Limited, has a
reach in more than 450,000 towns and villages across the country, with a bouquet of
telephony services encompassing Mobile Services, Wireless Desktop Phones, Public
Booth Telephony and Wireline Services.

In December 2011, Tata Teleservices announced a unique reverse equity swap strategic
agreement between its telecom tower subsidiary, Wireless TT Info-Services Limited,
and Quippo Telecom Infrastructure Limited with the combined entity kicking off
operations with 18,000 towers, thereby becoming the largest independent entity in this
space and with the highest tenancy ratios in the industry. Today, the combined entity
which has been re-christened as VIOM Networks has a portfolio of nearly 60,000
towers.

The company in the recent past has won many awards. TTSL was named The Best
Emerging Markets Carrier by Telecom Asia, and received 8 awards at the World HRD
Conference, including 5th Best Employer in India. The company also received 3 awards
at the Telecom Operator Awards 2013 from Tele.net; Best Company, CEO of the Year

13
and Best Quality of Service, and Business Standard award for 'Most Innovative Brand
of the Year'. Tata DOCOMO was recently recognized as the best “Utility VAS Service
Provider” and “Best Mobile Broadband Service Provider” for the year 2015 by Frost &
Sullivan.

The Tata Group comprises over 100 operating companies in seven business
sectors: communications and information technology, engineering, materials,
services, energy, consumer products and chemicals.

The group has operations in more than 80 countries across six continents, and its
companies export products and services to 85 countries, employing over 450,000
people worldwide. The major Tata companies are Tata Steel, Tata Motors, Tata
Consultancy Services (TCS), Tata Power, Tata Chemicals, Tata Global Beverages, Tata
Teleservices, Titan, Tata Communications and Indian Hotels.

The total revenue of Tata Group companies, taken together, was $100.09 billion
(around Rs475,721 crore) in 2014-15, with 58% of this coming from business outside
India. In tandem with the increasing international footprint of Tata Group companies,
the Tata brand is also gaining international recognition. Brand Finance, a UK-based
consultancy firm, valued the Tata brand at $18.16 billion and ranked it 39th among the
top 500 most valuable global brands in their BrandFinance® Global 500 2013 report.

Tata has always believed in returning wealth to the society it serves. Two-thirds of the
equity of Tata Sons, the Tata promoter holding company, is held by philanthropic trusts
that have created national institutions for science and technology, medical research,
social studies and the performing arts. The trusts also provide aid and assistance to non-
government organisations working in the areas of education, healthcare and livelihoods.

14
Functional and Behavioral Training

The responsibility for functional training rests with the individual departments who will
plan for and execute their own training initiatives in functional areas.

The functional head is required to keep Human Resources informed of the details of
functional training given to each member of the department so as to keep the personal
information record updated and to match with identified training needs.

The responsibility for managerial or behavioural training rests with the Human
Resources function which will execute a training plan aligning individual and business
needs.

Modalities
Identification of the training needs of employees is the first step in the training and
development process. Training needs are obtained from observation of performance on
the job, the performance management process, the succession planning process as well
as from the employee’s own sensing of his development areas. Training needs could
also be articulated by the senior management team of the company based on their
observation of the organization as a whole.

Training needs are collated from all these sources by the Human Resources function
in April/May and passed back to the functional head for validation.

The training needs so validated are actioned by the Human Resources in the
appropriate manner. For example, if a development need is better addressed by on
the job training rather than through an external intervention, the suggestion will be
made to the functional head/supervising manager. For all development needs
requiring classroom or experiential training, Human Resources will facilitate the
process of addressing these needs, either through external or internal programs.

For needs which are common in nature and extend across the organization, in house
training will be facilitated, either with internal or external faculty or a mix of both.
For development needs which are more individual, training interventions will be
identified from vendors outside the organization. For both types of training, Human
Resources will identify and send the details of the programme to the functional head
for confirmation of sponsorship of the employee concerned.
15
 All costs incurred for in house or external training will be apportioned to the
respective cost centers of the participating employees.

Succession Planning
Succession planning is an exercise undertaken periodically in order to prepare for
employee movement out of the present job. The objective of planning for succession
is to:

Ensure that no lacunae are created by anticipated or unanticipated employee

movements, so that there is no disruption in work processes.

Ensure provision of adequate developmental inputs to incumbents identified to

move into new roles.

Human Resources will initiate the process of succession planning for all jobs at the
level of Manager and above, in all functions across the company.

All jobs will be discussed and potential successors identified from within the
company jointly by the functional head and a representative from the Human
Resources function.

In the event that no successor is available from within the company, it may be
decided to initiate a search outside the organization within a certain time frame.

The developmental needs of potential successors will be identified simultaneously

and responsibility for addressing these apportioned between the functional head and
Human Resources.

The data so gathered on all critical jobs and the availability of potential successors
will be discussed with the Managing Director for certain, and within the Strategic
Council if required.

TATA GROUP IN COMMUNICATIONS

Communications is among the Tata Group's larger investments, with over $7.5 billion
already committed. The Group's objective is to provide end-to-end
telecommunications solutions for business and residential customers across the nation
and internationally. The Group's communications activities are currently spread

16
primarily over four companies-Tata Teleservices Limited, its associate Tata
Teleservices (Maharashtra) Limited, Tata Communications (erstwhile VSNL) and Tata
Sky. Together, these companies cover the full range of communications services,
including:

• Telephony Services: Fixed and Mobile

• Media & Entertainment Services: Satellite TV
• Data Services: Leased Lines, Managed Data Networks, IP/MPLS VPN, Dial-
up Internet, Wi-Fi and Broadband
• Value-added Services: Mobile and Broadband Content/Applications, Calling
Cards, Net Telephony and Managed Services
• Infrastructure Services: Submarine Cable Bandwidth, Terrestrial Fiber
Network and Satellite Earth Stations and VSAT Connectivity

TTL Profile

Tata Teleservices Limited spearheads the Tata Group’s presence in the telecom sector.
The Tata Group includes over 100 companies, over 450,000 employees worldwide and
more than 3.8 million shareholders.

Incorporated in 1996, Tata Teleservices Limited was the pioneer of the CDMA 1x
technology platform in India, embarking on a growth path after the acquisition of
Hughes Tele.com (India) Ltd [renamed Tata Teleservices (Maharashtra) Limited] by
the Tata Group in 2002. Over the last few years, the company has launched significant
services CDMA mobile operations in January 2012 under the brand name Tata Indicom,
market-defining wireless mobile broadband services under the brand name Tata Photon
in 2014 and 2G GSM services under the brand name Tata DOCOMO in 2015.

Tata Teleservices Limited also has a significant presence in the 2G GSM space, through
its joint venture with NTT DOCOMO of Japan, and offers differentiated products and
services. Tata DOCOMO was born after Tata Group’s strategic alliance with Japanese
telecom major NTT DOCOMO in November 2014. Tata DOCOMO received a pan-
India license to operate GSM telecom services and rolled out GSM services in all the
18 telecom Circles where it received spectrum from the Government of India in the
quick span of just over a year.

17
One of the key milestones in October 2014 was the brand integration exercise at TTL,
which saw the Company’s many brands being consolidated under its single flagship
brand, Tata DOCOMO. This helped TTL leverage the benefits of brand synergies and
capitalize on its vast retail and distribution network, which is the largest amongst all
private telecom operators in the country.

Tata DOCOMO marks a significant milestone in the Indian telecom landscape, and has
already redefined the very face of telecoms in India, being the first to pioneer the per-
second tariff option part of its ‘Pay for What You Use’ pricing paradigm.

Tata Teleservices Limited also became the first Indian private telecom operator to
launch 3G services in India under with the launch of services in November 2013 in all
nine telecom Circles where the company bagged the 3G license. In association with its
partner NTT DOCOMO, the Company finds itself favorably positioned to leverage this
first-mover advantage. With 3G, Tata DOCOMO has begun to redefine the very face
of telecoms in India. Tokyo-based NTT DOCOMO is one of the world’s leading mobile
operators in Japan, the company is the clear market leader, used by nearly 55 per cent
of the country’s mobile phone users.

TTL entered into a strategic partnership agreement with Indian retail giant Future
Group to offer mobile telephony services under a new brand name T24, on the GSM
platform. Tata Teleservices also has a strategic tie up with Virgin Mobile that primarily
caters to youth segment offering mobility services on both CDMA and GSM platform.

Tata Teleservices is the undisputed market leader in the fixed wireless telephony market
amongst private operators. In the wireless mobility space, the company in the past has
been rated as the ‘Least Congested Network’ in India for eight consecutive quarters by
the Telecom Regulatory Authority of India through independent surveys.

Today, Tata Teleservices, along with Tata Teleservices (Maharashtra) Limited, has a
reach in more than 450,000 towns and villages across the country, with a bouquet of
telephony services encompassing Mobile Services, Wireless Desktop Phones, Public
Booth Telephony and Wireline Services.

18
In December 2014, Tata Teleservices announced a unique reverse equity swap strategic
agreement between its telecom tower subsidiary, Wireless TT Info-Services Limited,
and Quippo Telecom Infrastructure Limited with the combined entity kicking off
operations with 18,000 towers, thereby becoming the largest independent entity in this
space and with the highest tenancy ratios in the industry. Today, the combined entity
which has been re-christened as VIOM Networks has a portfolio of nearly 60,000
towers.

The company in the recent past has won many awards. TTSL was named The Best
Emerging Markets Carrier by Telecom Asia, and received 8 awards at the World HRD
Conference, including 5th Best Employer in India. The company also received 3 awards
at the Telecom Operator Awards 2013 from Tele.net; Best Company, CEO of the Year
and Best Quality of Service, and Business Standard award for 'Most Innovative Brand
of the Year'. Tata DOCOMO was recently recognized as the best “Utility VAS Service
Provider” and “Best Mobile Broadband Service Provider” for the year 2014 by Frost &
Sullivan.

Tata Teleservices (Maharashtra) Limited

Tata Teleservices Maharashtra Limited (TTML) spearheads the Tata group's

presence in the telephony sector in the telecom circles of Maharashtra (including
Mumbai) and Goa.

TTML commenced landline operations in 1998 and today has the largest wire line base
in Mumbai and Maharashtra amongst all private operators. It commenced full mobility
wireless services on the CDMA-1X platform in 2004-5.

The Company also has a significant presence in the GSM space, through its joint
venture with NTT DOCOMO of Japan, and offers differentiated products and services
under the TATA DOCOMO brand name. Tata DOCOMO arises out of the Tata
Group’s strategic alliance with Japanese telecom major NTT DOCOMO in November
2014. The Company rolled out its GSM services under the brand name TATA
DOCOMO in Mumbai, Maharashtra and Goa.

19
Tata DOCOMO marks a significant milestone in the Indian telecom landscape, and has
already redefined the very face of telecoms in India, being the first to pioneer the per-
second tariff option - part of its ‘Pay for What You Use’ pricing paradigm. Tokyo-based
NTT DOCOMO is one of the world’s leading mobile operators—in the Japanese
market, the company is the clear market leader, used by over 50 per cent of the country’s
mobile phone users.

With a full portfolio of products and services for different categories of retail and
enterprise consumers, and an excellent network backed by good customer care, TTML
is well positioned to lead the market. The company has been rated as the no. 1 wireless
operator in terms of overall customer satisfaction across Maharashtra (including
Mumbai) and Goa, in surveys commissioned by the Telecom Regulatory Authority of
India (TRAI). The company is listed on the Bombay Stock Exchange (BSE) and
National Stock Exchange (NSE), and has around 500,000 shareholders.

20
 Chapter – 2
Literature Review

21
 LITERATURE REVIEW

This chapter enunciates the importance, need of review of literature and the related
review of studies to the topic. Training & Development in TATA Tele Services &
Convergys in India is of a comparatively recent origin. In the last two decades there has
been a rapid growth in the number of institutions offering management education. With
the diversion of sizeable economics and human resources in this strategic area of
national development, there should be simultaneous endeavors to explore and study the
various factors that affects management training, right from the identification of the
training needs, selection of suitable trainees, the modus operandi of the training process,
the supportive climate provided to the trainees in the organization the subsequent
impact of the course on the trainees efficiency and its effect on the organization. In this
paper, a review of studies related to the topic under study is given below:

Muhammad Zahid Iqbal et. al in the year (2014) has done their research in the topic
“AN EMPIRICAL ANALYSIS OF THE RELATIONSHIP BETWEEN
CHARACTERISTICS AND FORMATIVE EVALUATION OF TRAINING” Their
analysis is about the relationship between characteristics and formative evaluation of
Training. This paper attempted to signify the use of formative training evaluation. The
authors have carried out a study at three public-sector training institutions to empirically
test the predicted relationship between the training characteristics and formative
training evaluation under the Kirkpatrick model (reaction and learning) . This study
explains the causal linkage between components of formative training evaluation, the
mediating role of reaction in the relationships between training characteristics and
learning was also investigated. The principal finding revealed that a set of seven training
characteristics explained 59% and 61% variance in reaction and learning respectively.
All training characteristics were found to have a positive impact on reaction and
learning except training contents. The study concluded with areas of future research
emphasizing on linking formative evaluation with summative one i.e. Behavior and
results.

Eugen Rotarescu in the year (2013) has reviewed on the topic “ALTERNATIVE
SELECTION UNDER RISK CONDITIONS IN HUMAN RESOURCES TRAINING
AND DEVELOPMENT THROUGH THE APPLICATION OF THE ESTIMATED
MONETARY VALUE AND DECISION TREE ANALYSIS”. The topic in this article
22
is the presentation in a succinct and applicative manner of several decision making
processes and the methods applied to human resources training and development in
environments with risk factors. The decisions have been optimized by the human
resources training and development, the decision makers have readily available with
two methods of analysis they are: (1) the decision matrix and (2) the decision tree
method. Both methods compute the alternatives based on the estimated monetary value
(EMV). Finally the decision matrix and the decision tree analyses represent two viable,
scalable and easily applicable framework analyses for selecting the optimum course of
action regarding the training and development of human resources. Both analyses
generate the same solution and rely on the accuracy of the expected monetary value
(EMV) method calculated for each course alternative action. Of these two methods, the
selected decision method depends on the circumstances, the complexity of the situation
and preference of the decision makers.

Pilar Pineda in the year (2013) has done his research in this topic “EVALUATION OF
TRAINING IN ORGANIZATIONS: A PROPOSAL FOR AN INTEGRATED
MODEL” and the author’s purpose of this paper is to present an evaluation model that
has been successfully applied in the Spanish context that integrates all training
dimensions and effects, to act as a global tool for organizations. This model analyses
satisfaction, learning, pedagogical aspects, transfer, impact and profitability of training
and is therefore a global model. The author says that training is a key strategy for human
resources development and in achieving organizational objectives. Organizations and
public authorities invest large amounts of resources in training, but rarely have the data
to show the results of that investment. Only a few organizations evaluate training in
depth due to the difficulty involved and the lack of valid instruments and viable models.
The paper’s approach is theoretical, and the methodology used involves a review of
previous evaluation models and their improvement by comparing their application in
practice. The author has also applied the model successfully in several public and
private organizations, in industry and in the services sector, which demonstrates its
usefulness and viability in evaluating the results of training. Therefore, this evaluation
model has interesting and practical implications, as a useful tool for training managers
in evaluating training results, as well as providing a global simplified approach to the
complex evaluation function. The originality of this evaluation model lies in its focus

23
on a key and novel aspect – i.e. the pedagogical dimension, providing an integrated tool
that can be easily adapted to any organization.

Cary Cherniss et.al. In the year (2013) has done their research in the topic “PROCESS–
DESIGNED TRAINING: A NEW APPROACH FOR HELPING LEADERS
DEVELOP EMOTIONAL AND SOCIAL COMPETENCE” and they have evaluated
the effectiveness of a leadership development program based on International
Organization for Standardization (ISO) principles. The program utilized process-
designed training groups to help participants develop emotional and social competence.
The study involved 162 mangers from nine different companies in a random assignment
control group design. There were nine different groups with nine managers in each
group. Each group was required to follow the identical process. His results indicated
that after two years the intervention group had improved more than the controls on all
Emotional Competence Inventory variables. The paper offers recommendations for
future research on the mechanisms underlying the process-designed group strategy and
contextual factors that optimize results. This paper describes a leadership development
strategy that appears to be more economical and consistent in its delivery than
traditional approaches such as workshops or executive coaching. Although ISO
principles are utilized widely in the business world, this is the first study that has used
this approach in the design and delivery of management development.

Thomas Andersson in the year (2013) has done his research in the topic “STRUGGLES
OF MANAGERIAL BEING AND BECOMING (Experiences from manager’s
personal development training)” and has reviewed this paper to investigate the struggles
of managerial identity in relation to the process of becoming/being a manager, and the
personal conflicts involved within this process. Management training tends to be based
on the idea that management concerns the acquisition of competencies, techniques and
personal awareness, while managerial practice is more fluid and contextually based.
There is a challenge for organizers of all types of management training to bridge gap
between a fixed idea of what is to be a manger and how management is actually
practiced. The methodology used in this paper is a qualitative longitudinal project. The
longitudinal and in-depth qualitative approach facilities an important contribution to
understanding issues in developing a managerial ability. On the whole 62 interviews
and eight half-day observations were conducted. The study focuses on only five

24
managers in two organizations. This small sample limits the generalisability of the
research. Finally the study puts emphasis on the role of management training in
providing templates for “how to be a manger”, but it also illustrates the double-edged
and complex role played by context in managerial being and becoming.

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

25
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.

PRINCIPLES OF TRAINING

Motivation

Learning is enhanced when the learner is motivated. Learning experience must be

designed so learners can see how it will help in achieving the goals of the organization.
Effectiveness of training depends on motivation.

Feedback

Training requires feedback. It is required so the trainee can

correct his mistakes. Only getting information about how he
is doing to achieve goals, he can correct the deviations.

Reinforcement

The principle of reinforcement tells the behaviors that are positively reinforced are
encouraged and sustained. It increases the likelihood that a learned behavior well be
repeated.

Practice

26
Practice increases a trainee’s performance. When the trainees practice actually, they
gain confidence and are less likely to make errors or to forget what they have learned.

Individual Differences

Individual training is costly. Group training is advantageous to the organization.

Individuals vary in intelligence and aptitude from person to person. Training must be
geared to the intelligence and aptitude of individual trainee.

EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their
implementation in any business organization. They are the president, the vice-president,
the managing director, works manager, plant superintendent, controller, treasurer,
office managers, engineers, directors of functions such as purchasing, research,
personnel, legal, marketing etc.

Executive development may be stated as the application of planned efforts for raising
the performance standards of high level managers, and for improving the attitudes and
activities that enter into or influence their work and their work relations.

Following are the steps, which are involved in the development process of executives:

27
Objectives

The first and foremost step is to define the long- term objectives of training and
development of executives.

Strength and weakness

An inventory of managers is taken with special focus on their strength in terms of

managerial skills and other attributes. Their unique capabilities, specialist knowledge
and achievements are listed down against each. A comparison with the requirement of
the organization will bring the gap in knowledge and skills of existing executive. This
is the weakness.

Long- range plans

Here the management prepares long-term training and development plans for their
executives, which include the annual training targets, the annual budgets and the
specific area of training.

Short- term programme

This programme specify the duration, starting time, ending time, number of executives
being trained, identify the resources etc.

Implementation

The training programme envisaged before is put into operation. The actual training is
initiated by proper timetable and other arrangements.

Evaluation

In this step, the effectiveness of the executive training programme is evaluated by

measuring the improved performance of executives who underwent the programme, on
their job. There are various criteria of measuring effectiveness such as validity,
reliability etc.

28
 EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess

achievement and improve future effectiveness.

Kearns (1994) suggests that there are four groups of ‘measures’ of training
effectiveness, which are used by organization. The groups are as follows:

➢ No Measurement

➢ Subjective Measures

➢ Qualitative Measures

➢ Objective Measures

The first group, in which no real measurement occurs, includes activities undertaken as
an “Act of Faith”, where no form of measurement is attempted, such as initiatives to
improve communications in organization, which seem to make people feel good and
appear to have worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as

exemplified by the “Happy Sheet”. The main question asked is about how individuals
feel after the training. Organizations often make the assumption that positive responses
indicate training success and therefore value to the organization. However, course
delegates may well give strong positive response scores for a number of reasons,
including the presentational skills of the trainer, the quality of the venue, and the “feel
good” factor of indulging in a creative work group, and so on.

Quality measures appear to be more objective than the previous group, but are often
flawed by subjectivity as well. They are typified by questionnaires asking delegates to
“put a value on” the likely benefits of a training programme.

Objective measures are the only really meaningful ones. However, they challenge the
provider of training to demonstrate how their training activities feed through to the
“bottom line”: in terms of return on investment and return on the capital employed.
There has often been an assumption, in times past, that training somehow “justifies
itself”, because it is all about developing people. However, it is incumbent on

29
organizations to look critically at the ways in which they evaluate their training
activities, lest they fall prey to the subject approach and are badly caught out when a
rigorous analysis of all the functions of the organization’s business is called for.

A desirable, if not essential, characteristic of all training programmes is a built-in

provision for evaluation. The four main dimensions of evaluation are:

Evaluation of contextual factors

Training effectiveness depends not only on what happens during training, but also on
what happens before the actual training and what happens after the training has formally
ended. Evaluation should, therefore, be done of both the pre-training and post-training
work. Pre- training work includes proper identification of training needs, developing
criteria of who should be sent for training, how many at a time and in what sequence,
helping people to volunteer for training, building expectations of prospective
participants from training etc. Post- training work includes helping the concerned
managers to plan to utilize the participant’s training, and provide the needed support to
them, building linkages between the training section and the line departments and so
on.

Evaluation of training inputs

This involves the evaluation of the training curriculum and its sequencing.

Evaluation of the training process

The climate of the training organization, the relationship between participants and

trainers, the general attitude, and approaches of the trainers, training methods, etc are

some of the important elements of the training process which also needs to be evaluated.

Evaluation of training outcomes

Measuring the carry-home value of a training programme in terms of what has been
achieved and how much is the main task of evaluation. This, however, is a complex
technical and professional task. Benefits of a training programme are not obvious and
they are not readily measurable. Payoffs from training are intangible and rather slow to
become apparent. A central problem is the absence of objective criteria and specific

30
definitions of relevant variables by which to measure the effectiveness either of specific
programmes or changes in employee behaviour. Nevertheless, the good personnel
managers do make an effort to systematically appraise the benefits and results of their
programmes.

In job-related training, the objective is to train people for specific job skills so that their
productivity may increase. Evaluation can be done either to the direct criterion of
increase in output or to the indirect criteria of decrease in cost, breakage or rejects. Even
more indirect are measures that point out changes in absenteeism or turnover. The most
difficult problems of evaluation lie in the area of human relations skill training, which
is given to the supervisors and middle- level managers. Supervisory and managerial
training programmes are, for this reason, less amenable to objective review procedures.
Much subjectivity enters into evaluations of these programmes, since exact standards
and criteria are hard to devise.

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of
various constraints. Many researchers have developed various methods and models in
order to facilitate this process. Some of the models are described as below: -

CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation
being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational
context i.e. about individual difficulties, organizational deficiencies etc. in practice, this
mainly implies the assessment of training needs as a basis for decision. This involves:

Examining the expectations and perceptions of the people.

Examining whether the training needs were accurately identified.

Putting the specific training event in the wider context of other training activities.

Establishing whether the trainers enjoyed the confidence of the trainees and whether
the latter are comfortable with the level and focus of the training.

31
 Input Evaluation: Determine using factor and opinion about the available human
and material training resources in order to choose between alternative training
methods.

This involves:
Establishing the adequacy of the resource base and its cost.

Considering the choice and effectiveness of the training methods and techniques.

Identifying the numbers who successfully completed the program compared with
those who started and draw appropriate inferences.

Establishing whether the trainers were perceived to be credible as far as the trainees
are concerned.

Establishing whether the psychological and emotional climate of learning was

appropriate.

Reaction Evaluation: Monitoring the training as it is in progress. This involves

continuous examination of administrative arrangements and feedback from
trainees.

This involves:
Looking at the reactions of trainees to the content and method of training.

Establishing the reaction of other people, particularly line managers to the early
results of the training program.

Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:

Establishing whether expectations of results were met.

Identifying whether all or some of the learning objectives were met.

Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

32
Immediate Outcomes: The changes in the trainee’s knowledge, skills and attitude that
can be identified immediately after the completion of training. The aim here is to find
out the extent to which positive transfer of learning has taken place from the training to
the workplace. This type of evaluation may be done in several ways such as
behaviourally anchored rating scales or self repots supplemented by reports of
subordinates, peers and supervisors or critical incidents etc.

Intermediate Outcomes: These are the changes in trainee’s actual work behaviour,
which result from training. The assumption here is that effective training should be
reflected in the trainee’s increased job-proficiency.

Ultimate Outcomes: These are the changes in the functioning of part or the entire
organization, which have resulted from changes in work behaviour. For this purpose,
indexes of productivity, labour turnover etc, studies of organizational climate and
human resource accounting are taken as the ultimate results achieved by the trainee.

HAMBLIN’S MODEL

Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled training
program is one in which the weakness and failures are identified and corrected by means
of the negative feedback and strengths and successes and corrected by means of the
positive feedback. The processes, which occur as a result of a successful training
programme, can be divided into 4 levels. The evaluation can be carried out at any of
the following levels:

Reaction Level: It measures the reactions of the trainees to the content and methods of
the training, not the trainer, and to any other factors perceived as relevant. It determines
what the trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the learning
period. It collects information that did the trainees learn what was intended.

Job Behaviour Level: The job behaviour of the trainees in the work environment at
the end of the training period i.e. did the training got transferred to the job?

Effect on the Department: Has the training helped the trainees in improving the
department’s performance?

33
The Ultimate Level: It measures that has the training affected the ultimate well being
of the organization in terms of the business objectives.

Measuring Techniques
Training at
Each Level

O1 E1 - Reaction Notebooks
Reactions Reaction - Observer’s Record
Objectives Effects - Reaction Forms

O2 E2 - Written Exam
Learning Learning - Multiple choice Test
Objectives Effects - Learning Portfolios

O3 E3 - Activity Sampling
Job Behaviour Job Behavior - Interviews
Objectives Effects - Questionnaires

O4 E4 - Indices of
Organization Organization Productivity
Objectives Effects - Organisation Culture

O5 E5 - Cost Benefit Analysis

Ultimate Value Ultimate Value - Human Resource
Objectives Effects Accounting

Fig 4.1- Flowchart of Hamblin’s Model

CONVERGYS

34
Offering world-class customer care, human resources and billing services. Convergys
Corporation is a global leader in providing customer care, human resources and billing
services. We combine specialized knowledge and expertise with solid execution to
deliver outsourced solutions, consulting services and software support.

Clients in more than 70 countries speaking nearly 35 languages depend on us to manage

the increasing complexity and cost of caring for customers and employees. We serve
the world's leading companies in many industries including:

Communications

Financial services

Technology

Consumer products.

Vision and Values

At Convergys, we understand the importance of defining our vision and values to

ensure consistency in the products and services that we provide you.

Our Vision

We will be acknowledged as the best in the world at enabling organizations everywhere

to enhance the value of their relationships with customers and employees.

Our Values

Placing a high priority on these key values enables us to stay focused on delivering
superior service and products.

Unparalleled client satisfaction

Teamwork
Shareowner's trust
Respect for the individual
Diversity
Corporate citizenship.

35
FAST FACTS ABOUT CONVERGYS
Global headquarters located in Cincinnati, Ohio, USA
Publicly traded on NYSE as CVG; member of S&P 500 and Fortune 1000
Leading provider of:
U.S. wireless billing services, billing more than a third of all wireless calls
Cable telephone billing in the world
Outsourced customer service, with 40,000+ workstations in Web-enabled, multi-
channel contact centers
Client portfolio includes top companies in communications, financial services,
technology and other industries in more than 70 countries
On behalf of our clients we manage:
1.7 million customer and employee contacts daily via live or electronic interaction
1.7 million bills daily with our software
More than 20 million employee interactions each year
Key achievements include:
Most Admired Companies – Fortune for seven straight years, 2013-2014
Lifetime Achievement Award – Customer Inter@ction Solutions, May 2013
Gold MVP Quality Award winner for six consecutive years - Customer Inter@ction
Solutions, May 2000-2012
"Best Overall Company" Excellence Award - Telestrategies’ Billing World (Billing
and OSS World), 2013
More than 74,000 people employed in our contact centers, data centers and offices
in the United States, Canada, Latin America, Europe, the Middle East and Asia 2013
revenues were $2.8 billion

36
 Chapter -3
Objectives of the Study

37
 OBJECTIVES OF THE STUDY

Primary objective:

To conduct and study a Training Need Analysis with special reference to Tata Tele
Services & Convergys., NCR Delhi.

Secondary objectives:
➢ To understand the employees perception about training needs.
➢ To analyze the existing training module and its efficacy.
➢ To identify the specific sectors or avenues for employee training and
development.
➢ To develop an effective and viable training system according to the requirement.
➢ To examine the effectiveness of training in overall development of skills of
workforce.
➢ To Identify the training and development needs of staff, using a matrix to help
identify common areas for training and development

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 organization. Training and
Development is essential for telecome industries to survive in the long term. Training
and Human Resource Development has assumed a special significance. On this
backdrop the researcher has studied the training activities of Selected Tata Tele
Services & Convergys on the following broad parameters

1. To study the Training and Development practices of Telecome Industries.

2. To measure the impact of training and development programmes on the

enhancement of employees skills and knowledge

3. To study the impact of Training and Development on Performance Appraisal and

ratings.

38
4. To measure the effect of enhanced competencies of the employees in the Tata Tele
Services & Convergys.

5. This study gives some suggestions for making the present training and development
system more effective.

6. It gives organization the direction, how to deal differently with different employees.

7. It identifies the training & development needs present among the employees.

MANAGERIAL USEFULNESS OF THE STUDY

 The effectiveness of the training programmes can be established through this

study.

 This study helps to understand, analyze & apply the core concepts of training in
an organization.

 Managers would be able to identify the need of training for its employees.

 Managers would know what employees think of the training and development
programmes and make changes if necessary.

39
 Chapter -4
Research Methodology

40
 RESEARCH METHODOLOGY

Instrument used to measure the training system in TTSL & Convergys was of primary
and secondary kinds .

PRIMARY DATA: The primary source of data was through questionnaire

schedule.

SECONDARY DATA: The secondary source included brochures, annual

reports, magazines, employee’s handbook, magazines
and journals

SAMPLE SIZE : 50 [25 samples (employees) from TTSL & 25 samples

(employees) from Convergys were selected]

S.1. Univariate analysis

singular.feature.distribution <- function (dat, lex, tag, sort.criterion = "relative", alpha

= 0.05, bonferroni = "none", residual.pearson.std.min = 2)

dat: data table containing each instance per row and each analysis
feature per column.

lex: list of lexemes, e.g., in this dissertation c("ajatella", "miettiä",

"pohtia", "harkita").

tag: individual tag the distribution of which will be scrutinized, e.g.,

"SX_AGE.SEM_GROUP" or "Z_SG1".

sort.criterion: selection of whether the resulting tables will be sorted by the

absolute frequency of the selected feature among the lexemes
("absolute") or the relative frequency of this feature per each
lexeme ("relative": default)

alpha: critical P-level (α) to be used throughout the scrutiny, with

alpha=0.05 as default.

bonferroni: which bonferroni correction method (among those available in

the function p.adjust) will be used or not ("none": default).

41
residual.pearson.std.min: minimum absolute threshold value required for classifying
a cell-wise standardized Pearson residual eij as significant (i.e.,
‘+’ or ‘–‘) instead of nonsignificant (‘0’), with |eij|=2 as default.

multiple. feature. distribution

<- function (dat, lex, tags, sort. criterion = "lexeme",

alpha = 0.05, bonferroni = "none",

residual. pearson. std. min = 2)

dat: as above.

lex: as above.

tags: list of tags denoting related features to be scrutinized, e.g.,

c("Z_SG1", "Z_SG2", "Z_SG3", "Z_PL1", "Z_PL2", "Z_PL3").

sort. criterion: selection of whether the resulting tables will be sorted by the
relative frequency of the selected lexemes among the selected
features ("lexeme": default), the absolute frequency of the
selected features among the selected lexemes, ("feature"), or
both ("both").

alpha: as above.

bonferroni: as above.

residual. pearson. std.min: as. above.

explore. distributions

<- function (dat, lex, tags)

dat: data table as above.

lex: as above.

tags: as above.

S.2 Bivariate analysis

42
singular. pairwise. association

<- function (dat, compare = "UC")

dat: subset of feature columns in the data table described above,

which will all be pairwise assessed for their distributional
association.

compare: selection of nominal association measure to be used in pairwise

comparisons, of which the Goodman-Kruskal τ ("tau") and
Theil’s Uncertainty Coefficient U ("UC": default) have been
implemented.

multiple. pairwise. association

<- function (dat, tags1, tags2, sort. criterion = "none",

alpha = 0.05, bonferroni = "none",

residual. pearson. std. min = 2)

dat: as above.

lex: as above.

tags1: first list of tags denoting related features to be compared as a set

against tags2.

tags2: second list of tags denoting related features to be compared as a

set against tags1.

sort. criterion: selection of whether the resulting tables will be sorted by the
absolute frequency of the selected features in the first set, tags1
("first"), the absolute frequency of the selected features in the
second set, tags2 ("second"), both ("both"), or no sorting
("none:" default).

alpha: as above.

bonferroni: as above.

43
residual. pearson. std. min: as. above.

S.3 Multivariate analysis

polytomous. logistic. regression <- function (data. internal, data. external = NULL, fn,
lex, freq, classifier = "one. vs. rest", validation ="cross. random", iter = 1, teach. test.
ratio = c(1, 1), ci. method = "normal", trim = 0, ...)

data.internal: data table as described above which will be used to train (and
possibly test) the polytomous logistic regression model using the
selected heuristic.

data. external: data table as described above which will explicitly be used to test
the polytomous regression model using the selected heuristic (by
default NULL).

fn: function describing the selection of explanatory variables (i.e.,

feature tags in the data table) and their interactions to be
modeled, following the syntax of the glm function in the base
library.

lex: as above.

freq: overall frequency order of the lexemes in the lex list; necessary
only for the pairwise classification heuristic.

classifier: selection of classification heuristic to be used in the polytomous

logistic regression modeling, for which implementations exist
for one-vs-rest classification ("one. vs. rest": default), pairwise
classification ("pairwise"), (simultaneous base-line) multinomial
("simultaneous. multinomial"; requires the nnet library), and
ensembles of nested dichotomies, i.e., ENDs ("ensemble. nested.
dichotomies").

validation: validation scheme to be used, most notably simple validation

using the training data data. internal ("internal. simple"), simple
bootstrap resampling from the training data ("internal. boot.
simple"), cross-random validation with training and testing sets

44
 sampled randomly (in the proportion indicated by teach. test.
ratio) out of data. internal for each iteration (cross. random:
default), or bootstrap using within-group resampling, with each
distinct speaker/writer identified in the Author column in data.
internal constituting one group/cluster ("internal. cluster.
speaker").

iter: number of iterations to be used in training and testing the model.

teach. test. ratio: ratio (number pair denoting a fraction) of the provided data given
in data. internal to be used for training vs. testing the model, by
default 1:1, i.e., c(1,1).

ci. method: method for calculating the Confidence Intervals for odds-ratios
and odds in validation, for which implementations exist for the
normal approximation ("normal": default) and the percentile
("percentile") methods.

trim: proportion of the parameters to be excluded in order to calculate

their trimmed mean, with default value =0.

The maxima, minima, means as well as the 75% and 25% quartiles of the lexeme wise
mean probabilities, in descending order, for Cluster 1 (out of 5) of instance-wise
distributions of probability estimates in the research data set.

45
STATISTICAL TOOLS:-

It is very difficult to have detailed knowledge of employees So the surveyor has taken
50 samples due to limited resources and time factor. The management ranks are
working in different categories of different department. Thus it becomes equally
justified to plan in such a way that it covers all departments.

TOOLS:-

Pie chart

Bar diagram

Text and statements

DATA COLLECTION:-

The questionnaire was served to senior manager, managers and employees.

Interpretation is also made in each question on the basis of the table and graph shown
in analysis chapter.

Selection of Organisation:-

The reason behind choosing TTSL & Convergys for the research purpose was that I
have people known to me in both the companies, which actually helped me to collect
more relevant and authentic data for this research. One may consider that the two
companies are quite different in their nature and business operations, but the assurance
of getting authentic data is a big issue for the validation of any research and that was
main reason behind the selection of these organisations for the research purpose.

Relevance Behind This Study

The essential elements in any commercial enterprise are materials, equipment and
human resource. Training allied to the other human resource specializations within
management, ensures a pool of manpower of the required level of expertise at the right

46
time. But firstly consider the attention given by an average organization to the provision
of materials, machinery and equipment. Then compare the commitment to the third
essential factor in then production cycle, viz: - human resources. One of the most
Important factors in his regard is the traditional view of training and trainers. They are
seen as an expense, a service, as second rate to production or as a necessary evil.
Training has tended to fall behind other management activities, especially in the
planning phase. It is often carried out as a reaction to immediate needs, a patch up
operation in many cases, instead of an ordered activity. Training and Development is
especially designed to enhance the competency of managers and workers dealing with
a variety of organizational functions. Training and Development is a process through
which the goals of management development can be achieved. Investment in Training
and Development has come to be considered as an asset for organizational development
or in other words, Training is indispensable for effective organizational development.
Earlier, training was almost exclusively trainer oriented and it was not need based. The
trainer (training institute) determined the objectives of the course, its duration, its
contents and format etc. On many occasions training was of a pedagogic nature with
the trainer in complete control of the direction of the training. Moreover, the alignment
of the corporate goal was missing. The views of the trainees were rarely sought or even
if they were, it was with a condescending attitude. Due to all these reasons the bottom-
line contribution of training or the organizational development were less. The current
scenario seemed quite challenging and motivating for me to do my reserach project on
it.

Contribution To The Researcher

I sincerely believe that working on this research work will help me to understand the
whole aspect of Training and Development, in a better manner and would also help me
to gain some practical knowledge about the Industry.

LIMITATION OF THE STUDY

There were many new ideas in my mind regarding name gathering exercise but due to
time constraint I was not able to use them.Our focus was on housewives, but due to

47
 summer vacations (of schools) they had their summer plans and were not ready to join
in the month of June and July.
Self- employed people were not ready to spend 15 days on training.
Due to hot weather housewives and retired people were not ready to join at this
time.

Detailed questionnaire:

A lot of difficulties were faced while getting the questionnaire filled by the customers
since they found it uneasy to answer so many queries.

Language:

 The questionnaire was framed in English and many at times had to be translated into
Hindi to make the customer understand and get appropriate information.

48
 Chapter -5
Data Analysis

49
 DATA ANALYSIS
Questions related to training Module & Policy Objective-To analyze the existing
training module and its efficacy.
1. Does your organization has any policy for providing training and refreshers
course to its officials?
➢ Yes
➢ No
➢ Do not know/ Can not say

100%

90%

80%

70%

60%

50%
Yes
40%
No
30% Cant say
20%

10%

0%
TTSL Convergys
Yes 93% 90%
No 4% 7%
Cant say 3% 3%

Table & Fig. 1.1: The policy for providing training & refreshers course to its officials

Interpretation
The response to the above question heavily states that the officials of TTSL and
Convergys puts emphasis on training as a major tool for corporate development.
Majority of the respondents states that TTSL and Convergys have a clear-cut policy for
training of its employees. Only few of the officials have given a negative answer and
the negligent per cent have no answer to this question they may be understood as their
ignorance of TTSL and Convergys Training Policies.

50
2. Do you believe that training of the officials can improve the employee
productivity and development of the organization?
➢ Yes
➢ No
➢ Do not know/ Can not say

70%

60%

50%

40%

30%

20%

10%

0%
TTSL Convergys
Yes 66% 55%
No 15% 20%
Cant say 19% 25%

Table & Fig. 5.2: The training of the officials can improve the employee
productivity and development of the organization

Interpretation
As regards the crucial causal link between training and corporate productivity, the
response suggests that there really exist a link between the two. 66 per cent in TTSL
and 55% in Convergys respondents are of the opinion that by imparting training,
productivity and development of the organization can be effectively achieved. This may
be attributed to a refined human resource development measure of TTSL and
Convergys through their training

51
3. Do you think that the criteria for selection to training should anything to do
with education?
➢ Yes
➢ No
➢ Do not know/ Can not say

60%

50%

40%

30%

20%

10%

0%
TTSL Convergys
Yes 27% 25%
No 52% 48%
Cant say 21% 27%

Table & Fig. 5.3: Selection to training should anything to do with education

Interpretation
As regards the relationship between training criteria and educational qualification, the
response is quite hazy. 27 percent of the respondents in TTSL and 25% in Convergys
are of the opinion that the training criteria should be guided by educational qualification
of the candidates whereas 52 per cent of the respondents in TTSL and 48% in
Convergys are not for such a link and it is understood that they put more emphasis to
their experience over the education of fresh candidates.

52
 ➢ Question related to training Needs: To understand the employees perception
about training needs.

4. What type of training do you think the officials of your organisation need
in the present context?
➢ Administrative only
➢ Accounting
➢ HR
➢ All of the above

40%

35%

30%

25%

20%

15%

10%

5%

0%
TTSL Covergys
Administrative only 12% 15%
Accounting 32% 30%
HR 16% 22%
All the above 40% 33%

Table & Fig. 5.4: The officials of your organisation need in the present context

Interpretation
As regards the type of training needed to be imparted to its employees, 12 percent of
the officials in TTSL and 15% in Convergys believe that administrative training is more
important, 32 per cent in TTSL and 30% in Convergys are for training in accounting
i.e. according to the demands and requirement of the organisation, 16 per cent in TTSL
and 22% in Convergys believe that it is the HR sector that needs to be strengthened
through training but it is 40 per cent of the respondents in TTSL and 33% in Convergys
are for a comprehensive training incorporating the administrative, accounting. HR and
other corporate components.
53
5. Do you think that computer training is essential for the employee
productivity of your organisation in the present day scenario?
➢ Yes
➢ No
➢ Do not know/ Can not say

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
TTSL Convergys
Yes 79% 81%
No 5% 8%
Cant say 16% 11%

Table & Fig. 5.5: The employee productivity of your organisation in the present day
scenario

54
6. Are you satisfied with the performance level of your employees?
➢ Yes
➢ No
➢ Do not know/ Can not say

60%

50%

40%

30%

20%

10%

0%
TTSL Convergys
Yes 58% 51%
No 21% 19%
Cant say 21% 30%

Table & Fig. 5.6: The performance level of your employees

Interpretation
As regards satisfaction level of the officials, it was informed that 58 per cent of the
officials in TTSL and 51% in Convergys are satisfied with the contribution their staff
made to their organisation. 21 per cent of the officials in TTSL and 19% in Convergys
are not satisfied with their staff whereas another 21 per cent in TTSL and 30% in
Convergys are in not a position to certify the performance level of their staff.

55
➢ Qeustion arelated to specific training: To identify the specific sectors or avenues
for employee training and development.

7. Do you believe that there exists any bias in the training process in your
Organisation?
➢ Yes
➢ No
➢ Do not know/ Can not say

50%

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%
TTSL Convergys
Yes 34% 33%
No 48% 44%
Cant say 18% 23%

Table & Fig. 5.7: Training process in your Organisation

Interpretation
48 per cent of the officials in TTSL and 44% in Convergys claim that there is no bias
or prejudice on the part of the administration so far as training policy and practice of
their organisation is concerned but that does not give us license to reject the response
of the 34 per cent of the employees in TTSL and 33% in Convergys who think that
there exists some sort of bias in the recruitment and training of the officials.
56
➢ Qeustion arelated to specific training: To identify the specific sectors or avenues
for employee training and development.

8. Between pay enhancement and training, which one do you consider as a

better motivational factor for employee productivity?
➢ Pay enhancement only
➢ Training only
➢ Both (i) & (ii)
➢ Do not know/ Can not say

50%

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%
TTSL Convergys
Pay enhancement only 28% 22%
Training only 16% 18%
Both of the above 46% 39%
Cant say 10% 21%

Table & Fig. 5.8: Motivational factor for employee productivity

57
 ➢ Question related to types: To develop an effective and viable training system
according to the requirement.
9. Between in-house training and out station training, which one would you
prefer?
➢ In house training
➢ Out station training
➢ Do not know/ Can not say

50%

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%
TTSL Convergys
In house training 38% 41%
Out station training 47% 42%
Cant say 15% 17%

Table & Fig. 5.9: Station training, which one would you prefer

58
 ➢ Qeustion related to organization development and managerial: To Identify
the training and development needs of staff, using a matrix to help identify
common areas for training and development

10. The training that is offered by your organization is limited to the higher
management level officers or open to all?
➢ Limited to higher management level
➢ Open to all
➢ Cant say

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%
TTSL Covergys
Limited to higher
45% 40%
management level
Open to all 28% 25%
Cant say 27% 35%

Table & Fig. 5.10: The organization is limited to the higher management level
officers or open to all
Interpretation
Although TTSL and Convergys have a training policy of their own, it is more critical
to know does the policy is beneficial to all sections of its employees or to a small
powerful section only. We have a mixed response to this paradoxical question. 45 per
cent (TTSL) & 40% (Convergys) of the respondents are of the opinion that it is the
higher management authorities who reap the benefit of the training policy of the
organisation and this may happen as this small section of the officials are decision
makers. 28 per cent (TTSL) & 25% (Convergys) are of the opinion that all have been
benefited from the training policy of TTSL and Convergys.
59
Qeustion Related to Skill and Training: To examine the effectiveness of training in
overall development of skills of workforce.

11. Skill is more important than theoretical knowledge. your opinion.

➢ Agree
➢ Disagree
➢ No opinion

70%

60%

50%

40%

30%

20%

10%

0%
TTSL Convergys
Agree 65% 58%
Disagree 18% 19%
No opinion 17% 23%

Table & Fig. 5.11: Practical knowledge is more important than theoretical training

60
 DATA ANALYSIS

RESEARCH METHODS
UNIVARIATE DATA ANALYSIS
Why Univariate Statistics
How to Analyze One Variable
Frequency Distribution
Grouped Data
Cumulative Distributions
Percentage Distributions
Why Graph
Bar Graphs
Histograms
Frequency Polygons
Pie Charts
Rates and Ratios

Why Univariate Statistics?

Univariate analysis explores each variable in a data set, separately. It looks at the range
of values, as well as the central tendency of the values. It describes the pattern of
response to the variable. It describes each variable on its own.

Descriptive statistics describe and summarize data. Univariate descriptive statistics

describe individual variables.

How to Analyze One Variable

1) Raw Data: Obtain a printout of the raw data for all the variables. Raw data resembles
a matrix, with the variable names heading the columns, and the information for each
case or record displayed across the rows.

61
Raw data for a study of injuries among county workers (first 10 cases)
Injury Report No. County Name Cause of Injury Severity of Injury
1 County A Fall 3
2 County B Auto 4
3 County C Fall 6
4 County C Fall 4
5 County B Fall 5
6 County A Violence 9
7 County A Auto 3
8 County A Violence 2
9 County A Violence 9
10 County B Auto 3

It is difficult to tell what is going on with each variable in this data set. Raw data is
difficult to grasp, especially with large number of cases or records. Univariate
descriptive statistics can summarize large quantities of numerical data and reveal
patterns in the raw data. In order to present the information in a more organized format,
start with univariate descriptive statistics for each variable.

The variable Severity of Injury:

Severity of Injury
 3  9
 4  3
 6  2
 4  9
 5  3

2) Frequency Distribution
Obtain a frequency distribution of the data for the variable. This is done by
identifying the lowest and highest values of the variable, and then putting all the values
of the variable in order from lowest to highest. Next, count the number of appearance
of each value of the variable. This is a count of the frequency with which each value

62
occurs in the data set. for the variable "Severity of Injury," the values range from 2 to
9.

Severity of Injury Number of Injuries with this Severity

2 5
3 15
4 10
5 5
6 5
9 10
Total 50

3) Grouped Data
Decide on whether the data should be grouped into classes.
The severity of injury ratings can be collapsed into just a few categories or groups.
Grouped data usually has from 3 to 7 groups. There should be no groups with a
frequency of zero (there are no injuries with a severity rating of 7 or 8).
One way to construct groups is to have equal class intervals (e.g., 1-3, 4-6, 7-9).
Another way to construct groups is to have about equal numbers of observations in each
group. Remember that class intervals must be both mutually exclusive and exhaustive.

Severity of Injury Number of Injuries with this Severity

Mild (1-3) 20
Moderate (4-6) 20
Severe (6-9) 10
Total 50

4) Cumulative Distributions
Cumulative frequency distributions include a third column in the table (this can be
done with either simple frequency distributions or with grouped data):

Severity of Injury Number of Injuries Cumulative frequency

63
 2 1 1
3 3 4
4 2 6
5 1 7
6 1 8
9 2 10

A cumulative frequency distribution can answer questions such as, how many of the
injuries were at level 5 or lower? Answer=7

5) Percentage Distributions
Frequencies can also be presented in the form of percentage distributions and
cumulative percentages.

Severity of Injury Percent of Injuries Cumulative percentages

2 10 10
3 30 40
4 20 50
5 10 70
6 10 80
9 20 100

Why Graph? Graphing the Single Variable

Graphing is a way of visually presenting the data. Many people can grasp the
information presented in a graph better than in a text format. The purpose of graphing
is to:
 -present the data
 -summarize the data
 -enhance textual descriptions
 -describe and explore the data
 -make comparisons easy
 -avoid distortion

64
  -provoke thought about the data

Bar Graphs
Bar graphs are used to display the frequency distributions for variables measured at
the nominal and ordinal levels. Bar graphs use the same width for all the bars on the
graph, and there is space between the bars. Label the parts of the graph, including the
title, the left (Y) or vertical axis, the right (X) or horizontal axis, and the bar labels.

Bar graphs can also be rotated so that the bars are parallel to the horizontal orientation
of the page.

65
HISTOGRAM
A histogram is a chart that is similar to a bar chart, but it is used for interval and ratio
level variables. With a histogram, the width of the bar is important, since it is the total
area under the bar that represents the proportion of the phenomenon accounted for by
each category. The bars convey the relationship of one group or class of the variable to
the other(s).

the case of the counties and employee injuries, we might have information on the rate
of injury according to the number of workers in each county in State X.

County Name Rate of Injury

per 1,000 workers
County A 5.5
County B 4.2
County C 3.8
County D 3.6

66
 County E 3.4
County F 3.1
County G 1.8
County H 1.7
County I 1.6
County J 1.0
County K 0.9
County L 0.4

If we group the injury rates into three groups, then a low rate of injury would be 0.0-
1.9 injuries per 1,000 workers; moderate would be 2.0-3.9; and high would be 4.0 and
above (in this case, up to 5.9). This could be graphed as follows:

FREQUENCY POLYGON
A frequency polygon is another way of displaying information for an interval or
ratio level variable. A frequency polygon displays the area under the curve that is

67
represented by the values of the variable. This type of chart is also used to show time
series graphs, or the changes in rates over time.
The following table shows the average injury rate per 1,000 employes for counties in
State X for the years 1980 to 1990.
Yea 200 200 200 200 201 201 201 201 201 201 201
r 6 7 8 9 0 1 2 3 4 5 6
Rate 3.6 4.2 3.4 5.5 3.8 3.1 1.7 1.8 1.0 1.6 0.9

Worker Injury rate

6

3
Rate

0
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

A cumulative frequency polygon is used to display the cumulative distribution of values

for a variable.
PIE CHART
Another way to show the relationships between classes or categories of a variable is in
a pie or circle chart. In a pie chart, each "slice" represents the proportion of the total
phenomenon that is due to each of the classes or groups.

68
Rates and Ratios
Other ways to look at the sub-groups or classes within one variable is by the relation
of each sub-group or class to the whole. This can be calculated with a proportion. A
proportion is obtained by dividing the frequency of observations counted for one group
or class (written as f) by the total number of observations counted for the variable
(written as N).

This can be expressed as f / N

A percentage is the same as a proportion, multiplied by 100.

This can be expressed as f / N x 100

A rate is the relationship between two different numbers, the number of injuries among
county workers and the population of the county. This can be calculated as the first
number (N1, or injuries) divided by the second number (N 2, or population).

This can be expressed as N1 / N2

Many health statistics are expressed as rates, the birth rate is the number of births per
some population, such as number of births per 1,000 women.

69
6. Table 5.12 NEED IDENTIFICATION AND ANALYSIS
IMPLEMENTATION

Evaluation is done in two parts, at the need identification stage and the analysis stage.

At the need identification level, the supervisor evaluates the necessity and puts down
in writing, his/her expectations from the program, in terms of the end objectives

At the analysis stage, where the expectations are scanned by the training function, the
training function does a reality check and decides on modes of training after discussions
with the incumbent and supervisor where necessary. This is communicated with the
incumbent and superior.

Time Responsibility Checks

Frame
Stage

Need Evaluation At Line Manager End Objectives:

appraisal aligning them to
stage business

Analysis 15 days Training Criticality of training

after the need Aligning the
appraisal Line Manager objectives

Table 5.13 Planning Training: Objective Setting

The evaluation at the objective setting level would entail matching the individual
objectives with the program objectives. This would require the incumbent, superior,
and faculty agreeing on the expectations and the end objectives for each individual
(process already in place).

Stage Time Frame Responsibility Checks

Matching objectives 30 days after Training Aligning the

and setting program the analysis Function objectives :
objectives Individual, program

Clarification of 30 days before Training Clarifying the

Objectives the program Function, Line objectives :
Manager Individual, program

70
 Table 5.13 Implementation

At the implementation stage, aligning of training program with participant and

supervisor expectations is the key. This would mean a prior briefing by the supervisor
to the participant on the expectations from the program. During the program, training
manager would evaluate the training program and also take a midcourse unstructured
feedback to facilitate course correction.

Stage Time Frame Responsibility Checks

Briefing on Prior to the Supervisor Program objective

Expectations program alignment;

Focus Areas

Evaluation by During the Training function Design coverage

training manager. program
Line Manager Faculty/ Design
effectiveness in meeting
the objectives

Midcourse feedback During the Training function Design coverage

program & faculty
Faculty/ Design
effectiveness in meeting
the objectives

Feedback

Closing of loop in the training evaluation is an important part not only to as it measures
learning from the training and hence the ROI, but also sends a message to the
participants on the seriousness with which training has been done. The feedback model
given here is based on the Kirkpatrick’s model of training evaluation. It deals with the
four stages of feedback with inter-linkages between them. Presently we would only deal
with the first three, though evaluating behavioural impact would incorporate elements
of organizational impact.

Reaction Learning Behaviou Organization

r al

71
Table 5.14 Reaction

This is the feedback got at the end of the program. The idea is to evaluate the immediate
reaction to the program given the objectives of the program. There are two components
to this: structured feedback and an unstructured feedback. The structured feedback will
be taken on the following components:

Content

Design

Instructor

Perceived Impact

Administrative/ Logistics

Action Plan on Implementation of learnings

The collated structured feedback would then be sent to the supervisors and the faculty.
During the unstructured feedback, the training functionary would try to understand the
general feeling at the end of the program.

Stage Time Frame Responsibility Checks

Structured Feedback Immediately after Training Parameters met?

the program
completion

Unstructured Immediately after Training Satisfaction with the

Feedback the program program
completion

Table 5.15 Learning

The learning feedback will be incorporated as a part of the design of the program.
However, it must be noted that learning feedback cannot be measured accurately for all
programs. It can be done only for knowledge related or skill building programs. In

72
attitude modification programs, learning is self-awareness and a change in behaviour.
These cannot be measured immediately, but would come up in the next level of
behaviour modification. However, this would be measured to an extent by pre and post
training questionnaires. The learning feedback mid-course would also help in making
mid-course corrections.

Stage Time Frame Responsibility Checks

Mid course and End course During the Trainer, Are participants in tune?
Testing program Training Level of Learning
Function
Pre and Post course Pre and Post Trainer, Are participants in tune?
Questionnaire on the Program Training Level of Learning
program Function

Behaviour

The usage of Knowledge/ skills gained from the program can be measured by reviewing
action plan implementation at the end of 3 months and 6 months from the participant
and the superior. In addition a structured feedback would be taken from the participant
and the superior on the following factors along with the action plan review:

Use of Knowledge and Skills

Confidence in Ability to Perform
Barriers and Enablers of Transfer
Impact Measures
Stage Time Frame Responsibility Checks
Action Plan 3 & 6 months Participant, Are the action Plans being
Implementation after the Supervisor implemented
program
Structured Feedback 3 & 6 months Training Parameters met?
after the Function,
program Participant, Line
Manager
Table 5.16 ANALYSIS OF TRAINING METHODS IN CONVERGYS

73
ANALYSIS OF TRAINING METHODS IN CONVERGYS

Convergys enables organizations everywhere to enhance the value of their relationships

with customers and employees. They are global leaders in customer management,
billing and HR services, providing outsourcing, services, consulting and software
solutions to leading companies around the world. Their business portfolio includes:

Business Support Systems

Customer Management

HR Services

Learning Services

Industry Solutions

Our Approach

We prepare our specialists to provide an exceptional, transparent service to our clients'

employees. Training and Certification begins with indoctrinating our specialists in your
company's industry, history and culture. We make significant investments in specialist
training, including client-specific instructions and cross-client fundamentals.
Furthermore, we also have a Six Sigma certification program that ensures efficient
processes and quality in every specialist transaction.

We train our specialists to act as advocates for our clients' employees and to take
ownership and resolve issues. To encourage this behavior, our specialists regularly
receive extensive training in your HR procedures and have access to a continuously
updated knowledge management system. This results in their ability to consistently
resolve issues and complete transactions the first time an employee calls. We provide
rigorous performance analysis and evaluation methods that support ongoing operations,
ensuring that our specialists meet your performance standards.

Training and Certification is not a "one-time event" conducted at the outset of a

program, rather achievement, advancement and recognition is part of every specialist's
performance plan.

74
Employee Needs
They understand the importance of a good training regimen – it's something that they
execute almost everyday and are proud of. For instance, consider:

Support more than 1.8 million learning event enrollments per year.

Deliver 14 million instructor hours a year in 220 classrooms and 50 locations.

Develop in excess of 3,000 hours of content a year.

Handle three million learner registrations a year.

Sustain 430,000 learners a year on our infrastructure.

Process 50,000 online support contacts and 85,000 telephone support contacts each
month.

Service Offerings

Learning Delivery takes place through a variety of media (instructor–led training, live
and self-paced e–learning) and through both formal and informal channels (on–the–job
training, mentoring and communities of practice). These include:

Self-paced Delivery

Collaborative Environments

Electronic Performance Support Systems (EPSS)/Workflow Learning

Event Logistics

Materials Shipment

Physical/Technical/Psychomotor Skills Lab

Live E-Learning

Tutoring/Mentoring Program

Video/Audio Broadcast/Podcast.

75
Technology Training is given to keep the employees abreast with the latest
technologies, regular training sessions are held to match the individual needs of
employees on a regular basis.

Thus, with the mix of all these trainings they are able to train all their employees and
they have happy employees as they have a clear understanding of what is expected of
them and how they are to perform for the same. They deliver all the trainings so that
the employees are able to get a fair idea of the best practices that are being followed in
Convergys India as well as in the other offices of Convergys around the world. This
helps maintain a consistency in the culture and attitude of the company what it is known
for.

Various methods help them get a feel as to how all the processes work; their skills are
polished and leading to a conducive environment. Live e-training is very helpful as the
mentor at the other end in some other part of the world is able to help the employees
know of how to go about carrying off a process.

Technical knowledge alone does not suffice to deliver world-class solutions to fulfill
the complex needs of the customers. Equally important is the understanding of the
domain in which the client operates. They train their employees on regular basis with
domain knowledge relevant to the vertical, to which they belong. This helps them better
understand the complexities of the client requirement and provide comprehensive end-
to-end solutions for the customers.

Leadership and team building

Convergys not only grooms its technical talents but also brings out the leader in them.
They believe that development is a process and not an event. Their leadership program
encourages their employees to take on new challenges at every stage of their career
growth.

INDUCTION

Once the people are selected and recruited they are inducted before they are given ant
training. The induction program is one day long in which he is introduced to the people
he would be working with and everything about the company including mission and

76
vision is explained to him so that from day one he is able to feel that he is a part of the
family.

A daylong induction programme where the new employees are told about the company
and its rules and regulations. The employees must adhere to the rules and regulations.
After this exercise their key performance areas are defined. Once this all is done the
person is ready to start working.

The process for induction is clearly defined.

The Manager RG will inform HR Executive about the scheduled date of joining of
the new employee.

Initiate the induction process two to five days before the date of joining by
informing Administration.

Make the necessary arrangements for the new employee. HR Executive will also
inform Finance, Hiring Manager, VP (Engg) and President & MD regarding the
joining of new employee.

On the day of joining HR Executive receives the new employee and provides him/
her with the Induction Kit.

HR Executive will help the employee to fill the documents provided in the Induction
kit.

HR Executive will forward the documents to Finance after verifying them.

Employee dossier is prepared, which is verified by HR Manager.

Employee dossier will form the part of personal file of the employee.

On receipt of employee dossier, HR Executive updates the Head Count Report.

HR Executive briefs the employee about the company (its policies, practices and
work culture)

HR Executive introduces the new employee to departmental heads (Finance,

Admin, ISS, Engineering and HR).

HR Executive introduces the new employee to the Hiring Manager.

77
After induction the employee is trained about the particular process that he is assigned
and the expected level of performance is clearly explained.

Thus, once inducted the employee is then trained according to the process that he would
handle in future and once the initial training is complete the employee is then allowed
to finally start working and training sessions keep happening while the employee works.

78
 Chapter -6
Findings and Recommendations

79
 FINDINGS AND RECOMMENDATIONS

Findings

➢ The response to the above question heavily states that the officials of TTSL and
Convergys puts emphasis on training as a major tool for corporate development.
Majority of the respondents states that TTSL and Convergys have a clear-cut policy
for training of its employees. Only few of the officials have given a negative answer
and the negligent per cent have no answer to this question they may be understood
as their ignorance of TTSL and Convergys Training Policies.
➢ Although TTSL and Convergys have a training policy of their own, it is more
critical to know does the policy is beneficial to all sections of its employees or to a
small powerful section only. We have a mixed response to this paradoxical
question. 45 per cent (TTSL) & 40% (Convergys) of the respondents are of the
opinion that it is the higher management authorities who reap the benefit of the
training policy of the organisation and this may happen as this small section of the
officials are decision makers. 28 per cent (TTSL) & 25% (Convergys) are of the
opinion that all have been benefited from the training policy of TTSL and
Convergys
➢ As regards the type of training needed to be imparted to its employees, 12 percent
of the officials in TTSL and 15% in Convergys believe that administrative training
is more important, 32 per cent in TTSL and 30% in Convergys are for training in
accounting i.e. according to the demands and requirement of the organisation, 16
per cent in TTSL and 22% in Convergys believe that it is the HR sector that needs
to be strengthened through training but it is 40 per cent of the respondents in TTSL
and 33% in Convergys are for a comprehensive training incorporating the
administrative, accounting. HR and other corporate components.

80
 RECOMMENDATIONS
Dealing with people of all age group and managing a work-force of more than 2000
employees the HR manager has to be very creative and innovative. Very interesting
concepts like contest for title of “ khiladi”, “international khiladi ”, “ pizza with
Pawan” have been taken up which makes work interesting and gives a boost and
motivates them to work more efficiently must be adopted by others also. In TATA
TELE SERVICES & CONVERGYS” there is no restriction as to communication is
concerned. Even a lower level employee can communicate with the CEO , or the
Director of the organization which helps the top level person to be also be in touch of
any problem faced by any person in the organization . Better salary packages should be
offered and periodic salary reviews should be made by the management to keep pace
with the changes in the corporate world salary and working condition should be brought
best global standard Salary difference in same grade should not be more than 10 to 15
percent Clear and faster growth path should be planned to keep every one interested.
Job rotation should be practiced to keep the work environment interesting and untiring.

Pain areas like getting an email id, reimbursements of mobile and other expenses are
very time consuming and this should be eliminated to keep employees motivated
Challenging assignment should be offered to the employees so as to avoid the job –
dullness Better performance appraisal procedures should be applied to assess the true
worth of an employee. An efficient employee should always be promoted and awarded
accordingly. Mediclaim benefit with cashless card scheme should be provided to the
employees. Balance between personal life and work through programs and policies
should always be distinguished. The total information collected was on the basis of the
discussion guidelines. so we did not get to interact with the people working at the
operational level. But whenever we visited TATA TELE SERVICES &
CONVERGYS” the working environment was very friendly & lively. We got to visit
their cafeteria offering a wide variety of meals to the people at subsidized rates and all
had equal opportunity to sit together be it the CEO, the VP , the Director or the CCS,
recreational room which were very well build and lively to spend time when one is
free. The work –force is very young of an age group from 21 onwards.

81
 Chapter -7
Conclusion & Implications

82
 CONCLUSION & IMPLICATIONS

From the above anlysis we can conclude that the companies I worked on are dedicated
to whatever they do. They are committed to their customers and make them happy
customers while back at office they take care of their employees. They understand that
their employees are family to them and take care of them as the employees would make
happy customers and thus, make them feel like a family.These companies are socially
responsible and are taking initiatives for employee development and are focusing on
the strategy Therefore if i wish to summarize the research study on the training and
developments methods being employed in the two companies that is Tata Teleservices
and Convergys, I will put it that, the two companies are following quite satisfactory
methods and practices for the development of employees and, however there is still sos
mer room for ther improvement of these methods.

It was found that the employees wanted the training methods to be more scientific and
practical in their approach and and more flexible, according to the employees views’
the training and development procedures should actually stress on making the best out
of employees and should not be restricted to a mere formality for the sake of doing only.

The success formula and belief should be.............

“HAPPY EMPLOYEES MAKE HAPPY CUSTOMERS”

SUMMARY OF THE PROJECT REPORT

Every organization needs to well-trained and experienced people to perform the
activities that have to be done. As the job becomes more complex, it becomes necessary
to raise the skill level of employees and thus, employee development. In a rapidly
changing society, employee training and development is not only an activity that is
desirable but also an activity that an organization must commit resources to maintain a
viable and knowledgeable work force.

Training & Development is the field concerned with workplace learning to improve
performance. Such training can be generally categorized as on-the-job or off-the-job. It
deals with the design and delivery of learning to improve performance within
organizations. New workers in a firm are usually given an induction programme in
83
which they meet other workers and are shown the skills they must learn. Many large
firms will have a detailed training scheme, which is done on an 'in-house' basis.
Training is imparted in every field and we would be referring to the training in mid and
large size companies as to how the companies develop or polish the knowledge, skills
and attitudes of their employees for higher productivity and satisfaction to both the
employer and employee. Thus, I will be discussing the training practices prevalent at
Tata Teleservices and Convergys.We have also covered how exactly the employees
imbibe the values and culture at Tata and Convergys which they are proud of.

84
Annexure

85
 ANNEXURE
QUESTIONNAIRE

1. Does your organization has any policy for providing training and refreshers

course to its officials?

TTSL CONVERGYS
Yes
No
Dont Know/Cant Say

2. The training that is offered by your organization is limited to the higher

management level officers or open to all?

TTSL CONVERGYS
limited to higher
management level
open to all
cant say

3. Do you believe that training of the officials can improve the employee

productivity and development of the organization?

TTSL CONVERGYS
Yes
No
Dont Know/Cant Say

4. What type of training do you think the officials of your organisation need in the

present context?

TTSL CONVERGYS
Administrative only
Accounting
HR

86
5. Do you think that the criteria for selection to training should anything to do

with education?

TTSL CONVERGYS
Yes
No
Dont Know/Cant Say

6. Do you think that computer training is essential for the employee productivity

of your organisation in the present day scenario?

TTSL CONVERGYS
Yes
No
Dont Know/Cant Say

7. Are you satisfied with the performance level of your employees?

TTSL CONVERGYS
Yes
No
Dont Know/Cant Say

8. Practical knowledge is more important than theoretical training. your opinion.

TTSL CONVERGYS
Agree
Disagree
No opinion

9. Do you believe that there exists any bias in the training process in your

Organisation?

TTSL CONVERGYS
Agree
Disagree
No opinion

87
10. Between pay enhancement and training, which one do you consider as a better

motivational factor for employee productivity?

TTSL CONVERGYS
Pay enhancement only
Training only
Both (i) & (ii)

11. Between in-house training and out station training, which one would you

prefer?

TTSL CONVERGYS
In house training
Out station training
Do not know/ Can not
say

88
Bibliography

89
 BIBLIOGRAPHY

BOOKS & NEWSPAPERS

1. Armstrong, M. A handbook of Human Resource Management Practice (10th
edition). London: Kogan Page Limited

2. Beardsworth A; Keil T The Vegetarian Option -- Varieties, Conversions, Motives

and Careers. Sociological Review. 40:253-293 [vegetarians; North America; United
States].

3. Beatty WK (1977) The History of Nutrition: A Tour of the Literature. Federation

Proceedings (Federation of American Societies for Experimental Biology).
36:2511-2513 [bibliography; North America; United States].

4. Becker DM; Yaneck LR; Koffman DM, et al. (1999) Body Image Preferences
among Urban African Americans and Whites from Low Income Communities.
Ethnicity and Disease. 9:377-386 [body image; North America; United States;
African Americans].

5. Cary Cherniss, et.al.,. Process-designed training: A new approach for helping

leaders develop emotional and social competence. Journal of Management
development 29(5): 413-31.
6. Chris Dukes, (2001), Recruiting the right staff, Summersdale Publisher ltd

7. David McGuire and Mammed Bagher, (2017). Diversity training in organisations:

an introduction. Journal of European Industrial Training 34 (6): 493-505.

8. Dixit & khan, aspects of training & development

9. Effective training, p. Nick blanchard and james w. Thacker, pearson education,

2015.

10. Eugen Rotarescu,. Alternative selection under risk conditions in Human Resource
Training and Development through the application of the estimated monetary value
and decision tree analysis. Journal of Management and Economics 4 (60): 468-75.

11. John M. Ivancevich, (2014), Human Resource Management, Tata McGraw

90
12. Managing human resources, luis r. Gomez-mejia, david b. Balkin and robert l.
Cardy.

13. Muhammad Zahid Iqbal, et.al. An Empirical Analysis of the Relationship between
Characteristics and Formative Evaluation of Training. The International Journal of
Business Research 4 (1): 273-86..
14. Pilar Pineda . Evaluation of training in organizations: a proposal for an integrated
model. Journal of European Industrial Training 34(7): 673-93.

15. Subba rao, human resource management

16. Thomas Andersson, (2017). Struggles of managerial being and becoming:

Experiences from managers’ personal development training. Journal of
Management development 29(2): 167-76.

Websites:

▪ www.humanresource.com

▪ www.humanresource.org

▪ www.Sangam.com

▪ www.tatateleservices.com

▪ www.workforceline.com

Journals& Newspapers

• Economic times

• Hindustan Times

• Indian journal

91