INTERNSHIP PROJECT REPORT

ON
“STUDY OF BEHAVIOR AND TRAINING NEED
IDENTIFICATION OF BLUE COLLARS” IN TATA
STEEL DOWNSTREAM PRODUCTS LTD.

Submitted In Partial Fulfillment of the Requirements

For The Award of the Degree of

MASTER OF BUSINESS ADMINISTRATION

Submitted By: -
Pranay Tapadar
2101MBA173636
MBA 3rd Sem.

April’ 2022
Submitted To:
FACULTY OF COMMERCE AND MANAGEMENT
RAIPUR (CHHATTISGARH) INDIA

1
 DECLARATION BY CANDIDATE
This is to declare that I have written this report. No part of the report is plagiarized from other
sources. All information included from other sources has been duly acknowledged. I pledge that
if any part of the report is found to be plagiarized, I shall take full responsibility for it.

Name of the Candidate: Pranay Tapadar Signature of the Candidate: Pranay Tapadar

Enroll Number:2101MBA173636 Date:4/5/2022

2
 ACKNOWLEDGEMENT

I feel highly obliged to get to work on the topic “Study of TNI and Behavioral assessment of
blue collars” in Tata Steel Downstream Products Limited. The practical realization of this project
has obligated the assistance of many persons. I express my deepest regard and gratitude to Ms.
Priyanka Pandey, Senior Manager HR, TSDPL and Dr. Byju John, professor, Kalinga university
whose consistent supervision, constant inspiration and invaluable guidance have been an immense
help in understanding and carrying out the completion of this project report.

I would also like extend my hand of gratitude towards my parents, siblings and friends, without
whose support and encouragement this project would not have been a reality. For any sort of errors
that might have crept in, it is deeply regretted. This project is an attempt to highlight need of
learning and behavioral enhancement of employees.

3
 ABSTRACT

In the current scenario, the entire learning and development system has been revolutionized.
People can learn and develop skills and knowledge anytime, anywhere without having the need to
visit classroom programmes or seminars. Although, training and development seems to be easy
but it is more complicated. With Markets growing day by day, the need for skills set and need of
knowledge is growing at a great pace. The corporates are making huge efforts to keep the
employees up to date with the growing market needs. In this context, an effort has been made to
inspect and evaluate the training need identification and behavioral assessment. The present study
is carried out with the help of a suitable research techniques and theories.

4
 CONTENT

CH. NO. PARTICULARS PAGE NO.

I. INTRODUCTION (6-13)
1.1 Introduction 7
1.2 Scope 8
9
1.3 Objective
10
1.4 Company Profile 12
1.5 About Internship 13

II. LITERATURE REVIEW

2.1 Reviews (14-30)
III. RESEARCH METHODOLOGY
3.1 Research Design (31-32)
IV. DATA ANALYSIS AND INTERPRETATIONS (33-36)
V. RESULTS AND FINDING OF STUDY (37-38)
VI. CONCLUSIONS (39-40)
VII. SUGGESTIONS AND RECOMMENDATIONS (41-42)
BIBLIOGRAPHY

5
 CHAPTER 1
INTRODUCTION

6
 1.1 INTRODUCTION

As the covid-19 pandemic has challenged and shown the catastrophe of nature, the companies are
bound to innovate and initiate new techniques to be in business. The market's need is growing at a
great pace and according to the wall street journal documentary the demands for products at the
peak of covid-19 were expected to be fallen but exactly the opposite of it happened, the shortage
of supply was occurred actively, as the production units were working on 1/3rd of their total
strength. Before the pandemic most of the companies were static in designing L&D programmes
but, after the crisis dynamic programmes began to take place. As we know that it is not easy to
understand human psychology, although on some parameters we can work together and develop
behavioural changes which can be benefitted to us.

Scholars and professionals are debating whether training and development programmes have a
positive impact on employee and organisational goals. Some researchers say that high staff
turnover increases training opportunities, while others claim that training is a tool that may be used
to improve productivity. Most scholars identify learning and development as simple as providing
training in a particular field, ignoring the fact of training cost, training identification, time taken,
and results of it.

We can be both effective and efficient if we have a deeper understanding of the training
requirements. To gain a better understanding of training need identification, consider the following
scenario: before investing in a company, an investor conducts research on the company by
conducting fundamental research. In which he thoroughly studies annual reports and their
implications, as well as technical research in which he reads charts to find support and resistance.
Similarly, an HR professional analyses the skill assessments and identifies the training needs.

Behavioral skills are another type of skills in comparison of technical skills that can help a
company excel in the market as well as an individual excel in his career and life. From childhood
to adolescence, we cultivate various habits that either allow a person to be successful or become a
hindrance to success. Learning and development programmes can now play an important role in
identifying behavioural training needs based on an individual's behavioural skill assessments.
Good behavioural skills will not only help individuals excel, but will also protect us from unwanted
strikes, fights, ruckus, and losses. Ultimately, this leads to a more positive working environment
and higher employee morale.

7
 1.2 SCOPE

This study provides understanding and guide about learning and development techniques and
ideas. Highlights awareness, about L&D perception and satisfaction towards it, with new
technologies and its functioning. Ultimately the report will show how beneficial learning and
development programs are in different scenarios.

8
 1.3 OBJECTIVE

1) To analyze the perceptions and awareness towards learning and development.

2) To understand the problems faced by corporates while planning for training need
identification.
3) To know the impact of behavioural assessments.

9
 1.4 COMPANY PROFILE

TATA STEEL DOWNSTREAM PRODUCTS LIMITED

TSDPL was originated in 1997 as TATA RYERSON LTD, a joint venture between TATA STEEL OF
INDIA and Ryerson Inc. of USA. In 2009 Tata Steel acquired the entire equity of Ryerson ltd. Tata Steel
downstream products was created to provide steel service centre. It is India’s largest Steel service centre
organization with 10 large processing units, 14 sales and distribution locations and host of partners.

VISION
Vision is to be a benchmark in the Steel Service Centre Industry for Service Excellence.

MISSION
To be a trusted and irreplaceable bridge between steel customers and suppliers.

CORE VALUES
 Credibility
 Customer Focus
 Continuous Improvement
 Agility
 Team work
ETHICS
 Whistle blower policy for vendors.
 Policy for receipt of gifts and hospitality.
 Anti-Bribery and Anti-Corruption policy.
 Policy on prevention, prohibition and redressal of sexual harassment at the workplace.
 Anti-Money laundering policy.
 Whistle blower policy for directors and employees TSDPL.

10
 SEGMENTS TSDPL SERVES
AUTOMOBILE LIFTING & EXCAVATION GENERAL ENGINEERING
TSDPL has been a preferred It has been supplying to lifting TSDPL offers different grades in
automotive steel supplier to & excavation industries. The customized sizes to different user
most of the major automobile range of TSDPL hi-tensile steel sub-segments such as storage,
manufacturers and their vendors. is best suited to meet the lifts & escalators, drums &
It has competencies that are requirements of load bearing barrels, furniture, bus body etc.
important for the industry. By components.
adding value to customers
through customizing size Different grades of steel can be
requirements or supply chain used for manufacturing of a
management. tipper, bucket of the
Tata Motors, Maruti Suzuki excavators and other engine
India ltd., Ashok Leyland, Ford, and cabin components.
Bajaj, etc. are some of the major
customers in this segment.
APPLIANCES PANELS PROJECT & FABRICATION
Plants are equipped to process TSDPLs plants are well In Infrastructure sector TSDPL
different grades of galvanized, equipped with modern facilities being able to become part of
stainless steel and colour to typical applications like overall development by offering
coated products as required by followings: - hi-tensile grades of steels in
the industry.  Electrical switchgear wide range of thicknesses and
 Elevator panels widths.
 Acoustic enclosures for
gensets
 Control Panels
SERVICES & SOLUTIONS
TSDPLs value added products
which includes IT racks for
LAN, WAN, and Servers and
EzyNest Modular Toilets.

11
PRODUCTS AND SERVICES

PRODUCTS SERVICES
I. Hot Rolled Coils & Sheets. I. Slitting.
II. Hot Rolled pickled & Oil Coils & Sheets II. Cut to length.
III. Cold Rolled Coils & Sheets. III. Roll forming.
IV. Galvanized Coils & Sheets. IV. Pickling & oiling.
V. Galvanized Corrugated Sheets. V. Plant burning & fabrication.
VI. Burn to shape & Fabricated Components VI. Supply Chain Management.
VII. Quality Assurance.

12
 1.5 ABOUT INTERNSHIP

Week Name of the Topic/Module

1st Orientation
2nd Acquired advance knowledge about training and training designs.
3rd Learned about evaluation and developed a feedback form for trainees.
4th Studied different models of evaluation and updated dates on the training
information sheet of 2021-22.
5th Created TNI of Bara plant, CR plant and Demag.
6th Created TNI of Bara plant, CR plant and Demag and attended safety
induction.
7th Developed Individual training report.
8th Analyzed behavioral assessment and created training need identification
of blue collars.
9th Built training calendars.

13
 CHAPTER 2

LITERATURE REVIEW

14
INTRODUCTION TO LEARNING AND DEVELOPMENT

Training refers to the process of imparting specific skills, abilities and knowledge to an employee.
Training and development programmes help to remove performance deficiencies in employees.
Training of employees and managers are absolutely essential in this changing environment. It is
an important activity of HRD which helps in improving the competency of employees. Training
gives a lot of benefits to the employees such as improvement in efficiency and effectiveness,
development of self-confidence and assists everyone in self-management. In recent years, training
and development has emerged as a formal business function, an integral element of strategy, and
a recognized profession with distinct theories and methodologies. More and more companies of
all sizes have embraced "continual learning" and other aspects of training and development as a
means of promoting employee growth and acquiring a highly skilled work force. In fact, the quality
of employees and the continual improvement of their skills and productivity through training are
now widely recognized as vital factors in ensuring the long-term success and profitability of small
businesses. "Create a corporate culture that supports continual learning," counseled Charlene
Marmer Solomon in Workforce. "Employees today must have access to continual training of all
types just to keep up…. If you don't actively stride against the momentum of skills deficiency, you
lose ground. If your workers stand still, your firm will lose the competency race."

According to Wayne F Cascio17, ―Training consists of planned programme designed to improve

performance at the individual, group, and /or organizational levels. Improved performance, in turn,
implies that there have been measurable changes in knowledge, skills attitude, and or social
behavior.

PHILOSOPHY OF TRAINING

According to S Chandra, management of the organization firmly believes that human assets unlike
other asset cannot be depreciated and must necessarily be appreciated over entire tenure.
Therefore, training is regarded as investment and not a cost. Even long-term intangible gains such
as attitude change, are to be considered as valuable returns. Training is considered as vehicle for
effective communication and coordination. Training is catalytic in any man management matrix
for cohesiveness, compatibility, and cooperation in every organizational endeavor.

15
METHODS OF TRAINING

A multitude of methods of training are used to train employees. Training methods are categorised
into two groups: - i) On-the-job & ii) Off-the-job methods. On-the-job methods refer to methods
that are applied in the workplace, while the employee is actually working. Off-the-job methods are
used away from workplaces.

i) On-the-job methods: -
 Orientation Training
 Job-Instruction Training
 Apprentice Training
 Internships and assistantships
 Job rotation
 Coaching

ii) Off-the-job methods: -

 Lecture
 Special study
 Films
 Television
 Case study
 Laboratory training

DESIGNING TRAINING AND DEVELOPMENT PROGRAMME

Every training and development programmes must address certain vital issues-

i) Who participates in the programme?

ii) Who are the trainers?
iii) What methods and techniques are to be used for training?
iv) What should be the level of training?
v) What learning principles are needed?
vi) Where is the programme conducted?

16
IMPLEMENTATION OF THE PROGRAMME

Once the training programme has been designed, it needs to be implemented. Implementation is
beset with certain problems. Problems like availability of time for training & availability of
trainers. There is also the problem of record keeping about the performance of a trainee during his
or her training period. Programme implementation involves action on the following lines: -

1. Deciding the location & organizing training & other facilities.

2. Scheduling the training programme.
3. Conducting the programme.
4. Monitoring the progress of trainees.

DESIGNING TRAINING AND DEVELOPMENT PROGRAMME

In today’s changing business environment, employees are expected to do more with fewer
resources. Training programmes help employees to gain new skills and improve those they already
have. So, training design should be aligned with the dynamic business nature. Every training &
development programme must address certain vital issues: -

1. Who are the trainees?

2. Who are the trainers?

3. What methods & techniques are to be used

for training?

4. What should be the level of training?

5. What learning principles are needed?

17

6. Where to conduct the programme?

1. Who are the trainees?
Trainees should be selected on the basis of: -
i) Self-Nomination.
ii) Recommendation of supervisors.
iii) By HR department itself.
2. Who are the trainers?
Programmes may be conducted by several people, including the following:
i) Immediate supervisors,
ii) Co-workers, as in buddy systems,
iii) Members of the HR staff,
iv) Specialists in other parts of the company,
v) Outside Consultants,
vi) Industry associations, and
vii) Faculty members at universities.
3. What methods & techniques are to be used for training?
METHODS
A multitude of methods of training are used to train employees. Training methods are
categorised into two groups: -
i) On-the-job
ii) Off-the-job

i) On-the-job methods refer to methods that are applied in the workplace while the
employee is actually working.
The most common OJT types: -
1. Orientation
2. Job- Instruction
3. Internship
4. Apprenticeship
5. Coaching
6. Job-Rotation.

18
ii) Off-the-job training occurs away from workplace. This is often necessary to get
people away from the work environment to a place where stress, frustration and bustle
of work are eliminated.
A training away from work environment enables trainees to study theoretical
information or be exposed to new and innovative ideas. But problems arises when what
is learnt is far away from what is happening in workplaces.
Off-the-job training includes several types such as: -
1. Lectures
2. Films
3. TV
4. Role plays
5. Case studies
6. Simulation
7. Programmed Instructions.

TECHNIQUES

There are several techniques that can be used for training. In today’s electronic world, the
World Wide Web (WWW) is all pervasive. The internet & intranet are changing the face
of training & learning. Using a pc, a modem & a web browser, it has become possible to
learn online.

Techniques of training are: -

i) Out Bound Learning (OBL)

 It takes place outside the work place and commonly used to improve
communication inter-personal & leadership skills.
 Spread over a period of 1-2 days, OBL involves a series of exercises, games
& activities that are built around the theme of training & are carried out in
teams.

19
 ii) Learning Anywhere
 Today the opportunity to learn has been extended to the finger-tips & is only
a mouse click away.
 Corporates have established their own similar ‘Learning management
systems’ and offer training via these technology platforms to employees
right at their workstations.
iii) Massive Open Online Courses (MOOCs)

A rapidly emerging technology is transforming the entire of education and learning.

MOOCs, as they are popularly referred to, are making free learning opportunities
available at the click of a mouse on the screen or any electronic devise that is
connected to the internet. They can be accessed on any electronic device that is
connected to the internet e.g. mobile phones, desktops, laptops, ipads and
televisions too.

4. What should be the learning level of learning?

There are inputs that are passed on to trainees in training and development programmes are
education, skills, and the like. In addition, there are three basic levels at which these inputs
can be passed: -

20
 LEVEL OF LEARNING

LEVEL 1 LEVEL 2 LEVEL 3

Acquiring Fundamental Skill Development Increasing Operational
Knowledge Proficiency
At the lowest level, the The goal of next level is skills The highest level aims at
employee or potential development, or acquiring the increased operational
employee must acquire ability to perform in a proficiency. This involves
fundamental knowledge. particular skill area. obtaining additional
experience & improving skills
that have already been
developed.

5. What learnings principles are needed?

Training and development programmes are more likely to be effective when they
incorporate the following principles of learning:
1. Employee motivation
2. Recognition of individual differences,
3. Practice opportunities,
4. Reinforcement,
5. Knowledge of results(feedback)
6. Goals,
7. Schedules of learning,
8. Meaning of material, and
9. Transfer of learning.

21
6. Conduct of training
A final consideration is where the training and development programme is to be conducted.
Actually, the decision comes down to the following choices:
i) At the job itself.
ii) On site but not on job- for examples, in a training room in the company.
iii) Off the site, such as in a university or college classroom, hotel, a resort, or a
conference centre.

22
EVALUATION OF TRAINING AND DEVELOPMENT

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

Need of Evaluation

Need of evaluation is the main objective of the training programme to determine if they are
accomplishing specific training objectives, that is, correcting performance deficiencies.

A second reason for evaluation is to ensure that any changes in trainee capabilities are due to the
training programme and not due to any other conditions. Training programmes should be evaluated
to determine their cost effectiveness.

Finally, credibility of training and development is greatly enhanced when it is proved that the firm
has benefited tangibly from it.

Principles of Evaluation

Evaluation of the training programme must be based on the following principles: -

1. Evaluation specialist must be clear about goals and purposes of evaluation.

2. Evaluation must be continuous.
3. Evaluation must be specific.
4. Evaluation must provide the means and focus for trainers to be able to appraise themselves,
their practices, and their products.
5. Evaluation must be based on objective methods and standards

Criteria for Evaluation

1. Training validity: Did the trainees learn during training?

2. Transfer validity: What has been learnt in training, has it been transferred on the job? Has
it enhanced performance in the work place?
3. Intra-organisational validity: Is performance of the new group of trainees, for which the
training programme was developed, consistent with the performance of the original
training group?

23
 4. Inter-organisational validity: Can a training programme validated in one firm be used
successfully in another company?

Techniques of Evaluation

Several techniques of evaluation are being used in firms. It may be stated that the usefulness of the
methods is inversely proportional to the ease with which the evaluation can be done.

1. Experimental and Control groups.

One approach towards evaluation is to use experimental and control groups. Each group is
randomly selected, one to receive training (experimental) and the other not to receive training
(control). The random selection helps to assure the formation of groups quite similar to each
other. Measures are taken of the relevant indicators of success before and after training for
both groups. If the gains demonstrated by the experimental groups are better than those by
the control group, the training programme is labelled as successful.

2. Longitudinal or time-series analysis

Measurements are taken before the programme begins and are continued during and after the
programme is completed. These results are plotted on a graph to determine whether changes
have occurred and remain as a result of the training effort.
3. Questionnaire

One simple method of evaluation is to send a questionnaire to the trainees after the
completion of the programme to obtain their opinions about the programme’s worth. Their
opinions could also be through interviews.

In conclusion longitudinal and questionnaire will be better option of evaluation. On the other hand,
experimental and control groups will be helpful in large cap companies where their will be large
number of trainees are there.

24
 TRAINING FEEDBACK FORM

Participant Name: - Training date: - / /

Training Location: - Training title: -
Department: - Mobile no.: -

Sl. Training Content Excellent Good Satisfactory Fair Poor

No. (5) (4) (3) (2) (1)
1. The training content
was relevant to me
2. The amount of material
covered was sufficient.
3. Instructional
methods & media
were used
appropriately which
made learning easy.
4. I am confident of using
concepts covered.
5. The training met my
expectations.

Sl. Faculty Excellent Good Satisfactory Fair Poor

No. (5) (4) (3) (2) (1)
1. Faculty has good grasp
of the subject.
2. The concepts were
clearly explained.
3. Faculty involved all
participants.
4. My questions were
answered adequately.
5. Faculty was supportive
and encouraging.

Any Other Comment: -_______________________________________________

___________________________________________________________________
__________________________________________________________________

25
 Models of Training Evaluation
Training evaluation models are systematic frameworks for investigating and analyzing the
effectiveness of training and learning journeys. Different models target different things and hence
outcomes are also different.

Let us discuss a few models: -

1. KIRKPATRICK’S MODEL
The model encourages us to evaluate learning on four levels: -

LEVEL QUESTION BEING ASKED MEASURES

Accidents
Quality
RESULT Is the organisation or unit better because of Productivity
(LEVEL-4) the training? Turnover
Morale
Costs
Profits
A. Are trainees behaving differently on the Performance appraisal by
BEHAVIOUR job after training? superior, peer, client,
(LEVEL-3) B. Are they using the skills and knowledge subordinate.
they learned in training?
To what extent do trainees have greater Written Tests,
LEARNING knowledge or skill after the training Performance Tests
(LEVEL-2) program than they did before? Graded Simulators
A. Did the trainees like the programme, the
REACTION trainers, the facilities? Questionnaires
(LEVEL-1) B. Do they think the course was useful?
C. What improvements can they suggest?

The important thing is to measure at all four levels so you can see exactly how each stage of
your learning design was effective. Design your learning program by starting with a business

26
 problem. Then identify the actions needed to solve that problem and the learning needed to
support those actions. Once that’s complete, design the program needed for that learning to
happen. Evaluation metrics should follow that same chain so that if you don’t meet the
business goal, you’ll know where it went wrong.

2. CIRO MODEL
The Ciro model was developed by Warr, Bird, and Rackham and published in 1970 in their
book “Evaluation of Management Training. CIRO stands for: -
C - Context
I - Input
R - Reaction
O - Outcome
The key difference in CIRO and Kirkpatrick’s models is that CIRO focuses on measurements
taken before and after the training has been carried out. And another criticism of this model
is that practitioners feel that it is management focused training programmes rather than those
designed for lower levels in the organisation.
The Ciro model of training evaluation has a four-level of approach. The different stages are:
-

i) Context Evaluation

This is about identifying and evaluating training needs based on collecting information about
performance deficiencies and based on these, setting training objectives which may be at three
levels:

1. The ultimate objective: The particular organisational deficiency that the training
program will eliminate.
2. The intermediate objectives: The changes to the employees work behaviours
necessary if the ultimate objective is to be achieved.
3. The immediate objectives: The new knowledge, skills or attitudes that employees
need to acquire in order to change their behaviour and so achieve the intermediate
objectives.

27
 ii) Input Evaluation
This is about analyzing the effectiveness of the training courses in terms of their design,
planning, management and delivery. It also involves analyzing the organisational
resources available and determining how these can be best used to achieve the desired
objectives.
iii) Reaction Evaluation
This is about analyzing the reactions of the delegates to the training in order to make
improvements. This evaluation is obviously subjective so needs to be collected in as
systematic and objective way as possible.
iv) Outcome
Outcomes are evaluated in terms of what actually happened as a result of training.
Outcomes are measured at any or all of the following four levels, depending on the
purpose of the evaluation and on the resources that are available.

3. PHILIPS ROI MODEL

As the Kirkpatrick Model grew in popularity during the 1970s, many academics and business
practitioners wanted to build and expand on it. Among them was Jack Phillips, who published
his own book, Return on Investment in Training and Performance, in 1980. Phillips wanted to
build on Don Kirkpatrick’s work and address several of what he perceived to be its shortcomings.
Over time, Phillip’s approach to training evaluation became known as the Phillips ROI Model.

The most commonly quoted aspects of the Phillips ROI Model is the addition of a fifth level.
This expands upon the Kirkpatrick Model and offers organizations a way of calculating the ROI
of their training. The Phillips model has five levels that broadly follow the scope and sequence
of the Kirkpatrick model.

The five levels of the Phillips ROI Methodology are as follows:

LEVEL-1 REACTION

In common with the Kirkpatrick Model, the Phillips ROI Model begins by evaluating the
participants’ reaction to the training they received.

28
LEVEL-2 LEARNING

The second level of the Philips ROI Model evaluates what, if any, learning took place during the
training.

LEVEL-3 APPLICATION & IMPLEMENTATION

Like the Kirkpatrick Model, the Phillips ROI Model looks at whether the participants used what
they learned during the training when they returned to the workplace. However, Phillips’s
approach helps an organization determine whether an issue (if there is one) lies with
the application of the learning or its implementation. This represents a subtle but crucial
improvement over the Kirkpatrick Model.

LEVEL-4 (IMPACT)

While the fourth level of the Kirkpatrick taxonomy focuses purely on results, the Phillips ROI
model is much broader and looks at the impact of the training. This helps identify whether
factors other than training were responsible for delivering the outcomes.

LEVEL-5 (RETURN ON INVESTMENT)

Unlike the Kirkpatrick Model that simply measures training results again stakeholder
expectations (ROE), the Phillips ROI model contains a fifth level. This is designed to measure
‘return on investment’, or ROI. This level uses cost-benefit analysis to determine the value of
training programs.

Hence the Phillips ROI Model found favor with organizations who wanted to assign a monetary
value to the results of the training. Given the cost and complexity of applying an ROI analysis,
however, only around five to ten percent of training courses actually require a full, five-level
evaluation.

29
4. Anderson Model of Learning Evaluation

In 2006, “Anderson’s value of learning model” was first published by Chartered Institute of
personnel and development. The model differs from other evaluation in two significant respects.

Firstly, the focus is on value of learning model is on aligning organizations training program
with its strategic priorities. This model is to be implemented in management level and cover the
whole organization.

Secondly, this model is unique as it doesn’t focus on the outcome of individual programs.
Instead, it looks at an organization's strategic goals and examines whether the training programs
are aligned or whether they should shift focus.

The three stages are:

Stage 1: Determine the current alignment of training against strategic priorities for the
organization.

Stage 2: Use a range of methods to assess and evaluate the contribution of learning.

Stage 3: Establish the most relevant approaches for your organization.

The Anderson model of learning evaluation is harder to compare and contrast with other types of
training evaluation models as it takes such a unique approach. While the cost and complexity of
data collection are lower using this model, the second stage – evaluation of learning – still requires
care and expertise to implement effectively.

30
 CHAPTER 4

RESEARCH METHODOLOGY

31
Research Design

Type of research as well as primary factors such as prevailing organisational culture and
willingness of employees as well as the company to reveal the information, form a major role in
ensuring completion of research. Here employee learning and development data was collected
through training reports which is a raw data after a brief discussion with the senior management
(Senior Manager, HR) regarding the skills they look out for while recruiting the blue collars. Also,
quantitative data was collected through primary sources and only data of Bara plant of TSDPL has
been used in this research paper for better understanding. The employees skills rating in technical
as well as non-technical areas was absorbed from raw skill assessment reports and which is used
for identification need. The data was collected to its utmost accuracy. Results of data in the form
of responses analyzed shows the areas employees require training in-on the technical as well as
non-technical front. Recommendations discussed include prioritization of areas employees
required training in. The paper also addresses the issue that the analysis conducted has certain
limitations. The conclusion includes matrix formed regarding various training areas and
prioritization of the same on the basis of ratings received by employees about their competencies
in the areas. Both Quantitative and qualitative methodology has been used to prioritize training
needs on the basis of raw data which was later used for analysis.

32
 CHAPTER 5

DATA ANALYSIS AND

INTERPRETATIONS

33
1) Training need identification

Following are the findings of analyzed data that was collected from training need
identification report after working on skill assessments sheets and, only data of one
department has been taken as an example: -

Awareness of safety Awareness of

Read & interprete the Routine line Arbor set - up & clearance
norms of the work HIRA of the work Coil processing Log book entry Packaging
Woking area Name Desired schedule management adjustment,
area area

4 4 4 4 4 4 4 4
Awareness of safety Awareness of
Routine line
Esh1 LO Gap norms of the work HIRA of thw work 0
management
0 0 0 0
area area
Awareness of
Routine line
Esh1 WO Gap 0 HIRA of thw work 0
management
0 0 0 0
area
Awareness of
Routine line
Esh2 CO Gap 0 HIRA of thw work 0
management
0 0 0 0
area
Awareness of safety Awareness of
Read & interprete the Routine line Arbor set - up & clearance
Esh1 FL Gap norms of the work HIRA of thw work
schedule management adjustment,
Coil processing Log book entry Packaging
area area
Awareness of safety Awareness of
Read & interprete the Routine line
Esh2 TO Gap norms of the work HIRA of thw work
schedule management
0 0 0 0
area area
Awareness of safety Awareness of
Esh3 XQ Gap norms of the work HIRA of thw work 0 0 0 0 0 0
area area
Awareness of safety Awareness of
Routine line
Esh3 Y3 Gap norms of the work HIRA of thw work 0
management
0 0 0 0
area area
Awareness of safety Awareness of
Esh1 ZA4 Gap norms of the work HIRA of thw work 0 0 0 0 Log book entry 0
area area
Awareness of
Esh3 W4 Gap 0 HIRA of thw work 0 0 0 0 0 0
area
Awareness of safety Awareness of
GRM S9 Gap norms of the work HIRA of thw work 0 0 0 0 0 0
area area
Awareness of safety Awareness of
Read & interprete the Routine line Arbor set - up & clearance
GRM QF Gap norms of the work HIRA of thw work
schedule management adjustment,
Coil processing Log book entry Packaging
area area
Awareness of safety Awareness of
Esh2 RK Gap norms of the work HIRA of thw work 0 0 0 0 0 0
area area
Awareness of safety Awareness of
Esh3 AFL Gap norms of the work HIRA of thw work 0 0 0 0 0 0
area area
Awareness of safety Awareness of
Esh2 LOP Gap norms of the work HIRA of thw work 0 0 0 0 0 0
area area
Awareness of safety Awareness of
Routine line
GRM EMK Gap norms of the work HIRA of thw work 0
management
0 0 0 0
area area

 The above picture is training need identification report of slitting department, which is
created after skill assessment analysis. Here we can observe that skills for evaluation have
been set according to the requirement of the department.
 Those who have a skill gap require training, whereas those who have no skill gap do not
require training.

34
2) Behavioral training need analysis

SUMMARY OF BEHAVIOURAL ASSESSMENT

Ability to follow Total no. of persons

Communication Result Ability and interest Innovativeness and Ability to give
Department Team Work minimum from each
Skills Orientation to acquire new skill initiatives instructions
supervision department

SLITTING 12 6 11 28 56 44 17 174
CTL 1 2 6 3 1 13
ELEC.MAINT. 3 3 6
MECH.MAINT. 1 1 2

CRANE 1 2 5 6 19 14 9 56

S&L 1 1 1 2 2 7
QUALITY 1 1 1 1 1 1 6
DESPATCH 2 1 3
STORES 0
SAFETY 0
GRINDING 1 1

Total No. persons 15 10 18 38 89 69 28

 The above picture has been is summary report of behavioral assessment of blue collars for
each department. In this only those individuals are there whose behavioral skill rating was
below 3 out of five.
 These report shows that individuals lacking more in innovative and initiatives from each
department.

35
3) Training calendar

The above sheet shows training calendar for the behavioral training. It implies that planning
of training plays a vital role in the development of employees. This will help in personality
development and technical skill enhancement as well as achieving the organisational goal.

36
 CHAPTER 6
RESULTS AND FINDING OF STUDY

37
1. From the study we can observe that learning and development is the most needful thing in any
organisation. The more advanced L&D will help to achieve the goals.
2. Behavioral assessments shows that blue collars lack in innovative and initiatives. Like these by
behavioral assessments and trainings we can develop personalities and build self-confidence
and healthy morale among the employees.
3. In the training calendars we can see that how planning in advance can be done and minimize
the cost, save time and energy of HR professionals and company and employees.
4. The planning of learning and development will not only provide information for different
programme schedules but also provide the opportunities for enhancement of parameters
according to the dynamic needs of different departments.

38
CHAPTER 7
CONCLUSION

39
The global COVID-19 outbreak has wreaked havoc on the economy of India. Efforts to halt the
spread of the coronavirus have resulted in a wave of layoffs across a range of industries,
including restaurants, bars, and entertainment venues, airlines, hotels, automakers, and
manufacturing. Those companies who have been involved in learning and development are quite
stable during the crisis. However, corporates have taken lockdowns as an opportunity to enhance
the skills of their employees. This report will help people to understand the training need
identification and behavioural analysis to counter benefits of it. Ultimately lead to an upgraded
employee and leader which will help to achieve the company goal.

40
 CHAPTER 8
SUGGESTIONS AND
RECOMMENDATIONS

41
1. A feedback scheme for blue collars could be launched. The main advantage is that it would help
persuade employees that the organisation "listens to them" and that they are a part of it.
2. Gratitude expression as an exercise can be done for more healthy work culture and zero clashes.
3. Simulator based learning experiences can improve the effectiveness and efficiency and can also
save from fatal accidents.
4. Time to time revisions of parameters according to dynamic business needs.
5. Workshops and learning sessions on ethics should be added.
6. Safety training should be held every six months.
7. Learning sessions on stress management can be added.

42
 BIBLIOGRAPHY
 Boydell, T. and Leary, M. (1996). Identifying Training Needs. London: Institute of
Personnel and Development.
 S. Chand Training and development
 Greenberg, J. (1999). Managing Behaviour in Organizations. New Jersey: Pearson.
 Training reports of TSDPL bara plant, CR plant and Demag.
 Effective Planning in Training and Development - Leslie Rae.
 World Class Training Kaye Thorne
 Training in Practice- Blackwell

43