Summer Internship Project Report

on

Training Module for Supervisory Band on “Etiquette”

Submitted by:Swati Ojha

Enr.no: A7002314010Course: MBA(HR) 3rd sem

Industry Guide: Faculty Guide:Ms. Neetu Kumar Dr. Azra IshratHR manager Asst. Professor

( submitted in partial fulfilment of requirement for master of business administration (MBA(HR))

Amity Business School

Amity University Uttar Pradesh

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AcknowledgementIt gives me immense pleasure by acknowledging the valuable and co-operative assistance extended to me by the various individuals who have helped me successfully in completing my project. First of all I would like to thank Amity University for giving me this opportunity to express interest in the form of this project. I would like to show my gratitude to Mr. Somraj Roy, Ms.Neetu Kumar& Mr.Amar chinthal for their valuable assistance, encouragement and support on the topic ‘Training module for supervisory band on etiquette’ from LARSEN & TOUBRO (HED) Powai. I would also like to show my gratitude to Dr. Azra Ishrat for her valuable guidance, encouragement and support on the topic ‘Training module for supervisory band on etiquette’.

Lastly, I would like to thank, my parents, friends, Larsen & Toubro (HR-HE) team and my colleagues who have supported me during the making of this project. It is the encouragement of these people that has made me proceed towards achieving the goal.

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COMPANY PROFILE

Overview:

Larsen & Toubro Limited (L&T) is a technology, engineering, construction and manufacturing company. It is one of the largest and most respected companies in India's private sector. Larsen & Toubro (L&T) is a technology-driven USD 14 billion company that infuses engineering with imagination. We offer a wide range of advanced solutions, services and products. More than seven decades of a strong, customer-focused approach and the continuous quest for world-class quality have enabled it to attain and sustain leadership in all its major lines of business. L&T has an international presence, with a global spread of offices. A thrust on international business has seen overseas earnings grow significantly. It continues to grow its global footprint, with offices and manufacturing facilities in multiple countries. The company's businesses are supported by a wide marketing and distribution network, and have established a reputation for strong customer support. L&T believes that progress must be achieved in harmony with the environment. A commitment to community welfare and environmental protection are an integral part of the corporate vision. In response to changing market dynamics, L&T has gone through a phased process of redefining its organisation model to facilitate growth through greater levels of empowerment. The new structure is built around multiple businesses that serve the needs of different industries.

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History:

Danish is name

Indian is character,

International is outlook

The evolution of L&T into the country’s largest engineering and construction organisation is among the most remarkable success stories in Indian industry. L&T was founded in Bombay (Mumbai) in 1938 by two Danish engineers, Henning Holck-Larsen and SorenKristian Toubro. Both of them were strongly committed to developing India's engineering capabilities to meet the demands of industry.

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Henning Holck-Larsen

(4.7.1907 - 27.7.2003)

SorenKristian Toubro

(27.02.1906 – 04.03.1982)

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Early days:

Henning Holck-Larsen and SorenKristian Toubro, school-mates in Denmark, would not have dreamt, as they were learning about India in history classes that they would, one day, create history in that land. In 1938, the two friends decided to forgo the comforts of working in Europe, and started their own operation in India. All they had was a dream and the courage to dare. Their first office in Mumbai was so small that only one of the partners could use the office at a time.

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The Journey:

Year Setup Outlook

1944 ECC was incorporated

L&T decided to build a portfolio of

foreign collaborations

1945

Company represented British manufacturers of equipment used to manufacture products such as hydrogenated oils, biscuits, soaps and glass.

L&T signed an agreement with Caterpillar Tractor Company, USA, for marketing earthmoving

Equipment.

1946

Larsen & Toubro Private Limited took birth on 07.02.1946 which prompted them to raise additional equity capital.

Offices were set up in Kolkata (Calcutta), Chennai (Madras) and New Delhi.

1948

Fifty-five acres of undeveloped marsh and jungle was acquired

in Powai

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Public Limited company:

In December 1950. L&T became a public company with a paid up capital of Rs.2 million. The sales turnover in that year was Rs.10.9 million. In 1956, a major part of the company’s Bombay office, moved to ICI House in Ballard estate. A decade later this imposing grey-stone building was purchased by L&T, and renamed as L&T House- its corporate office. The sixties saw a significant change at L&T-S.K.Toubro retired from active management in 1962. The sixties were also a decade of rapid growth for the company, and witnessed the formation of many new ventures: UTMAL (setup in 1960), Audco India limited (1961), Eutectic Welding Alloys (1962) and TENGL (1963).

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Vision

The L&T vision reflects the collective goal of the company. It was drafted through a large scale interactive process which engaged employees at every level, worldwide.

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Nationwide Network:

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Global Presence:

L&T has a global presence. A thrust on international business over the years has seen overseas revenues growing steadily. The company has manufacturing facilities in India, the Middle East, South East Asia, China and Australia. Customers include global majors in over 30 countries.

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ORGANIZATIONAL STRUCTURE

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S.N.SUBRAHMANYANWhole time Director &

Sr. EVP (C & I)

SHAILENDRA ROYWhole time Director& Sr. EVP (Power,

Minerals & Metals)

BOARD OFDIRECTORS

NON EXECUTIVEDIRECTORS

A.M.NAIK

Group Executive Chairman

K. VENKATARAMANAN

C.E.O. & M.D.

S. Rajgopal S.N. Talwar M.M. Chitale SubodhBhargava A.K. Jain M.Damodaran Vikram Singh Mehta SushobhanSarker

M.V.KOTWALWhole time Director& President (HED)

MR.R. SHANKARRAMAN

Whole time Director &Chief Financial Officer

Operating Divisions:

L&T has delivered Engineering, Procurement and Construction (EPC) services for many projects in the upstream hydrocarbon sector over the last two decades, in India, MiddleEast, Africa, South East Asia and Australia. L&T has formed a joint venture with Sapura Crest Petroleum Berhad, Malaysia for providing services to offshore construction industry worldwide. The joint venture will own and operate the LTS 3000, a heavy lift cum pipe lay vessel L&T Power has set up an organization focused on coal-based, gas-based and nuclear power projects. L&T has formed two joint ventures with Mitsubishi heavy industries, Japan to manufacture super critical boilers and steam turbine generators. L&T is among the top five fabrication companies in the world. L&T has a shipyard capable of constructing vessels of up to 150 meters long and displacement of 20,000 tons at its heavy engineering complex at Hazira. The shipyard is geared up to take up construction of niche vessels such as specialized Heavy lift Cargo Vessels, CNG carriers, Chemical tankers, Defense & Para military vessels, submarines and other role specific vessels. The design wing of L&T ECC is called EDRC (Engineering Design and Research Centre). EDRC provides consultancy, design and total engineering solutions to customers. It carries out basic and detailed

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design for both residential and commercial projects. L&T has over 130 subsidiaries and 15 associate companies.

Employees:

As on 31 March 2013, the company (excluding its subsidiaries) had 54062 permanent employees, out of which 2,635 were women (4.87%) and 74 were employees with disabilities (0.14%).

During the FY 2012-13, the company incurred INR 44.36 billion for employee benefit like salaries. The Harvard Business Review in its January–February 2013 edition named L&T's Executive Chairman, A.M.Naik, as the 32nd Best Performing CEO in the world.

Awards:

Awards and recognition in 1997, the Bangalore Works division was awarded the "Best of all" Rajiv Gandhi National Quality Award In 2014 Larsen & Toubro ranked 500 on Forbes list of 2000 world’s largest and most powerful public companies based on revenues, profits, assets and market value. 54 Indian companies made it to the prestigious list and L&T is the highest ranked company in the engineering and construction section and 10th among all Indian public and private sectors.

According to the brand trust report 2012 published by Trust Research Advisory, a brand analytics company,

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L&T was positioned 47th among India's most trusted brands. Subsequently, in brand trust report 2013, L&T was ranked 127th among the most trusted brands in India while according to the brand trust report 2014, L&T was elevated to the 38th position among India's most trusted brands. In 2013, L&T Power received 'Golden Peacock National Quality Award – 2012' at the 23rd World Congress on 'Leadership & Quality of Governance'.

In 2012, Forbes ranked L&T as 9th most innovative company in the world. L&T was also featured in the Forbes Asia's annual 'Fabulous 50' list in 2010, for the fifth time in a row.

In 2012, L&T was ranked 4th by news week in the global list of green companies in the industrial sector.

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Organogram:

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LARSEN AND TOUBRO

Hydrocarbon

Heavy Engineering

L&T Construction

Power

Electrical and Automation

Machinery and Industrial products

L&T Infotech

Financial Services

Ship Building

Railway Projects

OBJECTIVE

To design and develop a training module for supervisory band on etiquette.

To propose a tool to measure the effectiveness of the training.

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EXECUTIVE SUMMARY

Etiquette in everyday life is governed by this principle of innate, kindness and thoughtfulness towards others.

Etiquette is not restricted only to one’s social life but is very much a part of one’s behavior at the office. Well-mannered executive besides being an asset to the company because of the amount of goodwill generated in and for the company, has greater chances of climbing the career ladder at a faster pace. Even when one meets men and women who have reached the pinnacle of success, who are gracious are remembered with admiration while those who lack common courtesies are only tolerated.

A basically considerate person will have imbibed most of the courtesies which if observed at one’s work place, promote harmony and goodwill.

Showing that you care for the feelings of others in the way that you behave in business can be encapsulated in the word ‘IMPACT’ which summarizes the golden rules:

I ntegrity act in an honest and truthful way

M anners never be selfish, boorish or undisciplined

P ersonality communicate your own values, attitudes and opinion

A ppearance always present yourself to best advantage.

C onsideration see yourself from other person’s stand-point

T act think before you speak .

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Background of the topic

Training is the process of enhancing the skills, capabilities and knowledge of employees for doing a particular job. Training process molds the thinking of employees and leads to quality performance of employees. It is continuous and never ending in nature.

Training is given on four basic grounds:

1. New candidates who join an organization are given training. This training familiarizes them with the organizational mission, vision, rules and regulations and the working conditions.

2. The existing employees are trained to refresh and enhance their knowledge.

3. If any updating and amendments take place in technology, training is given to cope up with those changes. For instance, purchasing new equipment, changes in technique of production, computer impartment. The employees are trained about use of new equipment and work methods.

4. When promotion and career growth becomes important. Training is given so that employees are prepared to share the responsibilities of the higher level job

Training simply refers to the process of acquiring the essential skills required for a certain job. It targets specific goals, for instance understanding a process and operating a certain machine or system.

Needs and Importance of Training

I. Help in addressing employee weaknesses:Most workers have certain weaknesses in their workplace, which hinder them from giving the best services. Training assists in eliminating these weaknesses, by strengthening workers skills. A well organized

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development program helps employees gain similar skills and knowledge, thus bringing them all to a higher uniform level. This simply means that the whole workforce is reliable, so the company or organization doesn’t have to rely only on specific employees.

II. Improvement in workers performanceA properly trained employee becomes more informed about procedures for various tasks. The worker confidence is also boosted by training and development. This confidence comes from the fact that the employee is fully aware of his/her roles and responsibilities. It helps the worker carry out the duties in better way and even find new ideas to incorporate in the daily execution of duty.

III. Consistency in duty performanceA well organized training and development program gives the workers constant knowledge and experience. Consistency is very vital when it comes to an organization’s or company’s procedures and policies. This mostly includes administrative procedures and ethics during execution of duty.

IV. Ensuring worker satisfactionTraining and development makes the employee also feel satisfied with the role they play in the company or organization. This is driven by the great ability they gain to execute their duties. They feel they belong to the company or the organization that they work for and the only way to reward it is giving the best services they can.

V. Increased productivityThrough training and development the employee acquires all the knowledge and skills needed in their day to day tasks. Workers can perform at a faster rate and with efficiency thus increasing overall productivity of the company. They also gain new tactics of overcoming challenges when they face them.

VI. Improved quality of services and productsEmployees gain standard methods to use in their tasks. They are also

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able to maintain uniformity in the output they give. This results with a company that gives satisfying services or goods.

VII. Reduced costTraining and development results with optimal utilization of resources in a company or organization. There is no wastage of resources, which may cause extra expenses

VIII. Reduction in supervisionThe moment they gain the necessary skills and knowledge, employees will become more confident. They will become self-reliant and require only little guidance as they perform their tasks. The supervisor can depend on the employee’s decision to give quality output. This relieves supervisors the burden of constantly having to give directives on what should be done.

Objective of training

1. To impart basic knowledge and skill to new entrants required for intelligent performance of definite task in order to induct them without much loss of time.

2. To assist employees to function more effectively by exposure of latest concepts information and techniques and development of skills required in specific fields including production, purchase, marketing, logistics, information technology etc.

3. To broaden minds of supervisors. Sometimes, narrowness of outlook may arise in supervisors because of specialization. In order to correct this narrowness they are provided with opportunities and interchange of experience.

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4. To build second line of competent employees and enable them to occupy more responsible positions as situation emerge.

5. To prepare employees to undertake different jobs in order to enable redeployment and maintain flexibility in workforce so that ever changing environment of market can be met and downturns can be managed without losing experienced employees.

6. To provide employees job satisfaction, training enables an employee to use their skill, knowledge and ability to fullest extent and thus experience job satisfaction and gain monetary benefits from enhanced productivity.

7. To improve knowledge, skills, efficiency of employees to obtain maximum individual development.

8. To fulfill goals of organization by securing optimum co-operation and contribution from the employees.

A training planning model

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1. Awareness of need: the trainer becomes or is made aware of the potential need for some form of training in a variety of ways. A new system or procedure, method or attitude is to be introduced by the organization and a common way in which the training department learns of this is to receive word that it is required to provide the necessary training. Less common, but more desirable, is that the training department, often via the training director or manager who attends the senior management or project meeting at which the new working is proposed, is asked what implications for training the new proposal has.

Other avenues for awareness are comments by learners on the other training events, action plans at the end of training events, discussions with people at the work and what should be a much more widely used method, identification from annual appraisal reviews.

2. Consult with client

Whenever the training function is informed of a stated training need, other than when it is obtained by the training manager who should have all detail available, the first step is to go back to the client for a diagnostic, probing interview in order to obtain as many details as possible. Too often it is assumed that the trainer can interpret a general statement of need. Such question as ‘exactly what’, ‘who’, ‘over what period’ and so on should be asked until the trainer is satisfied that sufficient information is held to provide the training intended.

3. Specify symptom

This is simple if we are considering a completely new training – the symptoms are that function x is required and therefore the people concerned do not have skills x. Training for existing functions which are not being performed effectively requires a diagnosis of the symptoms which is going wrong.

4. Analyze training needs

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Armed with the knowledge that there is a training need for which the symptoms- new or existing-have been determined, a final analysis of training need is undertaken. Simply stated this can be shown as: Required skill -Existing skill= Training Need

5. Define objective:

the objective for the training , in most cases follow naturally from the training need analysis the aim is to satisfy the need and the objectives state more specifically what is to be achieved- function, level, time, quality , quantity and so on. These must be written down foe subsequent reference when the training has been completed. It is only too easy, after the training which hasn’t quite made it. To say ‘well, we didn’t mean exactly that when we said what we were going to do’ . Written and fully defined objectives leave no room for the question on achievement.

6. Choose the training methods

The time for training is now approaching and from the needs identified and the objectives stated, we can decide which will be the more effective training method(s) to achieve the objective. At one time the decision was usually immediate and simple- run a training course. But now even that straight forward statement is not as clear as it used to be. Training course could be didactic, lecture based, trainer centred courses; experiential based, learned centred events; or a mixture of these.

Courses can include lectures or other input sessions; discussion; buzz or syndicate group working; activities, games, exercise and simulation; role plays; videos and films, computer programs; interactive video programs; a concentration on one or more of these, or perhaps the use of one method alone- for example, computer based learning rather than computer assisted learning.

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Some objective, needs and numbers to be trained will make the approach method obvious; other can be satisfied by variety of means - the cost factor may be the deciding one in some cases; or the choice may be determined by the trainer’s training manager’s or client’s preference or time constraints. Everything is possible.

7. Design the training

Whichever method is chosen and for whatever reason the next step is to design the training package. This might involve saying that we have a training need which will be best satisfied by a training course to be held over 5 days or conversely, the material needed for the training will require a training course of 5 days. With this programme, in order to make maximum impact , the methods used can/will range over all or many of the ones quoted above perhaps prefaced pre-course by individual completion of an open learning package or some other preparatory work.

7A Decide the evaluation method

Now is the time to start thinking and doing something about the evaluation of the programme or event, not, as so often happens, halfway through the event as the first time thought. The minimum requirement for an evaluation process is:

A statement of learning requirement for the event or programme

A method of knowing the level of skill of the learner prior to the start of the event

A method or methods of assessing progress during the event A method of validating the training at the end of the event and

assessing whether the learner have achieved what was required A longer term approach to ensure that the learning is being put

into action at work in an effective manner.

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7B Produce the evaluation instruments

In the same way that once the training has been designed, followed by more specific detail planning and production, so with the validation and evaluation measure. Full consideration must be given to the most effective formats for the process to be assessed. Principally, this will be based on the approach that for any objective training there will be an objective measure; for ‘soft ‘or subjective training it will be necessary to design and use a more subjective form of assessment . These decision and production must be at this early stage, not later in the programme as a last ditched effort.

7c Discuss with and involve the line manager

Even now may be late stage to involve the learner’s line manager, who after all is the one who selects the learners; is responsible for their cost; and is the most important person in helping them to put the learning into practice. So the line manager must be involved at an early stage and because their staff are being trained for function and skills needed by them, they should/must/can be involved in designing the learning its content and its methods. Involvement at this stage might also ensure maximum co-operation throughout the process.

8. Select the content, methods and training methods

We identified at stage 6 and 7 that the training programme would be chosen and designed as a package. Now the trainer/designer need to identify each session of the event or section of the package and decide how each might best be approached. Some technique will be more appropriate for certain type of sessions than others, and it is necessary to identify the most effective approach.

9. Produce training brief and/or write open learning programme

The time hated by the trainers involved in new programmes is the time when they have to get down and write the session briefs and produce

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the handouts which will support the session particularly for the learners when the training has been completed and they have dispersed to their workplaces. But this putting down on paper is essential to ensure that there is a firm basis for training and others following on will have guidelines from which to produce their own personal briefs.

Similarly will OL programmes or computer programs which need to be constructed always using as the basis the identification described in stage 8.

10. Select or devise practical activities

The action in stage 9will be principally personal or group performance by the trainers and/or designers writing brief and handouts. If the training is to include experiential event whether they are activities, interactive videos, the task of the trainer can be so easier than having to create. Activities, exercise, games and simulation exist in their hundred and can be found in a wide range of literature. In fact, the problem is not one of identifying a particular kind of exercise, but physically finding ii amongst the mass of information. Interactive videos and computer programs do not exist in such great numbers, but often the major problem can be, knowing they exist, discovering where they can be found.

11. Design and produce training materials

Most training, whether it is live training course or a written open learning programme, benefits from the support of some form of aid, such as visual aids. Again it will be necessary to identify knowing the particular situation, which will be the most appropriate and effective medium be the overhead projector and its slides – should they be words or picture or both; how much use can the flipchart be; so on? Having decided the next stage is to produce them or have them produced from your design or specification.

12. Make environmental preparations

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You should now arrange the training room or make arrangement for the learner to study the learning package at work; order and check all the equipment ; make all the physical arrangement necessary to ensure the successful operation of the training, in whatever form.

13. Pretest the learners

This is the initial stage of the validation and evaluation process, effectively determining the starting point of the training – at what level of skill are the learners at this point? Do they require all the training points? Is concentration needed on some point but revision only on others? Are all the learner at the same level? Are the appropriate learner attending the training event or performing the learning package? These and other relevant questions must be answered to ensure that the training is not a waste of time and money.

14. Run the event

This will involve either mounting the live training event or sending out the open learning package or other learning vehicles. Although commence on this stage are the shortest, it is obviously the most important stage of the training.

15. Interim assessments

During any training programme which has a duration of more than 1 day, it is essential that a continuous check on progress is made. This might be in the form of tests, testing activities or observation and must be related to the material which has proceeded the interim point. A major danger is that re4vbiews of this nature might show that some material might need to be repeated or reinforced that this will demand extra time and resources.

16. End of course validation and action planning

The end of course validation must be linked to the objectives and related to the test etc. made at the start of the event.

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In this way the extent and level of change can be assessed. The assessment can be in the form of test, observed actions, testing activities or realistic questionnaires ( the latter must not be allowed to degenerate into happiness sheets). A supporting activity which will continue the learning into the world of work is the action planning by the learners- contract on what they intend to implement from their learning.

17. Reviewing of validated training

If concrete forms of training validation are employed they must be analyzed to assess whether or not the training has fulfilled its objectives, or what changes may be necessary to make it more effective. Too often, end of course validation measures are given a perfunctory glanced then field away.

18. Medium and long term evaluation

The three/six/twelve month follow-ups with the learners and their line managers, looking at whether the learning is still being applied, gives a measure of evaluation of the learning activity as a whole. Training has little value if its lessons are not applied but application must ensure that the individual and the organization are working at a more effective level.

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DATA ANALYSIS AND INTERPRETATION

1. Does etiquette training play an important role in enhancing performance of an employee?

yes no

0102030405060708090

100100

0

Column1

Interpretation: Most of them responded agreed that etiquette is an important aspect of the performance.

2. What kind of verbal etiquettes are needed in your supervisory band?

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0%5%

10%15%20%25%30%

30% 30%

0% 0%

30%

Series 1

Interpretation: 50% of the managers of the supervisory band felt that their supervisory band needs email and communication skills training and rest 50% felt that there supervisory band need all the verbal etiquette training. Therefore, we can say that there is an equal focus on the oral as well as written etiquette.

3. What kind of nonverbal etiquette is needed in your supervisory band?

cubicle etiquette

dressing etiquette

handshake etiquette

meeting etiquette

0

1

2

3

4

5

6

6

2 2

6Series 1

Series 1

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Interpretation: The graph above indicates that cubicle and meeting etiquette are major need as compare to the other nonverbal etiquettes.

4. Out of both etiquettes, which of them are more relevant for your supervisory band?

verbal non verbal none both

0%5%

10%15%20%25%30%35%40%45%50%

50.00%

16.67%

0.00%

33.33%

Series 1

Series 1

Interpretation: As per the data collected, the managers of the supervisory band felt that need for verbal etiquettes are more important for their supervisory band (50% ) as compare to nonverbal (16.68%).

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5. What type of “on the job training” do you prefer the most for your supervisory band?

coaching mentoring job rotation all0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00% 33.33% 33.33%

16.68% 16.68%

Series 1

Series 1

Interpretation: The above graph indicates that, coaching and mentoring is most preferred by the managers of the supervisory band.

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6. What type of “off the job training” do you prefer the most for your supervisory band?

lectur

e and

confe

rences

simula

tion e

xerci

se

sensti

vity t

rainin

g

transa

ctional

trainin

g0

0.51

1.52

2.52 2

1 1

Series 1

Series 1

Interpretation: The above graph indicates that most of the managers prefer simulation exercises and lecture for their supervisory band .

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7. What kind of simulation exercise do you prefer the most?

management games

case study role playing all 0

0.51

1.52

2.53

3.54

4.5

0

1 1

4

Column1

Column1

Interpretation: The above graph indicates that out of all the off the job training programme the managers responded that case study and role playing would be more impactful for their band.

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TRAINING MODULE FOR SUPERVISORY BAND ON ETIQUETTE

ObjectiveEach and every training is done with an objective to inculcate the teaching of an organization working style. Whereas when it is training on etiquette it defines the form in which an individual is nurtured in the fields of mannerism, behavior, courtesy, politeness, communication and various other attributes which suits the individual to the culture followed by the organization.

Program outlineTopic Contents

Why etiquette? For personal development. Sound knowledge of ethics Code of rules governing behavior

What does the organization want?

Friendliness / Politeness Proactive updates through frequent communication Customer friendly business Ethical working culture A controlled working environment ( less grievances & org.

politics)Who are your trainees? Fresher to the organization

Identified target group

Toolkit for business etiquettesMeeting etiquette

Activity on meeting etiquette PowerPoint presentation explaining why meeting etiquettes

are important Case study on meeting etiquette “disappearing Boss”.

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Cubicle etiquette Importance of the cubicle behavior etiquette. Activity on the same. Video on smoke from a bonfire cutting across someone's

garden, ruining washing that is on a line. Make PowerPoint presentation which includes cubicle

noise and picture for some smelly food cubicle next door..

Email etiquette Various types of emails. Activity on email etiquette

Handshake etiquette How to introduce someone to your boss or superior. Role play on the same. Tips for proper handshake. How to handle handshaking in countries where males and

females do not shake hand.Dressing etiquette PowerPoint presentation.

Discussion and lecture.

Behavioral etiquettes Activity of behavioral etiquette Discussion and lecture

Communication skills Importance of communication Skills Video clip from the movie tare zameen par Activity on Active Listening. Tips for how to improve communication skills.

Duration½ daysMethodologyThe participants will be engaged on an experiential learning platform comprising games, role plays, videos, discussion and lecture, and encouraged to learn through reflection and making connections with workplace scenarios.

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Conclusion

On the basis of the survey conducted through the questionnaire. Followings are the conclusion drawn out of it :

As per the need assessment training on etiquette is an important aspect for enhancing the performance.

Lectures and simulation exercises are major part of imparting training to the supervisory band. As Simulation exercises includes role plays, case studies and management games.

Verbal etiquettes are given more preference than the nonverbal etiquettes, which indicates that the supervisory band needs more attention on oral and written etiquettes which includes email and communication skills.

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CASE STUDY ON MEETING ETIQUETTE

Simon is the northern area sales manager for a multinational company making pump and valves. Aged 29, ambitious and hardworking, he is used to operating at senior level and in his seven year with the company has built up valuable relationships with many important customers. HE and his team are based in a small office Leeds, some 200 miles from his boss, Alan, the UK sales Director, who work in the head office in surrey. Simon and Alan meet fairly regularly, sometimes in Leeds and sometimes at head office, and always visit the leading northern customer together at once a year .

Simon has been working for two years on a potential new account which offers the prospect of substantial sales for his company. A rather traditional Yorkshire engineering firm, this family business is intensely loyal to its existing suppliers and it has taken Simon’s much more time and trouble to persuade the chief buyer to consider his company’s range. At last he has achieved the breakthrough- a meeting with the managing director and 2 board colleagues at 21which a full supply proposition can be made. Simon is convinced that Alan should attend the meeting to add weight to their presentation and Alan agrees. A date is fixed for the visit to the potential customers. Alan says he will bring with him all the presentation material and Simon agrees to collect him from Leeds station in good time for the meeting.

Simon, waiting at the station, is alarmed to find that Alan isn’t on the train as planned. He wait for the nest one (there would still just be time to make their appointment) but he isn’t on that one either. He rings head office to see if Alan has been taken ill or some other problem has delayed him but finds that his secretary is sick and no one else know anything about it. He decides that

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he’ll have to go ahead with the meeting on his own and leaves a message with the switchboard at head office to suggest to Alan should he ring in, that he should get a taxi to join him at customer’s office. He then rings the secretary of the customer’s managing director to say that his colleagues been unavoidably delayed on his journey from London but that he’ll be there as arranged. Now he knows that he’ll have to make the presentation without the material that Alan was going to bring with him – quite a challenge but one which he believes he can take in his strides. That is until he reaches the potential customer’s office.

Despite driving at top speed he arrives five minute late, hot, anxious and not at his best. Instead of being shown into the n=meeting he is asked to wait-for 20 min – as is then ushered into chief buyer’s office, not into boardroom as he’d expected. Martin the chief buyer looking angry, asked Simon what the hell his company thought they are were doing and emphasized only too clearly what an embarrassment this whole affair had cause him. Nonplussed, Simon protests that that being late for meeting is hardly a crime and that there had probably been a problem with Alan’s train. ‘Then how to do you explain this!’ storms martin, giving Simon a fax from Alan.

Addressed to Jim Groves, the purchasing director of another of Alan’s customer, it has obviously been sent to the company by mistake. Simon reads , with increasing alarm:

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Questions:

Is that anything Simon could have done?

ACTIVITY ON CUBICLE ETIQUETTEFor addressing cube behavior, the smart thing would be to use an actual cube as the centerpiece of the (instructor-led) training

Each person could take a turn in the cube (where they can't see the other participants and vice versa so it's as realistic as possible) and act out what they think it means to violate Rule ABC.

It would lead to very interesting discussions and revelations about exactly how much noise/smelly stuff/stuff draped over the cube wall people find acceptable - and would certainly bring it to life better than lists of rules that get ignored

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Dear Jim,

I’ve just flown in from Brussels and found your urgent message about the component problem, I’m supposed to be at a boring presentation in the north England with second division company I’ve never heard of but I’ll come out pdq. I’ll get jenny, my secretary, to ring Simon, my colleague, in Leeds in the morning to give my excuses and handle the meeting alone. I’ve left her this fax to send you first thing in the morning and I’ll be with you around 10 0’clock if that’s OK

RegardsAlan

ACTIVITY ON HANDSHAKE ETIQUETTE

Bone crushers, limp fish, and clammy are descriptions nobody wants associated with his or her handshake.  However, many people have poor handshakes and don’t know it.  This activity is designed to correct poor handshakes.

Supplies Needed:   None

Directions:

Divide the group in half.  Have the first group form a circle.  Have the next group form a larger circle around the first.  Each person should then find his or her partner.  From there the handshake cycle begins.  Each pair should shake hands, say their names, and state how long they have worked for the organization.  The pair then comments on each other’s shakes.  When finished, the outer circle moves clockwise, and the process begins again.

Note: If the number is even, you don’t need to participate.  If it is odd, you do.   

Note: This is a good icebreaker or energizer activity.  At the end of the round, you might have the pairs complete an additional task together such as solving a case study.

Example: Shake  

Hello, I’m Roger Ellis.  I’ve been with the company five years. I’m Pam Green. I’ve been here for 20 years.

Rate the shake.

Rotate

Learning Point: Handshakes are a big part of first impressions.  Ideally, the handshake should not be remembered for anything other than being strong and professional.

Topics for Further Discussion:

How to handle handshaking in countries where males and females do not shake hands

How to handle occasions when someone is missing an arm, has a false arm, etc.

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ACTIV ITY ON EMAIL ET IQUETTES

Supplies needed:

Paper and a Pen

Direction:

Let’s imagine that you have to write a particularly tricky letter. You are the manger of a DIY store, a branch of a national chain, and you lead a hectic, but enjoyable life. You have won early promotion and are rightly proud of your success. One morning you receive a call from the company secretary at head office warning you that you’ll receive a faxed copy of a letter addressed to chairman, received that morning, to which you’ll be expected to make a prompt reply. The letter is from the managing director of a very large company( a household name).

This is an individual exercise in which you are required to reply to Mr. Benjamin Hardsastle.

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Sample of the letter received from Mr. Benjamin to the chairman Sir John

Dear sir john. I am writing to record a serious complaint about the behavior of a member of your staff at your Anytown branch. My wife visited that store last week to buy some decorative plaster moulding for our library, needing assistance, she sought help from several of your staff without success and finally asked to see the manager. The young person she was speaking to told her in colorful language that the manager was not to be troubled with such trivial matter and any case was not in the habit of dealing with ”batty old women” You can imagine her distress and my anger when learning of this event. I am sure, Sir John, that you will share my belief that this type of behavior is quite unacceptable and that you will take any necessary disciplinary action.

Yours, etcBenjamin hardcastle

ACTIVITY FOR BEHAVIORAL ETIQUETTE

Time given 3MIn

Requirement

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Newspaper and a cello tape

Directions :

Suppose if you are having 25 trainees ask them to make the group of 5. Now you will see that they will make team or group according to their comfort.

Now break the group and make the new group , this will give them chance to meet the new people and they will come out of their comfort zone

Ask them to build the longest tower out of that newspaper and name the same.

Learning:

Now you can see that the conflict will happen in some groups and this way you notice the behavior of each and every individual and train them accordingly.

KIRK PATRICK’S FOUR LEVEL EVALUATION MODEL

Level 1 – Reaction

As the word implies, evaluation at this level measures how those who participate in the program react to it. This level is often measured with attitude questionnaires (smile sheets) that are passed out after most training classes. This level measures one thing: the learner's perception (reaction) of the course.

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They might be asked how well they liked the instructor's presentation techniques, how completely the topics were covered, how valuable they perceived each module of the program, or the relevance of the program content to their specific job. They might also be asked how they plan to use their new skills back on the job.

Learners are keenly aware of what they need to know to accomplish a task. If the training program fails to satisfy their needs, a determination should be made as to whether it's the fault of the program design or delivery.

This level is not indicative of the training's return on investment as it does not measure what new skills the learners have acquired or what they have learned will transfer back to their working environments. This has caused some evaluators to downplay its value. However, the interest, attention and motivation of the participants are critical to the success of any training program. People learn better when they react positively to the learning environment.

Level 2 – Learning

This can be defined as the extent to which participants change attitudes, improve knowledge, and increase skill as a result of attending the program. It addresses the question: Did the participants learn anything? The learning evaluation require post-testing to ascertain what skills were learned during the training. The post-testing is only valid when combined with pre-testing, so that you can differentiate between what they already knew prior to training and what they actually learned during the training program.

Measuring the learning that takes place in a training program is important in order to validate the learning objectives. Evaluating the learning that has taken place is typically focuses on such questions as:

What knowledge was acquired?

What skills were developed or enhanced?

What attitudes were changed?

Learning measurements can be implemented throughout the training program, using a variety of evaluation techniques. Measurements at level 2 might indicate that a program's instructional methods are effective or ineffective, but it will not prove if the newly acquired skills will be used back in the working environment.

47Learning happens

when

Attitudes are changed

Level 3 - Behavior

The level of behavior is defined as the extent to which a change in behavior has occurred because the participants attended the training program. This evaluation involves testing the students capabilities to perform learned skills back on the job. Level 3 evaluations can be performed formally (testing) or informally (observation). It determines if a behavior change has occurred by answering the question, "Do people use their newly acquired skills, attitudes, or knowledge on the job?"

It is important to measure behavior because the primary purpose of training is to improve results by changing behavior. New learning is no good to an organization unless the participants actually use the new skills, attitudes or knowledge in their work activities. Since level 3 measurements must take place after the learners have returned to their jobs, the actual Level 3 measurements will typically involve someone closely involved with the learner, such as a supervisor.

Although it takes a greater effort to collect this data than it does to collect data during training, its value is important to the training department and organization. Behavior data provides insight into the transfer of learning from the classroom to the work environment and the barriers encountered when attempting to implement the new techniques learned in the program.

Level 4 - Results

This is defined as the final results that occurred because the participants attended the program: the ability to apply learned skills to new and unfamiliar situations. It measures the training effectiveness, "What impact has the training achieved?" This broad category is concerned with the impact of the program on the wider community (results). It addresses the key question: Is it working and yielding value for the organization? These impacts can include such items as monetary, efficiency, moral, teams, etc. Here we expand our thinking beyond the impact on the learners who participated in the training program and begin to ask what happens to the organization as a result of the training efforts.

While it is often difficult to isolate the results of a training program, it is usually possible to link training contributions to organizational improvements. Collecting, organizing and analyzing level 4 information can be difficult, time-consuming and more costly than the other three levels, but the results are often worthwhile when viewed in the full context of its value to the organization.

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Knowledge is increasedSkills are improved

As we move from level 1 to level 4, the evaluation process becomes more difficult and time-consuming, although it provides information that is of increasingly significant value. Perhaps the most frequently used measurement is Level 1 because it is the easiest to measure. However, it provides the least valuable data. Measuring results that affect the organization is more difficult and is conducted less frequently, yet yields the most valuable information...whether or not the organization is receiving a return on its training investment. Each level should be used to provide a cross set of data for measuring training program.

REACTION TO TRAININGFEEDBACK FORM

Program Name: Venue:

Time:

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(1) Please rate the training program on a scale of 1 to 4 Parameter

(1=Poor, 2= Fair, 3=Good, 4-Excellent) :

Parameter Scale Comments

Objective of Training program achieved

1 2 3 4

Relevance of content 1 2 3 4

Coverage of content 1 2 3 4

Administrative arrangement during program

1 2 3 4

( 2 ) Please rate faculty on following parameter on a scale of 1 to 4 (1=Poor 2 = Fair , 3 = Good 4-Excellent)

Parameter Scale Comments

Presentation Style & delivery

1 2 3 4

Interaction during Training

1 2 3 4

Ability to handle queries

1 2 3 4

Methodology used for 1 2 3 4

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training

( 3 ) Any additional remarks (not covered above)

( 4 ) Learning which you would like to implement in workplace & personal life:

LEARNING FROM THE TRAINING

Sr. no Questions Option A Option

B Option C Option D

Answer

1 How quickly should you reply to the email? Within 24 hrs. Within

a weekWhen I

around it.Doesn’t matter

2 Why should you use BCC field?

To send copies to the co-workers without my

To respect

my contact

To keep my email looking clean

All of above

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boss knowing. ’s privacy

3A co-worker comes to your office to introduce you to a friend of his. You:

Smile and nod

Give him

high five

You stand up, establish

eye contact,

smile and

shake his hand

4. A co-worker shares office gossip/rumors with you. You: Thank him

Check out the

fact

Listen and keep info.

to yourself

none

5Does it matter if a man or a woman initiates a business handshake?

yes no sometimes always

6If a meeting is planned for 10:00 am, what is the best time to arrive?

9.45 10.15 10.00Wheneve

r you feel like.

7What kind of dress code usually worn in an office setting.

Formals casualsSemi

formals All of them

8Taking a call on your cell phone during a business meeting is acceptable

All the time

Only if you excuse yourself before answering it.

sometimes.

none of them.

9How should a business introduction be made? Senior to

juniorJunior to senior

Doesn’t matter

Let them introduc

e themself

10

In an office setting, you should knock before entering someone's office if the door is shut.

yes no Hardly matters

Doesn’t matter

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BIBLIOGRAPHY

Business Etiquette- David Robinson-KOGAN PAGE. The trainer development programme ( Resources: OHP masters handouts activity briefs)

volume 2 by Leslie Rae. The pleasure of your company by Ranjana Salgaocar and Introduction By Shri Madhvrao

Scindia . http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

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http://www.fao.org/docrep/w8088e/w8088e03.htm http://study.com/academy/lesson/why-communication-matters-in-the-workplace.html

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