Designing of t& d model

University Reg. No: M-
253
A
GRAND PROJECT ON
DESIGNING OF TRAINING AND
DEVELOPMENT MODEL:
THE HRD APPROACH
[In partial fulfillment of the requirement of Master of Business
Administration (MBA) Programme (2005-07) of Gujarat
University, Ahmedabad]
Submitted to:
Ms. Kajal Sharma
Core Faculty MBA Programme
NICM, Gandhinagar
Submitted by:
Tarun V. Patel
(Roll no. 37)
National Institute of Cooperative Management

(Post Graduate Centre of Gujarat University)
Gandhinagar
2

Article I. PREFACE
A major purpose of training and development is to remove performance
deficiencies, whether current or anticipated, that are result of employee’s
inability to perform at the desired level, there by enabling employees to be much
more productive. Training for performance improvements is particularly
important to organization with segment or declining rates of productivity. It is
too important to organizations that are rapidly incorporating new technologies to
consequently increasing like hood of employee obsolescence. Training and
Development can also increase the level of commitment of employees to
organization and increase their perceptions that the organization is a good place
to work. Increased commitment can result in less turnover and absenteeism thus
increasing organizations productivity.
Training and development is the segment of human resource development. It
recognizes an organization’s manpower as a virtual resource contributing to
fulfillment of its goal and objectives. It involves the planning and implementation
of variety of activities and functions for optimum utilization of human resources
for the benefit of the individual to the organization.
Different resources manage industries, but mere existence of this resource is not
sufficient condition for the production and growth. They need human resource to
make them productive.
In the age of intensive competitive environment success depends on a little more
than achieving the laid down objectives of the organization. It is often this little
more in terms of intangibles, which qualify it to termed excellence.
4

ACKNOWLEDGEMENT
I am pleased to acknowledge the guidance given by Ms. Kajal Sharma (Core faculty,
MBA NICM). It is support and guidance that I have been able to successfully finish my
project on time.
I feel great pleasure in expressing my gratitude to Dr. S.O.Junare our honorable
director, NICM for providing me a platform to present my research study.
I am grateful to Mr. Arjun B. Patel, honorable director of Shree Mahuva Pradesh
Sahakari Khand Udyog Mandli Ltd. for giving me an opportunity to work in such an
estimated organization and helping me whenever it was necessary. I also thankful to
Mr.Jitendrakumar Dhimar(Labor Welfare officer) And Mr.Vinodbhai Patel (Head of
Department - Time Office) who had guided me by providing knowledgeable and
useful information to Designing of Training and Development Model.
I would also like to thank to all the sugar staff for their accommodating nature and their
exposure and invaluable guidance thought my project. And with whom I discussed all
the various issues related to the project. They made numerous valuable suggestions and
correction which greatly improved quality of my work. In spite being busy with routine
work they spent quality time with me and never hesitated to cooperate and help me out
with my problem as and when required.
Last but not the list I would like to thank all these people who have directly or
indirectly helped me in the preparation of my project.
5

EXECUTIVE SUMMARY
Shree Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd. facing some problems
related how to provide the training and to which employees trainings should be
provided. The project “Designing of Training and Development Model: The HRD
Approach” provides the solution for the problem of the organization.
This project study is includes Assessment of training needs, Design, Implementation
and Evaluation off the program.
Assessments of training needs done through the training needs assessment form fill up
by head of departments and discussion with the identified employees for the training.
After that data had been prepared by Behavioral Training category wise and Functional
Training wise.
Design part contains objectives of the program, Develop lesson plan, Acquiring of
material, selection of the trainer and the schedule of the program. In design part first of
all objectives of the training programs are defined. Lesson plan guides the trainer about
the training, and which topics should be covered and time duration for that and the list
of activities listed in to the lesson plan
In Implementation part the delivery of the training programs takes place. Program
implementation will be done according to the schedule.
An Evaluation part the delivered program has been evaluated according to the selected
and designed criteria.
6

Certificate 1
Preface 2
Acknowledgement 3
Executive Summary 4
CONTENTS
Sr. No Particulars Page No
1. PROJECT ABSTRACT 7
1.1. Project Definition 7
1.2. Objective of the Project 7
1.3. Limitation of the Project 7
1.4. Target Audience 8
2. COMPANY PROFILE
2.1. History of the Company 9
2.2. Area of Operation 10
2.3. Members and Membership Capital 11
2.4. Staff Welfare 13
2.5 Organization Structure 14
3. TRAINING AND HRD PROCESS MODEL 15
4. ASSESSMENT 16
4.1. Assess Needs 17
4.2. Training Needs Analysis Form 19
4.3. Analyzed Data 23
4.3.1 Behavioral Training Data 26
4.3.2 Functional Training Data 35
5. DESIGN 39
5.1. Define Objectives 40
5.2. Develop a Lesson Plan 40
5.3. Program Announcement 42
5.4. Program Outline 42
5.5. Acquire a Material 43
5.5.1 Highlights on acquired material 43
5.6 Select a Trainer 65
5.6.1 Analyzed Data from Trainer selection 67
5.7 Schedule the Program 70
5.7.1 Highlights on Scheduled Program 70
7

Sr. No Particulars Page No
6. IMPLEMENTATION 74
6.1. Deliver the HRD Program 75
6.2. Available methods and Techniques 75
6.2.1 On-the-job Training Methods 76
6.2.2 Classroom Training Approaches 78
7. EVELUATION 82
7.1. Purpose of HRD Evaluation 83
7.2. Available Models for HRD Evaluation 84
7.3. Evaluation Design 87
7.3.1 Lecture Rating Form 88
7.3.2 Program Evaluation Form 89
8. CONCLUSION 90
9. BIBILOGRAPHY 91
8

Project Abstract
Project Definition
Designing of Training and Development Model: The HRD Approach
Objectives of the Project
 To develop an organizational personality among the supporting staff,
supervisory staff, office staff.
 To sensitize them the importance of their work in organizational
efficiency
 To make them aware the recent changes and new responsibilities of
supporting staff, supervisory staff, office staff.
 Injecting self-motivation good manners, etiquette.
 Positive attitude to develop harmony at work place and in family.
 Develop good habits like honesty, integrity, commitment, team, and
feeling among them.
Limitations of the Project
Due to limited time the Training and Development model for Shree
Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd does not covers the
training needs analysis at deep level. Needs assessment is more time
consuming process and it’s not possible to cover all kinds of trainings
assessment. So here in project the needs assessment done through the
Head of the Departments and informal discussion with the target
audience of the project.
9

Target Audience
 Supporting Staff.
 Supervisory Staff.
 Office Staff.
10

COMPANY PROFILE
Note on Past History of Factory:
 Shree Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd., Bamania, Tal.
Mahuva, Dist. Surat, Gujarat State is registered as a co-operative Society under
the provision of the Gujarat State Co-operative Societies Act, 1961, vide the
registration No. SE-29, date 10-01-1974.
 The Industrial License was issued for the co-operative Sugar Factory under
Industrial License No. I.L.S.353 (74), dated 03-08-1974.
 The initial Registered Capacity of the plant was 1250 TCD and its first
commercial production started in the trial season 1980-81 under nominated
Board of Directors by the Govt. of Gujarat State.
 Thereafter, within a short span, the capacity of the factory was expanded from
1250 to 2000 TCD on 01-12-1983 and then expanded on 28-11-1991 from 2000
TCD to 3500 TCD looking to the sugar cane crop available in the area of
operation of the society.
 Shree Mahuva Pradesh Sahakari Khand Udyog Mandli Ltd., Bamania, Tal.
Mahuva, Dist. Surat is located at Village Bamania, Tal. Mahuva, Dist. Surat the
tail end of the foot hills of Dang Forest of Gujarat State.
 It is a notified backward area of majority of the people in the Area are Adivasis,
small and marginal farmers, having small pieces of land. More than 40% of the
total member of the factory companies this group are farmers.
 The Sugar Plant is situated on BARDOLI-ANAVAL road and by rail via
Mumbai-Surat by traveling 450 kms. from Pune city.
11

1. AREA OF OPERATION :
The area of operation is within the radius of 20 miles i.e. 33 kms from the
location of the factory. The area of operation consists of 360 scattered villages
plus 27 villages outside area of operation from following Talukas of Surat,
Valsad, Navsari Districts.
• Mahuva
• Bardoli
• Valod
• Songadh
• Vyara
• Kamrej
• Palsana
• Gandevi
• Chikhali
• Mandvi
• Vansada
• Mangrol
• Jalalpor
Due to Backward area and unsatisfactory general economic condition of the
people of the area, the factory faced lot of difficulties in raising the
minimum share capital contribution from the compact area and therefore the
share of the factory have been issued in the scattered village of the area of
operation.
The lands in the area are fertile and have come under the perennial
irrigation of Ukai Left bank canal and kakrapar canal of River Tapi. The
12

annual rain falls in 30” to 40” inch. The climate, soil, water is quite suitable
for the growth of sugarcane.
The society is having sufficient sugar cane supply from its area of operation
and its making continues efforts for the can development activities.
 CANE CRUSHED DURING INITIAL 5 YEARS PERIOD & FORM 1997 TO
2002
During 1980-81 to 1985-86
During 1997-98 to 2001-02
2001-02 2002-03 2003-04 2004-2005 2005-2006
Cane Crushed 448616 669445 602962 595835 615900
Sugar
Production
472100 698987 650910 632910 680300
Recovery % 10.57 10.41 10.80 10.63 11.04
2. MEMBERS & MEMBERSHIP CAPITAL
In the year 1980-81, the no. of members, shares and capital of their factory are as
under :
Member : 9187
1980-81
(Trial Season)
1981-82 1982-83 1983-84 1984-85
Cane Crushed 64743 293764 275129 232446 270480
Sugar
Production
65400 291500 267500 252320 300770
Recovery % 10.10% 9.90% 9.70% 10.824% 11.05%
13

Shares : 45000
Share Capital : Rs. 2,25,00,000
As On the 31/03/2006 above figures are as follows :
Member : 17223
Shares : 30209
Share Capital : Rs. 6,03,84,000
Because of the expansion of the crushing capacity from 1250 TCD to 2000 TCD
the authorized capital of the societies has been increased upto 2,32,50,000 from the
year 1983-84.
The additional share capital increased for the purpose of expansion 50% share to
Adivasis shares to others were issued. Also Gujarat Govt. Share Capital of Rs. 160
lakhs fully paid up and shares issued to Adivasis and other members on 50%.
3. AWARDS
The Societies has been awarded the National Efficiency Award for achieving Best
Result in the Season 1988-1990.
4. MANAGEMENT
The first Board of factory was nominated by the Govt. of Gujarat and there were 21
Board of Directors on Board was in force up to 02-03-1987.
The first elected Board of Directors consisting of 19 Directors came into force
effective form 03-03-1987. Therefore, here Board was elected every year up to
1996 as per Gujarat Govt. Order. After 1996, the Board of Directors was elected for
3 years period as per Gujarat Govt. Order.
14

The Society’s Board of Directors is presently of 16 members, comprising of
• 11 Representatives of grower members
• 1 Employee Director,
• 1 Representative of nominal grower member
• 1 Nominee from SDCB,
• 1 Nominee from Gujarat Khand Udyog Sangh
• 1 Registered of Co-operative Sicieties
• Bye-Laws provide for additional Directors including 2 Directors from
Financial Institution.
STAFF WELFARE
 The Society is keen in Staff Welfare Activities.
 The organization has provided about 360 residential accommodations to
its staff and workers, which are well constructed with enough space and
ventilated arrangement and water and electric supply is provided.
 Ambulance is provided to Employee in Emergency Case.
 Medical facility is also given to the staff.
 Cultural Programs are also conducted at the Festival season.
15

16
General Body
Board of Directors
Chairmen
Managing Director
Personnel
Department
HRD Manager
General
HRD Executive
Workers
Finance
Department
Production
Department
Marketing
Department
Manager
Head Of The
Department
Clerk Clerk
Shift Supervisor
General Manager
Accountant
Assi. Accountant
(Cashier)
Maintenance
Operator
Fitter
Helper
Shift Supervisor
Operator
Helper
Shift Supervisor
Operator
Helper
Shift Supervisor
Operator
Helper
Clerk
Plant In charge
FIGURE : ORGANISATION STRUCTURE

Training and HRD Process Model.
17
Assess
Needs
Prioritize
Needs
Define
Objective
s
Develop
lesson
plan.
Develop/
Acquire
material
Schedule the
program
Select
Trainer /
Leader.
Select
methods and
techniques
Select
Evaluation
Criteria
Determine
Evaluation
Design
Conduct
Evaluation
of Program
Interpret
Results
Deliver the
HRD
program or
intervention
ASSESSMENT DESIGN IMPLEMENTATION EVALUATION

Article III.
Assess Needs
Definition:
Discrepancy/Gap between what an organizations expects to happen and
what actually occur.
 It’s starting point of HRD and training process. A needs assessment can
identify:
 An organization’s goals and its effectiveness in reaching this goals.
 Gaps between employees’ skills and the skills required for effective
current job performance.
 Gaps between current skills and the skills needed to perform the job
successfully in the future.
 The conditions under which the HRD activity will occur.
 Following are the types of need:
1) Performance deficiency. – Gaps between current and effective
performance.
2) Democratic – Employee preference for HRD programs.
3) Diagnostic – Factors and conditions that create and ensure effective
performance.
4) Analytic – New and better way to perform task.
 Following are the levels of needs assessment:
1) Organization. – Where is training needed and in what condition will the
training be conducted?
2) Task. - What must be done to perform the job effectively?
3) Person. – Who should be trained? What kind of training do they need?
19

Organizational Analysis:
Organizational analysis is a process used to better understand the characteristics of the
organisation to determine where training and HRD efforts needed and conditions
within which they will be conducted. It requires a broad or whole system view of the
organisation.
Components of the Organizational needs analysis:
 Organizational Goals
 Organizational Resource
 Organizational Climate
 Organizational Constraints
20

Training Needs Analysis form which is used to analysis training needs of Shree
Mahuwa Pradesh Sahakari khand udyog mandli Ltd is as follow:
DETAILS:
DEPT. NAME
NO OF EMPLOYEES : GRADE : Supervisory-A To Unskilled
Sr.No Name of
Employees
TYPE OF TRAINING TRAINING NEEDS
ANALYSIS
Behavioral Functional Critical Essential Desirable
21

Any suggestions for developing the identified competency ,by the immediate
superior/next superior
NOTE:
• Kindly refer to the annexure attached and according to that given
code no. to the training required by employee in Behavioral and
Functional field.
• Kindly fill the type of training which is Critical, Essential, and
Desirable by denoting B, F. Where
• B - Behavioral
F - Functional
Date: Name & Signature of HOD
22

CODE NO. BEHAVIOURAL TRAINING
1 Communication and Presentation skills
2 Effective Managerial Skills
3 Emotional Intelligence
4 Leadership skills
5 Personality Development
6 Stress Management
7 Team Building
8 Time Management
9 Work ethics and Culture
CODE NO. FUNCTIONAL TRAINING
1 Basic awareness for computer
2 Effective negotiation skill
3 First Aid training
4 Resource Management
5 Safety for site – staff
6 Six-Sigma awareness
23

Required training for the employees are identified by the discussions with the top
management, discussion with head of the departments, Labour welfare officer and
observing the organisation. Identified trainings are categorised into two categories.
1) Behavioral Trainings & 2) Functional Trainings.
Above form was filled up by the head of departments.
e.g.
In Behavioral training Effective managerial skills is require for any
employee. Code no for that is 2. So, in column of Behavioral training
HOD has to indicate 2.Same for Functional training.
Form the TNA forms the critically needed trainings are listed by the category. From all
departments, as per equal training need employees are listed and the detailed analyzed
data prepared into particular format. From this analysis which employee needed which
training(s) is cleared.
Before designing this training needs analysis form I had observe in organization I had
observed that some training are required like communication and presentation skill,
Effective Managerial Skills, Emotional Intelligence, Leadership skills, Personality
Development, Stress Management, Team Building, Time Management, Work ethics
and Culture. I had categorised those training under Behavioral Training. And another
trainings which are recommended by the management of the organisation those
trainings are Basic awareness for computer, Effective negotiation skill, First Aid
training, Resource Management, Safety for site – staff, Six-Sigma awareness, I had
categorised these trainings under Functional Training. After identifying the trainings I
have approved these trainings from labour welfare officer and HOD of general
department by discussion with them.
I have observed that in the organisation there is not so good communication happened
during the work. And employees lacking in this skill so, training on communication
and presentation skill is required for the identified employees. By which an employees
could be able to present them self in well manner and they would improve in
communication skill. This will help in work
24

In some department there are of work stress for these departments the training session
on stress management is required. It will give some guidelines and some techniques to
reduce the stress level. To improve managerial skills the training on effective
managerial skill is required. By this training target audience – supervisors would make
their work effective. Training on leadership would help to improve leadership skills to
the identified employees. By this training potential leaders created for the future.
Training on Personality development would help to develop overall personality to the
employees. Training on Time management is also one of the required training for the
employees of this organisation because this is observed that they are not managing
their time properly and so they are not able to complete assigned work on time. So, this
training will help employees for proper time management. In some department this is
observed that team building is required for better performance. With team work the
performance would be improve. So, training on team building would be given to the
identified employees. Training on work ethics and culture has been recommended by
the management so training on this topic would be given to the employees who are
identified.
Functional trainings would be directly help to the employees during their work. In the
organisation the manual work has been computerized step-by-step. So, as a part of the
function the training on basic awareness for computer is required. Effective negotiation
skill is required because of the nature of work to the employees. In case of accident or
injury during the work the training on first aid is essential for the primary treatment.
Training on resource management is required to manage available resource
management on effective way. How to use the available resource in effective way and
how to obtain best result from that available resource has taught to the employees.
Training on six sigma has been recommended by the management of the organisation.
Safety for site staff is required because in engineering department and power house
safety for site staff is more important one. So, the training on safety for site staff would
be provided to the identified employees from those particular departments.
25

Analyzed Data
Number of Employees requires training are as follow. The Behavioral Training
requirement of Shree Mahuwa Pradesh Sahakari khand udyog mandli Ltd shown
in following chart training category wise.
62
10 12
46
44 43
32
17
15
0
10
20
30
40
50
60
70
No. of Trainees
Identified
Communicationand
PresentationSkills
Effectivemanagerial
Skills
EmotionalIntelligence
LeadershipSkills
Personality
Development
StressManagement
TeamBuilding
TimeManagement
Workethicsand
Culture
Training Categories
No. of Employees required Behavioral Training
This chart shows the number of employees in Behavioral Training
(category wise). In communication and presentation skill 62 employees, in
effective managerial skill 10 employees, in emotional intelligence 12
employees, in leadership skill 46 employees, in personality development 44
employees, in stress management 43 employees, in team building 32
employees, in time management 17 employees and in work ethics and
culture 15 employees are identified for the training.
26

14
15
27
0
30
0
0
5
10
15
20
25
30
No of TraineesIdentified
Basic Awareness
of Computers
Effective
Negotiation Skills
First Aid Training Resource
Management
Safetyfor site
staff
Six Sigma
Awareness
TrainingCategories
No. of EmployeesrequiredFunctionalTraining
Above chart shows the number of employees those required Functional
training (category wise). In basic awareness of computers 14 employees, in
effective negotiation skills 15 employees, in first aid training 27 employees,
in resource management 0, in safety for site staff 30 employees, and for six
sigma awareness 0 employees identified for the training.
27

After needs assessment it is decided that in which training how many
employees will take part. The numbers of employees from the
particular departments are identified for the trainings sessions. For each
training category, from the total employees of the departments how
many employees required particular training is shown by the Charts.
In behavioral training categories how many employees from the
particular department requires training and how many employees stay
without training is shown by the following charts.
28

Behavioral Training Category wise Analyzed Data
1. Communication and Presentation Skill
5
4
93
16
24
2
16
40
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
No.ofEmployees
Securtiy Engineering Power House Agriculture
Department Name
No. of employee requires No Training No. of employee requires Training
In Communication and presentation skills from security
department 4 employees, from engineering department 16
employees, from Power House 2 employees and from
Agriculture department 48 employees are identified for the
training.
Through this training security department will able to do good
communication in front of visitors as well as staff. And in
engineering and agriculture department there is observed that
there communication and presentation skills are not so good by
providing this training they will get improvement. And
employees from the power house also make improvement on
their routine work
29

Figure : Employees reqire Communication & Presentation training
6%
26%
3%
65%
Securtiy
Engineering
Power House
Agriculture
30
For the Communication and presentation training, total 62 employees have
been selected from 4 departments as shown in the figure.
Among 14 employees, more employees are selected for the training from the
Agriculture Department i.e. 66%. Fewer employees who require
Communication and presentation training are from the Power House i.e. 3%.

2. Effective Managerial Skills
4
2
48
8
0
5
10
15
20
25
30
35
40
45
50
55
60
No.ofEmployees
Time Office Agriculture
Department Name
No. of Employees requires No Training No. of Employees Requires Training
In Effective Managerial skills employees from the Agriculture
department 8 and Time Office 2 employees are identified for the
training.
Through this training employees from the time office are able to
do their work by an effective management. In time office the
routine work requires effective management. So, by this training
will help more to employee of tome office.
31

Figure : Employees Require Training for Effective Managerial Skill
20%
80%
Time Office
Agriculture
32
For the training of Effective Managerial Skill, total 10 employees have been
selected from the 2 departments as shown in the figure.
Among 10 employees, more employees are from the Agriculture Department i.e.
80%. Other employees who require training for Effective Managerial Skill are
from Time Office Department i.e. 20%.ach.

3. Emotional Intelligence skills
25
3
47
9
0
5
10
15
20
25
30
35
40
45
50
55
60
No.ofEmployees
General Agriculture
Department Name
In emotional intelligence training the employees from the general
department 3 employees and agriculture department 9 employees are
identified.
By providing this training to the employees from the general and
agriculture department they can able to manage their emotions
intelligently. From that the organisation can get an advantage.
33

Figure : Employees Require Emotional Intelligence Training
25%
75%
General
Agriculture
34
For the Emotional Intelligence Training, total 12 employees have been selected from
2 departments as shown in the figure.
75%. Other employees who require this training are from General Department i.e.
25%.

4. Leadership skills
5
1
9
4 25
1
45
11
0
5
10
15
20
25
30
35
40
45
50
55
60
No.ofEmployees
Time Office Civil Power House Agriculture
Department Name
In Leadership training from time office 1 employee, from civil
department 1 employee, from power house 1 employee, from agriculture
department 11 employees are identified.
By providing this training to the employees from these departments, the
leadership skills could be developed. And with leadership skill the
department could get potential leader.
35

Figure: Employees Require Leadership Training
4%
13%
2%
2%
79%
Security
Engineering
Civil
Power House
Agriculture
36
In the Leadership training total 46 employees have been selected from 5
departments.
As shown in figure, Among 46 employees, more employees are from the
Agriculture Department i.e. 79%. Fewer employees who require this training
are from the Power House and Civil Departments i.e. 23% each.

5. Personality Development
25
3
8
1
103
6
22
34
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
No.ofEmployees
General Security Engineering Agriculture
Department Name
For the training of personality development from general department 3
employees, from security 1 employee, from engineering department 6
employees and from agriculture department 34 employees are identified.
Through this training employees are developed in their personality. By
this an organisation can get an improvement on staff. Overall
development in to the personality of employee’s should be done through
this training.
37

Figure : Employees Require Personality Development Training
7%
2%
14%
77%
General
Security
Engineering
Agriculture
38
For the Personality Development training total 44 employees have been
selected from 4 departments.
Agriculture Department i.e. 77%. Fewer employees who require this training
are from the Security Department i.e. 2%.

6. Stress Management
26
2
8
1
91
18
24
2
24
1
37
19
0
20
40
60
80
100
120
No.ofEmployees
General Security Engineering Power
House
WorkshopAgriculture
Department Name
In Stress Management from general department 2 employees, from
security department 1 employee, from engineering department 18
employees, from power house 2 employees, and from workshop 1
employee, and from agriculture department 19 employees are identified
for the training.
Through this training the identified employees will be able to manage
their stress. By managing their stress that employee’s productivity could
be increased. And an organisation can get productive work from those
employees.
39

Figure:Employees Require Stress Management Training
5%
2%
42%
5%2%
44%
General
Security
Engineering
Power House
Workshop
Agriculture
40
For the Stress Management training total 43 employees have been
Agriculture Department i.e. 44% following Engineering Department
having 42%. Fewer employees who require this training are from the
Workshop and Security Departments i.e. 2% each.

7. Team Building
93
16
40
16
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
No.ofEmployees
Engineering Agriculture
Department Name
For the training of team building from engineering department 16
employees and from agriculture department 16 employees are identified.
In engineering department this training is required because in these
departments some tasks should be performed in team. So, by this
training those employees could understand that which the benefits are
getting from the team work and that all. So, this training will help to the
employees as well as both of the departments.
41

Figure : Employees Require Training in Team building
50% 50%
Engineering
Agriculture
42
For the Team Building training total 32 employees have been selected from 2
departments.
As shown in figure, Among 32 employees, 16 employees from Agriculture
Department and 16 from Engineering Department requires this training.

8. Time Management
5
1
9
4 25
1
45
11
0
5
10
15
20
25
30
35
40
45
50
55
60
No.ofEmployees
Time Office Civil Power House Agriculture
Department Name
For the training of time management from time office 1, civil 4,
powerhouse 1, agriculture department11 employees are identified.
By this training employees could be aware from the advantages which
can get from the managing the time. Keys to managing time and other
things. By this the employees could be able to finish their allotted work
on or before time with quality.
43

Figure : Employees Require Time Management Training
6%
24%
6%64%
Time Office
Civil
Power House
Agriculture
44
For the Time Management training total 17 employees have been selected from
4 departments.
As shown in figure, Among 17 employees, more employees have been selected
from the Agriculture Department i.e. 64%. Fewer employees for this training
are from Power House and Time Office i.e. 6% each.

Figure : Employees Require Training in Work ethics and culture
29%
21%
36%
14%
Engineering
Civil
Work Shop
Transport
9. Work Ethics and Culture
105
4
10
3
20
5
9
2
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
No.ofemployees
Engineering Civil Work Shop Transport
Department Name
For the training of work ethics and culture the no. of employees are
identified from engineering 4, civil 3, work shop 5, and transport
department 5.
Through this training the employees can get awareness on work ethics
and culture.
45
For the training for Work Ethics and
Culture, total 14 employees have been
As shown in figure, Among 14
employees, more employees have been
selected from the Work Shop i.e. 36%.
Fewer employees for this training are
from Transport Department i.e. 14 %.

Functional Training category wise Data
In Functional Training categories how many employees from the
particular department requires training and how many employees stay
without training is shown by the following charts.
1. Basic Awareness of Computers
25
3
4
2
104
5
53
3
12
1
0
10
20
30
40
50
60
70
80
90
100
110
No.ofEmployees
General
TimeOffice
Engineering
Agriculture
Civil
Department Name
For the training basic awareness of computers the no of employees are
identified from general department 3, engineering department 5, time
office 2, agriculture department 3, and civil department 1. As shown in
figure above.
The training basic awareness of computer is required to the employees
because of the requirement of their job profile. By these training
employees from the general, engineering, civil, agriculture and time
office could be aware from the basic awareness of computer.
46

Figure : Employees Require Training about Basic Awareness of Computer
21%
14%
37%
21%
7%
General
Time Office
Engineering
Agriculture
Civil
47
For the basic computer awareness training, total 14 employees have been
selected for the training from 5 departments.
As shown in Figure, Among 14 employees, more employees are selected from
the Engineering Department i.e. 37%. Fewer employees who require Computer
awareness training are from the Civil Department i.e. 7%.

2. Effective Negotiation Skill
47
9
4
2 27
1
12
1
107
2
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
No.ofEmployees
Agriculture
TimeOffice
General
Civil
Engineering
Department Name
In effective negotiation skills the no of employees are identified from
agriculture department 9, general department 2, civil department 1,
engineering department 2 and time office 2 as shown in above figure.
Reason behind providing this training to the employees is requirement
of the job. This training will help employees to improve their
negotiation skills which require performing their job functions.
48

Figure : Employees Require Effective Negotiation Training
60%
13%
7%
7%
13%
Agriculture
Time Office
General
Civil
Engineering
49
For the Effective Negotiation training, total 15 employees have been selected from
the 5 departments as shown in the figure.
60%. Less employees who require Effective Negotiation training are from the Civil
and General Departments – 7% each.

3. First Aid Training
51
5
5
1
23
5
12
1
7
3
2
9
23
3
0
5
10
15
20
25
30
35
40
45
50
55
60
No.ofEmployees
Agriculture
TimeOffice
General
Civil
Sanitation
Transport
Power
House
Department Name
In first aid training no of employees are identified from the agriculture
department 5, time office 1, general department 5, civil department 1,
sanitation department 3, transport department 9 and power house 3.
As a part of the safety this training required to provide employees who
critically needed. By this training employees are able to do primary
treatment in case of injury or accident. In sanitation department, power
house, transport department, agriculture department, civil department
there are chances for accident are there so first aid training is required
for these departments.
50

Figure : Employees Require First Aid Training
19%
4%
19%
4%
11%
32%
11%
Agriculture
Time Office
General
Civil
Sanitation
Transport
Power House
51
For the First Aid training, total 27 employees have been selected from 7
departments as shown in the figure.
Among 27 employees, more employees are from the Transport Department
i.e. 32%. Fewer employees who require First Aid training are from Civil
Department i.e. 4%.

4. Safety for site Staff.
99
10
23
3
0
20
40
60
80
100
120
No.ofEmployees
Engineering Power House
Department Name
For the Site for safety training the no of employees are identified from
the engineering department 10 and power house 3. As shown in figure
above.
For the safety of the employees as well as workers this training required
for the engineering department as well as power house. Because in
engineering department and power house safety is require while
performing the job functions.
52

53
Figure : Employees Require Training in Site for Safety
77%
23%
Engineering
Power House
For the Site for Safety training, total 13 employees have been selected from 2
departments.
Engineering Department i.e. 77%. Other employees who require Site for
Safety training are from the Power House i.e. 23%.

Objectives
⇒ To develop an organizational personality among the supporting staff,
supervisory staff, office staff.
⇒ To sensitize them the importance of their work in organizational efficiency
⇒ To make them aware the recent changes and new responsibilities of supporting
staff, supervisory staff, office staff.
⇒ Injecting self-motivation good manners, etiquette.
⇒ Positive attitude to develop harmony at work place and in family.
⇒ Develop good habits like honesty, integrity, commitment, team, and feeling
among them.
Develop a lesson plan
A lesson plan is a trainer’s guide for the actual delivery of the training content.
Creating a lesson plan requires the trainer to determine what is to be covered and how
much time to devote to each part of the session.
Lesson plan specify:
• Content to be covered.
• Sequencing of activities.
• Selection of training media.
• Timing of each activity.
• Instructor activity.
• Trainer activity
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General Format of the lesson plan used in “Shree Mahuwa Pradedh Sahkari Khand
Udhyog Mandli Limited” is as follow.
Program Title :
Trainer :
Objectives of the Lesson Plan :
Trainees :
Methods of Training used:
Topics Duration Instructor’s
Activity
Trainee
Activity
Above form will provide actual delivery of the program content to the in-house trainer.
Program title is the title of the intervention which trainer has to teach. By the objectives
of the program trainer could prepare accordingly and deliver the program according to
that objectives. The numbers of trainees are indicated by the number so that the trainer
can prepare him / her self for the activities. Above form also contains the topics which
are going to be covered in to the program and duration for that topics, activities for the
instructor and activities for the trainees.
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Program Announcement:
Used to inform the target audience about the training program. Announcement should
be indicating the purpose of program, when and where it held, sufficient lead time
should be given to the employees. So, they can adjust their schedule.
When training dates will be decided by the top management of the company, the
program announcement will be takes place.
Program Outlines:
Program outlines are the documents that communicate the content goals and
expectations for the program typically provided at the beginning of the program. These
include such things as course objectives, topics to be covered, materials and tools
needed and tentative schedule of the events.
Program outlines can also be to establish expectations, including punctuality,
attendance, work habits, class participation; such expectations should be clearly
explained.
For example: If the training content is sequenced, it will important for all trainees to be
present at all sessions.
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Develop Acquire Material
Provide the trainings to the employees who critically needed trainings are identified
and for those trainings materials need to be develop / acquire.
Acquired Materials highlights are as follow.
 Highlight of acquired material on Communication and presentation skills
Importance of communication skills
The purpose of communication is to get your message across to others clearly
and unambiguously.
Doing this involves effort from both the sender of the message and the receiver.
And it's a process that can be fraught with error, with messages often
misinterpreted by the recipient. When this isn't detected, it can cause
tremendous confusion, wasted effort and missed opportunity. In fact,
communication is only successful when both the sender and the receiver
understand the same information as a result of the communication
By successfully getting your message across, you convey your thoughts and
ideas effectively. When not successful, the thoughts and ideas that you send do
not necessarily reflect your own, causing a communications breakdown and
creating roadblocks that stand in the way of your goals – both personally and
professionally.
In a recent survey of recruiters from companies with more than 50,000
employees, communication skills were cited as the single more important
decisive factor in choosing managers. The survey, conducted by the University
of Pittsburgh’s Katz Business School, points out that communication skills,
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including written and oral presentations, as well as an ability to work with
others, are the main factor contributing to job success.
In spite of the increasing importance placed on communication skills, many
individuals continue to struggle, unable to communicate their thoughts and
ideas effectively – whether in verbal or written format. This inability makes it
nearly impossible for them to compete effectively in the workplace, and stands
in the way of career progression.
Getting your message across is paramount to progressing. To do this, you must
understand what your message is, what audience you are sending it to, and how
it will be perceived. You must also weigh-in the circumstances surrounding
your communications, such as situational and cultural context.
The Importance of Removing Barriers from Communications
Problems with communication can pop-up at every stage of the communication
process (which consists of sender, message, channel, receiver, feedback and
context - see the diagram below) and have the potential to create
misunderstanding and confusion.
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(Fig: Communication Process)
To be an effective communicator and to get your point across without
misunderstanding and confusion, your goal should be to lessen the frequency of
these problems at each stage of this process with clear, concise, accurate, well-
planned communications. We follow the process through below:
Sender...
To establish yourself as an effective communicator, you must first establish
credibility. In the business arena, this involves displaying knowledge of the
subject, the audience and the context in which the message is delivered.
You must also know your audience (individuals or groups to which you are
delivering your message). Failure to understand who you are communicating
with will result in delivering messages that are misunderstood.
Message...
Next, consider the message itself. Written, oral and nonverbal communications
are affected by the sender’s tone, method of organization, validity of the
argument, what is communicated and what is left out, as well as by the
individual style of communicating. Messages also have intellectual and
emotional components, with intellect allowing us the ability to reason and
emotion allowing us to present motivational appeals, ultimately changing minds
and actions.
Channel...
Messages are conveyed through channels, with verbal including face-to-face
meetings, telephone and videoconferencing; and written including letters,
emails, memos and reports.
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Different channels have different strengths and weaknesses. For example, it's
not particularly effective to give a long list of directions verbally, while you'll
quickly cause problems if you criticize someone strongly by email.
Receiver...
Your message is delivered to individual members of your audience. No doubt,
you have in mind the actions or reactions you hope your message will get from
this audience. Keep in mind, though, that each of these individuals enters into
the communication process with ideas and feelings that will undoubtedly
influence their understanding of your message, and their response. To be a
successful communicator, you should consider these before delivering your
message, and act appropriately.
Feedback...
Your audience will provide you with feedback, verbal and nonverbal reactions
to your communicated message. Pay close attention to this feedback as it is
crucial to ensuring the audience understood your message.
Context...
The situation in which your message is delivered is the context. This may
include the surrounding environment or broader culture (i.e. corporate culture,
international cultures, etc.).
Removing Barriers At All These Stages
To deliver your messages effectively, you must commit to breaking down the
barriers that exist in each of these stages of the communication process.
Let’s begin with the message itself. If your message is too lengthy,
disorganized, or contains errors, you can expect the message to be
misunderstood and misinterpreted. Use of poor verbal and body language can
also confuse the message.
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Barriers in context tend to stem from senders offering too much information too
fast. When in doubt here, less is oftentimes more. It is best to be mindful of the
demands on other people’s time, especially in today’s ultra-busy society.
Communication in Your Organization
To ensure successful communications within your organization, it is best to
start with the very basics: your knowledge of verbal and non-verbal
communications. In the workplace, these types of communications are
continually exchanged, oftentimes without much planning or even the thought
that such communications are taking place.
The Importance of Non-Verbal Communication
For instance, it’s not always just what you say. It’s also how you “say” it –
taking into account your eyes, your posture, your overall body language, even
your appearance at the time the communication is exchanged, and the voice in
which you offer the exchange.
In verbal communication, an active dialogue is engaged with the use of words.
At the same time, however, non-verbal communication takes place, relying on
nonverbal cues, such as gestures, eye contact, facial expressions, even clothing
and personal space.
Nonverbal cues are very powerful, making it crucial that you pay attention to
your actions, as well as the nonverbal cues of those around you. If, during your
meeting, participants begin to doodle or chat amongst themselves, they are no
longer paying attention to you: Your message has become boring or your
delivery is no longer engaging.
Once again, you need to be mindful of cultural differences when using or
interpreting nonverbal cues. For instance, the handshake that is so widely
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accepted in Western cultures as a greeting or confirmation of a business deal is
not accepted in other cultures, and can cause confusion.
While eye contact, facial expressions, posture, gestures, clothing and space are
obvious nonverbal communication cues, others strongly influence interpretation
of messages, including how the message is delivered. This means paying close
attention to your tone of voice, even your voice's overall loudness and its pitch.
Be mindful of your own nonverbal cues, as well as the nonverbal cues of those
around you. Keep your messages short and concise. This means preparing in
advance whenever possible. And for the impromptu meeting, it means thinking
before you speak.
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Enhancing your communications:
• Because gestures can both compliment and contradict your
message, be mindful of these.
• Eye contact is an important step in sending and receiving
messages. Eye contact can be a signal of interest, a signal of
recognition, even a sign of honesty and credibility.
• Closely linked to eye contact are facial expressions, which can
reflect attitudes and emotions.
• Posture can also be used to more effectively communicate your
message.
• Clothing is important. By dressing for your job, you show
respect for the values and conventions of your organization.
• Be mindful of people’s personal space when communicating. Do
not invade their personal space by getting too close and do not
confuse communications by trying to exchange messages from
too far away.
10 Tips for Communicating Change
While organizational change requires more than 10 tips, here are 10 key things
to keep in mind when planning, announcing, implementing, and communicating
a change initiative:
1. Remember that there's no one perfect way to communicate
change. Change is uncomfortable, and adapting to change is
messy. The perfect Gantt chart does not a painless change
experience make. Why? Because tasks are easy to list, but
behavior and long-held habits are not easy to change. Gather
outside information, solicit perspectives, and adapt the
approaches for your organization and group.
2. Start by asking yourself what exactly is changing and why.
Too many programs are heavy on the jargon and light on the
substance of what the buzz phrases mean in the day-to-day
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reality of the organization' s people. You have to make that link.
For example, what does it mean when you say the organization
needs to be more responsive? What behaviors characterize a so-
called flat organization? Go to the root of what you're trying to
achieve from an organizational behavior perspective, and give
the jargon life.
3. Know what results you want, ideally, from both the change
initiative and the communication program or tactic. What's
the call to action for the communication program? What's the
call to action for the specific communication tactic? What
systemic or operations changes are under way that provide the
framework for the desired results and behaviors?
4. Include communication strategists at the very beginning of
the discussions about the change, on the strategic team from
the start. Too often, qualified communicators are involved after
backlash is in full force, when the leaks and rumor mills are
rampant. The corporate lawyer or the MBA with one or two
classes in PowerPoint is not qualified to understand how the
people of the organization will respond to change and what
information they'll need. Their particular expertise is most likely
legal requirement and cost cutting, not communication.
5. Share information with employees as soon as possible.
There's a real dilemma in public companies, where investor
communication is a priority and employees hear about a merger
or reorganization on their car radio while commuting to work.
Once fear and insecurity are heightened, you waste a lot of time
getting back to a place of order, understanding, and productivity,
and many people head for their desks to update résumés and to
call employment recruiters.
6. Keep in mind that quantity is fine, but quality and
consistency are crucial. Most CEOs and managers are quoted
as saying, "You can't communicate too much," but you can
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communicate too much insignificant or insensitive information.
You can't communicate too much significant, substantial
information.
7. Longevity. Remember that a change effort starts with the
announcement or a merger or change initiative. Many leaders
and managers underestimate the length of time required by a
change cycle. That's why numerous reports indicate poor
performance following many IPOs, mergers, change initiatives,
etc. Just as Rome wasn't built in a day, neither do people and
organizations change in a week, or even a year. Think of it as
changing some very ingrained habits; that's what you're doing.
8. Remember to use a variety of communication pathways and
vehicles. Some organizations make an enormous mistake in
using only one vehicle, such as e-mail or the company intranet
site. Redundancy and repetition are helpful in creating an
effective communication program.
9. Don't confuse process -- visioning, chartering change teams,
planning, endless PowerPoint presentations -- with
communication. While those meetings and processes can be
communication vehicles if designed mindfully and handled in
the context of a broader program, they aren't adequate to meet
change communication needs.
10. Give people multiple opportunities to share concerns, ask
questions, and offer ideas, and make following up with
answers and updates a top priority. The more people are
involved in the process, the fewer you'll have walking out the
door or worse, staying and acting as internal saboteurs.
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 Highlight of acquired material on Leadership Skills
Leadership
Leadership, a critical management skill, is the ability to motivate a
group of people toward a common goal. These items will help you
develop your skills as a leader.
A leader is interpreted as someone who sets direction in an effort and
influences people to follow that direction. How they set that direction
and influence people depends on a variety of factors.
The Five Ps of Leadership
There are whole libraries full of things that tell you what to do about
leadership and how to remember what’s important. Here’s another short
edition to that library – the 5 P’s of leadership. They are:
• Pay Attention to What’s Important
• Praise What You Want to Continue
• Punish What You Want to Stop
• Pay for the Results You Want
• Promote the People Who Deliver Those Results
 Pay Attention to What’s Important
Time management courses, strategy books, and management
gurus all will tell you that there’s not a lot that’s really
important. Your job as a leader is to concentrate on what’s
most important so that it gets taken care of. Then let the rest
of the stuff take care of itself.
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Now if you’re a perfectionist, that’s going to be hard for you
to do. But there’s not P for perfectionism in this scheme of
things. No, we recognize that there are limited resources of
time, energy, people, and money. Because those resources
are limited, you want to go for the big stuff first.
Pay attention to it in your written and oral communications.
Restate the key themes over and over. Don’t undervalue
repetition, repetition makes for memory and memory makes
for action.
Pay attention to it in your casual contacts. John Kotter, in his
book to general managers, pointed out that effective general
managers make great use of the random contacts they have
with people. Those contacts could be in the hallway, at the
water cooler, in the elevator, or walking down the street. The
seize on those moments to talk about the things and ask the
questions that are important to their leadership agenda. You
should do that too.
Organize you day, your communications, your
organizational structures, your reward systems and
everything else to pay attention to what’s important and then
do that with unremitting diligence.
 Praise What You Want to Continue
Praise is your best training tool. In technical terms, praise is
a positive consequence that follows a positive action. It’s a
reward for something done right. Use praise to get people to
continue to do things or to take positive action. That’s where
it’s best used.
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Remember, too, that praise is a tool that is most effective
when it’s used inconsistently. Used consistently, praise tends
to loose its force. So, don’t worry so much about praising
everything that people do right, but do worry about praising.
That’s important, because most of us came up in a world
where we didn’t praise enough. Seek out opportunities to
praise but don’t get anal retentive about it.
 Punish What You Want to Stop
Punishment is the mirror image of praise. It’s a negative
consequence that follows negative behavior. It follows a
principle stated almost in biblical terms by one of my past
trainees. She said: "the good shall be rewarded and the unjust
shall be punished in proportion to their deeds."
Punishments – negative consequences – are the tool you use
to get people to stop stuff. If you figure out what’s most
important for people to quit doing in your organization, rig
up some kind of negative consequence for them if they do it.
Be careful though, because you may fall prey to the hot stove
guideline. It was Mark Twain (or if it wasn’t it should have
been) who said, "A cat who sits on a hot stove will never sit
on a hot stove again. But he won’t sit on a cold stove either.
The management lesson here is that if you zap people too
much with negative consequences, they don’t just quit doing
the stuff that you don’t want them to do. They quit doing
pretty much everything. That’s why "rule by fear" and
"controlled ferocity" cultures have a devil of a time getting
people to take initiative. They’ve been zapped so often
they’re just not willing to risk it.
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 Pay For the Results You Want
Years ago when I was managing distribution and customer
service centers I happened to compliment one of the
customer service reps. She immediately turned around to me
and said, "Don’t just tell me, show me, payday is Friday."
Pay is one of the tangible ways you can reward people for
doing good stuff. It’s another form of praise in visible,
tangible form. Don’t limit your thinking about pay to just
money, though. Pay people with time off, recognition, choice
assignments, small gifts, and special bonuses to encourage
the behavior you want.
One of my clients used to carry around a pocket-full of
restaurant gift certificates as he wandered around his
trucking company. When he found somebody doing
something that he wanted to encourage he was likely to whip
out a gift certificate and hand it to them on the spot. It
created the kind of event and drama that makes for good
communication and it encouraged positive behavior.
Another client of mine, a police chief this time, did
something similar. She was a police chief in Texas, and, as
you might expect, she talked like a Texan. She had little slips
made up with one of her favorite phrases on them. It was,
"’preciate ya."
When she heard something about one of her officers that was
positive, she sent them one of her ‘preciate ya slips. When
she caught somebody done something she wanted to
70

encourage she handed one out. Officers collected the slips
and when they got enough, they got recognition in the
department newsletter and some extra time off.
Look for ways to pay for the results you want. Pay and praise
are the things that get the engine of progress going.
 Promote People Who Deliver the Results You Want
This one just makes sense. The problem is that lots of
organizations forget about it. They maintain reward and
promotion systems that reward the old behavior, even while
they’re trumpeting the new behavior in memo’s, meetings,
and executive retreats.
When I was just starting out in consulting, a much more
experienced and wiser consultant said to me, "When you first
go into an organization, pay attention to who it is they
promote. Listen to the stories that folks tell you about who
gets promoted and rewarded and why. That will tell you just
about everything you need to know about what the real
organizational priorities are."
What are the stories that your people tell in your
organization? What are the stories they tell about their
bosses? You want those stories to be positive about great
things their bosses have done. If all the stories are negatives,
buddy you’ve got a problem.
What do your folks say about the folks who are promoted?
Do they feel they got promoted on merit because of their
performance or because they just happened to "know
somebody" or worse.
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The five P’s of leadership will help you stay on track to
positive organizational change. Remember to pay attention
to what’s important, praise what you want to continue,
punish what you want to stop, pay for the results you want,
and promote the people who deliver those results and you’ll
help your organization be the very best that it can become.
 Highlight of acquired material on Time Management
Time Management
Advantages of Time Management
• gain time
• motivates and initiates
• reduces avoidance
• promotes review
• eliminates cramming
• reduces anxiety
Key to successful Time management
• Self knowledge and goals: In order to manage your time
successfully, having an awareness of what your goals are will
assist you in prioritizing your activities.
• Developing and maintaining a personal, flexible schedule: Time
management provides you with the opportunity to create a
schedule that works for you, not for others. This personal
attention gives you the flexibility to include the things that are
most important to you.
Simple Techniques to Manage Time
There never seems to be enough time in the roles of
management and supervision. Therefore, the goal of time
management should not be to find more time. The goal is
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set a reasonable amount of time to spend on these roles
and then use that time wisely.
1. Start with the simple techniques of stress management
above.
2. Managing time takes practice. Practice asking yourself
this question throughout the day: "Is this what I want or
need to be doing right now?" If yes, then keep doing it.
3. Find some way to realistically and practically analyze
your time. Logging your time for a week in 15-minute
intervals is not that hard and does not take up that much
time. Do it for a week and review your results.
4. Do a "to do" list for your day. Do it at the end of the
previous day. Mark items as "A" and "B" in priority. Set
aside two hours right away each day to do the important
"A" items and then do the "B" items in the afternoon. Let
your answering machine take your calls during your "A"
time.
5. At the end of your day, spend five minutes cleaning up
your space. Use this time, too, to organize your space,
including your desktop. That'll give you a clean start for
the next day.
6. Learn the difference between "Where can I help?" and
"Where am I really needed?" Experienced leaders learn
that the last question is much more important than the
former.
7. Learn the difference between "Do I need to do this
now?" and "Do I need to do this at all?" Experienced
leaders learn how to quickly answer this question when
faced with a new task.
8. Delegate. Delegation shows up as a frequent
suggestion in this guide because it is one of the most
important skills for a leader to have. Effective delegation
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will free up a great deal of time for you.
9. If you are CEO in a corporation, then ask your Board
for help. They are responsible to supervise you, as a
CEO. Although the Board should not be micro-managing
you, that is, involved in the day-to-day activities of the
corporation, they still might have some ideas to help you
with your time management. Remember, too, that good
time management comes from good planning, and the
Board is responsible to oversee development of major
plans. Thus, the Board may be able to help you by doing
a better themselves in their responsibilities as planners
for the organization.
10. Use a "Do Not Disturb" sign! During the early part of
the day, when you're attending to your important items
(your "A" list), hang this sign on the doorknob outside
your door.
11. Sort your mail into categories including "read now",
"handle now" and "read later". You'll quickly get a knack
for sorting through your mail. You'll also notice that
much of what you think you need to read later wasn't
really all that important anyway.
12. Read your mail at the same time each day.
That way, you'll likely get to your mail on a regular basis
and won't become distracted into any certain piece of
mail that ends up taking too much of your time.
13. Have a place for everything and put everything in its
place.
That way, you'll know where to find it when you need it.
Another important outcome is that your people will see
that you are somewhat organized, rather than out of
control.
14. Best suggestion for saving time - schedule 10
74

minutes to do nothing.
That time can be used to just sit and clear your mind.
You'll end up thinking more clearly, resulting in more
time in your day. The best outcome of this practice is that
it reminds you that you're not a slave to a clock - and that
if you take 10 minutes out of your day, you and your
organization won't fall apart.
15. Learn good meeting management skills.
Meetings can become a terrible waste of time. Guidelines
for good meeting management are included later in this
section.
75

 Highlight of acquired material Negotiation skills
The 4 Phases of Negotiation
The complexity of the negotiating process will vary according to the
size and complexity of the proposed deal as well as the attitudes adopted
by the parties involved. This book explains a comprehensive and
detailed approach, which should be tailored to suit the needs of each
particular negotiation. It is worth remembering that the time and effort
that you invest in any round of talks should reflect the potential benefit
that can be gained from them.
Nearly all negotiations are characterized by four phases –
preparation, opening, bargaining and closing. In large scale
negotiations each of these phases are normally tackled sequentially.
However, in smaller scale negotiations it is quite common for these
phases to merge - possibly into a single unstructured process. Where
this is the case, a good understanding of the logic that underpins the four
phase approach can guide you, even when you are negotiating smaller
deals.
Preparation involves information gathering - knowing the state of the
market, being aware of the supply and demand status, being aware of
any current or imminent discounts and special offers and so on.
The opening phase of a negotiation involves both sides presenting their
starting positions to one another. It usually represents the single most
important opportunity to influence the other side.
In the bargaining phase your aim is to narrow the gap between the two
initial positions and to persuade the other side that your case is so strong
that they must accept less than they had planned. In order to do this you
should use clearly thought out, planned and logical debate.
76

The closing phase of a negotiation represents the opportunity to
capitalize on all of the work done in the earlier phases. The research that
you’ve done in the preparation phase, combined with all of the
information that you’ve gained since should guide you in the closing
phase.
Recognizable Patterns
In practice negotiations can be a messy business - there are no hard and
fast rules. Human behavior plays a strong part in any negotiation
process - varying attention spans, deviations and interruptions are just a
few of the hurdles, as are a whole range of emotional responses - from
the silent sulk to the aggressive outburst.
However in all this chaotic human interaction there are underlying and
recognizable patterns. This book identifies the underlying patterns of the
negotiating process, highlights and analyses them and forwards a
considered view of best practice - for effective negotiating skills. It
identifies alternative courses of action that should help you to steer a
successful path to the outcome that you seek.
Characteristics of Negotiation
In business we negotiate with both suppliers and customers. We also
negotiate within our organizations, for example with colleagues and
team members. Think for a minute about the hundreds of deals you
make every year - with your boss, your customers, your suppliers and
colleagues. Whilst there are an infinite variety of negotiation scenarios,
most negotiations are defined by 3 characteristics:
1. There is a conflict of interest between two or more parties. What
one wants is not necessarily what the others want.
2. Either there is no established set of rules for resolving the conflict,
or the parties prefer to work outside of an established set of rules to
develop their own solution.
3. The parties prefer to search for an agreement rather than to fight
77

openly, to have one side capitulate, to break off contact permanently or
to take their dispute to a higher authority.
The principles of negotiation are not dependent on the identity of the
parties involved, their cultures or the amounts at stake. The skill of
negotiation can be applied universally - whether you are seeking a
promotion, commissioning a nuclear power plant or simply buying a
used car.
Factors Influencing Negotiations
The actual negotiation process depends on the following factors:
1. The goals and interests of the parties
2. The perceived interdependence between the parties
3. The history that exists between the parties
4. The personalities of the people involved
5. The persuasive ability of each party
Negotiation is a complex communication process, all the more so when
one round of negotiations is just an episode in a longer-term commercial
or political relationship. In these situations considerations about the
longer term relationship will influence any specific round of talks - and
reduce the tendency to maximize short term gain at any expense.
Negotiations are often associated with labor union contract, with
strongly held positions, or with conflicting situations. However, looking
at negotiating from a better perspective, we are surprised to find that it
is much a part of our daily life. Daily, we bring negotiations into our
relationships, our businesses, and our employment practices.
In recalling the different negotiations in which I have been involved,
one stands clearly in my mind. It was a performance appraisal meeting
at a former place of employment. I can recall how the meeting took
place and its unproductive results. Later I learned effective negotiation
78

skills that would have produced a winning outcome for all parties
involved.
Performance appraisals were conducted once a year in my former
organization. I dreaded that review because a new manager that had not
observed the employees' job performance would conduct it. Rumor had
it that she would evaluate every one as merely competent employee, and
contrary to my expectations, the rumor turned out to be true.
79

Select a Trainer/ Leader
Selection of the trainer from the organization it self. In the organization there are some
employees identified as a trainer. If an organization provides them platform as trainer
then they are able to perform well as trainer. And by this an organization can save the
cost to trainer. The selection of the trainer had done through the following form
Name of the Employee:
Name of the Department: Designation:
1. In our organization if you have given an opportunity to provide training to
employees/staff/workers then will you able to do?
 Yes
 No
2. Will you able to collect the material on selected topic?
 Yes
 No
3. When will you be able to deliver the training?
 During the working hours
 After the working hours
 Before the working hours
4. Will you able to mange this new role with your work?
 Yes
 No
5. From the categorized training which training will you able to deliver? (Please refer
the Annexure)
 Any
 According to my choice
Mention your choice
80

ANNEXURE
CODE NO. BEHAVIOURAL TRAINING
B1 Communication and Presentation skills
B2 Effective Managerial Skills
B3 Emotional Intelligence
B4 Leadership skills
B5 Personality Development
B6 Stress Management
B7 Team Building
B8 Time Management
B9 Work ethics and Culture
CODE NO. FUNCTIONAL TRAINING
F1 Basic awareness for computer
F2 Effective negotiation skill
F3 First Aid training
F4 Resource Management
F5 Safety for site – staff
F6 Six-Sigma awareness
This form is used identified the In-House trainer for trainings. This will normally used
to know whether the person is ready to take opportunity for delivering the training
session or not. If he is ready to take this opportunity then, from where he will collect
the material him self or not is known also. When this trainer is ready to deliver the
training, means during the working hours, before the working hours or after the
working hours is known by the question 3. Because this is important to know that
timing ability to deliver the program. It’s also important to know that will In-house
trainer able to manage his new role or not. So that will be answering by question 4.
From the identified training which training would preferable by the trainer is also
important to know that will be answered by question 5.
81

Analyzed data from Trainer Selection
Following Chart shows the identified trainers for the Behavioral
Training. The Identification of the trainer had done through the
mentioned form and discussion with the potential trainers.
3
4
0
2
0 0 0
1 1
0
0.5
1
1.5
2
2.5
3
3.5
4
No of Trainer Identified
Communicationand
PresentationSkills
Effectivemanagerial
Skills
EmotionalIntelligence
LeadershipSkills
Personality
Development
StressManagement
TeamBuilding
TimeManagement
Workethicsand
Culture
Training Categories
No. of Trainers Identified
(Fig: Identified trainers for the behavioral training)
No. of Trainers identified for different Behavioral Trainings are as follow:
 Communication and Presentation Skills – 3
 Effective Management Skills – 4
 Emotional Intelligence - 0
 Leadership Skills – 2
 Personality Development – 0
 Stress Management – 0
 Team Building – 0
 Time Management – 1
 Work ethics and Culture – 1
82

Following Chart shows the identified trainers for the Functional
Training. The Identification of the trainer had done through the
mentioned form and discussion with the potential trainers.
1 1 1
0
3
0
0
0.5
1
1.5
2
2.5
3
No of TrainersIdentified
Basic
Awareness of
Computers
Effective
Negotiation
Skills
FirstAid
Training
Resource
Management
Safetyforsite
staff
Six Sigma
Awareness
Training Category
TrainersforFunctional Training
Basic Awareness of Computers Effective Negotiation Skills First Aid Training
Resource Management Safetyfor site staff SixSigma Awareness
(Fig: Identified trainers for the behavioral training)
No. of Trainers identified for different Functional Trainings are as follow:
 Basic awareness of computers – 1
 Effective Negotiation Skills – 1
 First Aid Training – 1
 Resource Management – 0
 Safety for site Staff – 3
83

 Six sigma Awareness – 0
Following chart shows the trainings for which the In-House Trainers are not
identified & the number of employees who requires that trainings.
12
44 43
32
0 0
0
5
10
15
20
25
30
35
40
45
No of Employees
Requires Training
Emotional
Intelligence
Personality
Development
Stress Management Team Building Resource
Management
Six Sigma
Awareness
Training Categories
Emotional Intelligence Personality Development Stress Management Team Building Resource Management Six Sigma Awareness
This chart shows the trainings for which the In-House Trainers are not
identified. And the number of employees who requires that trainings. To
provide these trainings to the employees an organization has to
outsource the training. And there are two trainings which are not needed
to any employees.
An organisation has to outsource the following trainings:
 Emotional Intelligence for 12 employees
 Personality Development for 44 employees
 Stress Management for 43 employees
 Team Building for 32 employees
84

Schedule of the program
 Highlights on Scheduled Program
Time Program Topic
10:00 to 10:30 Registration, Introduction, Inauguration
10:30 to 11:30 Organizational Goals, Needs
11:30 to 11:45 Tea Break
11:45 to 1:00 Communication & presentation Fundamentals
1:00 to 1:45 Lunch Break
1:45 to 3:00 Communication (with exercise and Video Cassette)
3:15 to 4:15 Communication at work place
4:15 to 4:30 Communication __ What you heard
Feedback
Program
Title
Communication and Presentation Skills
Venue In-house Training center
Target Groups Supporting Staff, Supervisory Staff, Office Staff
86

Program
Title
Time Management
Target Groups Supervisory Staff, Office Staff
Time Program Topic
10:30 to 11:30 Overview and Concepts
11:45 to 1:00 Importance and advantages (With some examples)
1:45 to 3:00 Biggest Time Wasters
3:15 to 4:15 Simple techniques to manage time
4:15 to 4:30 Discussion , Feedback
87

Program
Title
Leadership Skills
Time Program Topic
10:30 to 11:30 Leadership_ Meaning and Concept
11:45 to 1:00 Overview of leadership in organization
1:45 to 3:00 Five P’s of Leadership
3:15 to 4:15 Leadership_ Style (with exercise and Video Cassette)
Leadership Quality Manager Vs Leader
4:15 to 4:30 Open Session and Feed back
88

Time Program Topic
10:30 to 11:30 Importance of safety at site
11:45 to 1:00 What to Do and not to do for safety
1:45 to 3:00 Need for first aid
3:15 to 4:15 First Aid Training
4:15 to 4:30 Feedback
Program
Title
Safety for site staff, First aid training
89

Deliver the HRD Program
To deliver the HRD program there are various methods and
techniques. Which are as follow:
1. ON-THE-JOB TRAINING (OJT) METHODS
Methods Techniques
On the Job Training Job Instruction training
Job rotation
Coaching
Mentoring
Classroom Lecture
Conference / Discussion
Audiovisual Static Media
Dynamic Media
Telecommunication
External Expertise Case Study
Business Games
Role Play
Behaviour Modeling
Self- Paced Computer Based Training Computer based instruction
Intranet / Internet
Intelligent computer-assisted
instruction
91

On-the-job training (OJT) involves conducting training at a trainee’s regular
workstation (desk, machine etc.). This is most common form of training; most
employees receive at least some training and coaching on the job. Virtually any type of
one-on-one instruction between coworkers or between the employee and the supervisor
can be classified as OJT. Structured OJT programs are generally conducted by an
assigned trainer who is recognized, rewarded, and trained to provide appropriate
instructional techniques.
• There are some advantages of on the job training over the class room training.
These advantages are:
1. On-the-job training facilitates the transfer of learning to the job because
the trainer has immediate opportunity to practice the work task on the
job.
2. On-the-job training reducing the costs because no training facilities are
needed.
• There are some disadvantages of on the job training over the class room
training. These disadvantages are:
1. The job site may have physical constraints, noise and other distractions
that could inhibit learning. Many of these cannot be changed because of
job of the nature.
2. Using expensive equipments for the training could results in costly
damage or disruption of the production schedule.
3. Using On-the-job training (OJT) while customers are present may
inconvenience them and temporary reduce the quality of product or
service.
92

4. If On-the-job training (OJT) involving the heavy equipment may
threaten the safety of others.
There are four categories of on-the-job training methods.
1. Job Instruction training
2. Job rotation
3. Coaching
4. Mentoring
 Job Instruction Training (JIT)
JIT is defined as sequence of instructional procedures used by trainer to
train employees while they work in their assigned job. Job instruction
training follows three stapes which are:
Preparing the workers – Is important because these need to know what
to expect. Preparation may include providing employees with a training
manual, handouts, or other training or job aids that can be used as
references.
Presenting the task – Should be carried out in such a way that the trainee
understands and can replicate the task. Some trainees demonstrate the
task before asking the trainers to repeat the process.
Practice time – Is important for trainee to master a particular set of
skills.
93

 Job Rotation
Job rotation is frequently used for first level management training,
particularly for new employees .When this technique is used, it is
generally assumed that new managers need to develop a working
knowledge of the organization before they can be successful managers.
 Coaching and Mentoring
Two other forms of On-the-job training (OJT) coaching and Mentoring,
also involve one-on-one instruction.
Coaching typically occurs between an employees and that person’s
supervisor and focus on examining the employee performance and
taking actions to maintain effective performance and correct
performance problem.
Mentoring, A senior manager is paired with a more junior employee for
the purpose of giving support, helping the employee learn the ropes, and
preparing the employee for increasing the responsibility.
2. CLASSROOM TARINING APPROACHES:
Classroom Training Approaches are those conducted outside of the normal work
settings. A classroom can be any training space away from the worksite such as
company cafeteria or meeting room or in-house training center.
There are some advantages of classroom training approach over on-the-job training.
• Classroom settings permits the use of variety of training techniques such as
video, lecture, discussion, role play and simulation.
94

• The environment can designed or controlled to minimize distraction and create
a climate conducive to learning.
• Classroom setting can accommodate larger number of trainees than the typical
on-the-job setting, allowing for more efficient delivery of training.
 There are five primary categories of classroom training include:
1. Lecture
2. Discussion
3. Audio Visual Media
4. Experiential Methods
5. Self-paced or computer-based training
 Lecture Approach
The Lecture method involves the overall presentation of information by
subject matter expert to a group of listeners. The lecture method is so
popular is the it is an efficient way of transmitting factual information to
a large audience in a relatively short amount of time.
Lecture method perpetuates the traditional authority structure of
organizations, thus promoting negative behavior (such as passivity and
boredom) and is poorly suited for facilitating transfer of individualized
training
 Discussion Method
The discussion method involves the trainer in two way communication
with the trainees, and the trainees in communication with each other.
Because active participation is encouraged, the discussion method offers
trainees an opportunity for feedback, clarification and sharing points of
view. The success of this method is dependant upon the ability of trainer
to initiate and manage class discussion by asking one or more of the
following types of questions:
95

Direct questions can be used to illustrate or produce a
very narrow response
Reflective questions can be used to mirror what someone
else has said to make sure the message was received as
intended.
Open-ended questions can be used to challenge the
trainees to increase their understanding of specific topic.
 Audio visual Media
Audiovisual methods take advantage of various media to demonstrate
the training material. Audiovisual media can bring complex events to
life by showing and describing details that are often difficult to
communicate in other ways.
Audiovisual media categorized in three groups:
i. Static Media
ii. Dynamic Media
iii. Telecommunication.
Static Media typically involve fixed illustrations that use
both words and images. Printed material, slides and
overhead transparencies included in static media.
Dynamic Media is a technique that present dynamic
sequence of events is considered dynamic media.
Dynamic media includes audiocassettes, CDs, film,
videotape and video disk.
Telecommunication allows the transmission of the
training programs to different locations via
telecommunication. This technology also allow
organizations to conduct conference between remote
96

location is known as videoconferencing,
teleconferencing.
 External Expertise
External expertise methods commonly used in organization include case
studies, games and simulations, role playing and behavior modeling.
Case Studies: One way to help trainees learn analytical and problem
Solving skills is by presenting a story (Case) about
people in an organization who are facing a problem
97

(i)
PURPOSE OF HRD EVALUATION:
HRD Evaluation is defined as the systematic collection of descriptive and judgmental
information necessary to make effective training decision related to the selection,
adoption, value and modification of various instruction activities. Evaluation can and
should be done in organization to ensure effectiveness and accountability.
Evaluation can help to do following:
• Determine whether program is accomplishing its objectives
• Identify the strengths and weaknesses of HRD programs, which can lead to
changes as needed.
• Determine the cost-benefit ratio of HRD program.
• Decide who should participate in future HRD programs.
• Identify the participants benefited the most or less from the programs.
• Gather data to assist in marketing future programs.
• Determine if the program was appropriate.
• Establish a database to assist management in making decisions.
• To build credibility with top managers and others in organization.
99

Available Models for Evaluation
There are some models or framework for evaluation of HRD program. The list of that
is as follow.
1. Kirkpatrick : There are four levels – Reaction, Learning, Job
behaviors, and results
2. CIPP : There are four levels – Context, Input, Process and Product
3. CIRO: There are four levels – Context, Input, Reaction and Outcome
4. Brinkehoff: There are six stages – Goal Setting, Program Design,
Program Implementation, and Immediate Outcome, Usage outcome and
Impacts and worth.
5. Systems Approach: Four set up activities – Inputs, Process, Outputs
and Outcomes
6. Kriger, Ford & Salas : A classification scheme that specifies three
categories of learning outcomes ( Cognitive, Skill based and Affective)
7. Kaufman & Keller: There are five levels – Enabling and Reaction,
Acquisition, Application, organizational Output and Societal Outcomes.
8. Holton: Identifies five categories of variables and relationships among
them: secondary influences, motivation elements, environmental
elements, outcomes, ability/enabling elements.
9. Phillips: There are five levels – Reaction and planned action, Learning,
Applied learning on the job, business results, Return on Investments.
100

Kirkpatrick’s Evaluation Framework:
From the above all models of Training Evaluation, I have used
Kirkpatrick’s Evaluation Framework because it provides a useful way of
looking at the possible consequences of training and reminds us that HRD
efforts often have multiple objectives and it is the most popular and
influential framework for training evaluation.
In Kirkpatrick’s Evaluation Framework there are four levels as follows:
1. Reaction
2. Learning
3. Job Behavior
4. Results
 Reaction:
At this level the focus is on the trainees’ perception about the program and
its effectiveness. This is useful information. Positive Reaction to a training
program may make it easier to encourage employees to attend future
programs but if trainees did not like the program or think they didn’t learn
anything (even if they did), they may discourage others from attending and
may be reluctant to use the skills or knowledge obtained in the program.
The main limitation of evaluating HRD program at the reaction level is that
this information can not indicate whether the program met its objectives
beyond ensuring participant’s satisfaction.
101

 Learning:
Did the trainees learn what the HRD objectives said they should learn? This
is an important criterion; one many in the organization would expect an
effective HRD program to satisfy. Measuring whether someone has learned
something in training may involve a quiz or test – clearly a different
method from accessing the participants’ reaction to the program.
 Job Behavior:
This is also critical measure of training success. We all know coworkers
who have learned how to do something but choose not to. Job requires
observation of all trainee’s on-the-job behavior or viewing organizational
records (e.g., reduction in paper wastage)
 Results:
Meeting this criterion is considered to be the bottom line as far as more
managers are concerned. It is also most challenging level to access, given
that many things beyond employee performance can affect organizational
performance. Typically at this level, economic and operating data (such as
sales or waste) are collected and analyzed.
102

Evaluation Design:
After successful implementation of the program evaluation of the program with
well designed forms is more important one.
Here the evaluation form for the whole program from participants point of view
has been designed and the trainer evaluation from is also designed. The trainer
evaluation from will help to improve him/her as a trainers skills.
Lecture rating form and program evaluation form included.
103

LECTURE RATING FORM for In-House Trainer
Very
Good
Satisfactory Weak
Organization and Content
1 Appropriate introduction
2 Clear main points
3 Use of examples
4 Conclusion
5 Adaptation to group needs and interests
6 Novelty of topics
Presentation
7 Use of voice
8 Body and Gesture
9 Use of notes
10 Total speaking ability
Other
11 Handling questions/Discussion
12 Timing of session
Total Handling of session
REMARKS:
LECTURE RATING FORM
SPEAKER: DATE:
SUBJECT:
104

Lecture rating form is an important tool for the improvement of the In-House Trainer.
This form will be helpful to collect an important data for making improvements to the
In-House Trainer. The improvements in organisation and content presentation and
skills and other area are identified by the help of this form.
Trainer comes to know whether introduction given for the topic was appropriate or not.
In case of negative comments the trainer can improve it on next session. Trainer can
know about quality of examples which can be given during the program. His/ Her
innovations to the program can be also known to the trainer so that he / she can
improve for the next session.
Required Improvements in Presentation skill as well as current presentation skills can
also be identified by this lecture rating form. Use of voice, body and gesture, use of
notes, total speaking ability of trainer can be measured. Area for the improvement for
the trainer is indicated using this form.
Time punctuality to the topics and question handling ability can also be measured by
this form. To take an input from the trainees the lecture rating form is this form is
important tool for the In-House Trainer development.
105

PROGRAM EVELUATION FORM
Q – 1. What do you think about this training session?
Very Good Good Average
Q – 2. Will this program be beneficial to organization?
YES NO
Q – 3. Will this program helpful to increase productivity in organization?
YES NO
Q–4. Will this program be helpful to improve your communication in routine,
organizational and personal life?
YES NO
Q – 5. Will this program be helpful to develop your personality?
YES NO
Q – 6 Will this program be helpful in your self development in personal life?
YES NO
Q – 7. Your suggestions to make this program more effective
___________________________________________________________
___________________________________________________________
___________________________________________________________
Q – 8. Mention the subjects which you liked in this program 1.)
2.)
3.)
4.)
5.)
Q – 9. Your suggestions to improve subjects included in
106

By the “Program Evaluation Form” the perception of participant employees about the
program will be known. From the first question the standard of the training session can
be known. With second question it has been known that whether this organised
training session is beneficial to the organisation or not. The productivity of the
organization has been increased or not can also be known. How this program would be
useful to the employees in the personal life as well as in routine work can be known by
the question 4, 5 and 6. The participant employees can add their suggestions and
comments corresponding to the program through question 7. This answer will help to
make program effective and it will give some new ideas also. The topics which are
liked by employees are known from the answer of the question 8 and 9 will and this
would help to know the delivery standard of the topics and content of the topic and will
intimate some suggestions for the improvement on subjects included in program. This
will gives some innovative ideas form the employees.
107

CONCLUSION
Designed model is systematic sequence of the steps: Assessment, Design,
Implementation and Evaluation. By these four systematic steps of the
designed Training and Development Model Shree Mahuva Pradesh Sahakari
Khand Udyog Mandli Ltd. will provide the trainings only to those employees
who critically require trainings. And help employees to improve in lacking
area. By providing the trainings at the right way an organization would get
several advantages like Greater commitment from staff, improved quality,
increased productivity, greater flexibility and responsiveness to change, less
wastage of time and improved morale.
108

BIBILOGRAPHY
Books
Human Resource Development
- P.P. Arya and B.B. Tandon
Human Resource Development
- Randy Desimone, John Werner and Devide Harris
Journals
Indian journal of training and development
Websites
www.anthro.palomar.edu
www.management.about.com
www.mindtools.com
www.queendom.com
www.inc.com
www.bockinfo.com
www.managementh.elp.org
www.edutopia.org
www.dartmouth.edu
www.ethicsquality.com
www.ethicsquality.com
www.cambridge.org
www.smbtn.com
www.stressmanagement.com.
109

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