TO ANALYSE THE TRAINING AND

RE-SKILLING NEEDS EXIST IN

FISERV INDIA PVT. LTD.
A Summer Internship Project Report
Submitted in the partial fulfillment of the requirement for the award of
the Master of Human Resource and Organisational Development
(MHROD)

Batch: 2009-2011

Submitted By:
Anupreet Singh
Enrolment No.: 17319
MHROD Semester III

Submitted to
Department of Commerce
Faculty of Commerce and Business
Delhi School of Economics
University of Delhi, Delhi - 110007
 Declaration

This is to certify that the report titled “To analyse the training and re-skilling needs exist

in Fiserv India Pvt. Ltd.”which is submitted by me in partial fulfillment of the

requirement for the award of “Master of Human Resource and Organisational

Development” from “Department of Commerce, Faculty of Commerce and Business, Delhi

School of Economics, University of Delhi, Delhi” comprises only my original work and has

not been submitted in part or full for any other degree or diploma of any university.

Anupreet Singh
 i)
Acknowledgement

At the onset, I would like to express my gratitude towards my industry guides, Mr.
Sudhir Mishra, Senior Manager- HR and Ms. Rashmi Sinha, Assistant Manager- HR,
who gave me the exposure to the fleet management industry as well as the opportunity of
uniting with Fiserv India Private Limited. I am thankful for their support, effort and
encouragement throughout the tenure of the project and for giving me an in-depth
knowledge on the Training and other various processes related to the Human Resource
department in the company.

Finally a note of thanks is due to all those, too many to single out by names, who have
helped in no small measure by cooperating during the project and by providing
constructive criticisms.
 ii)

Table of Contents

Page No.

Chapter-1 Introduction

1.1 Executive Summary 2

1.2 Company Profile 5

1.3 Project Objective 8

1.4 Research Methodology 9

1.5 Sampling Design 10

1.6 Collection of data

Chapter-2 Literaure Survey 13

Chapter-3 Data Analysis and Results 24

Chapter-4 Findings, Conclusions and Recommendations

4.1 Findings 32

4.2 Conclusions 32

4.3 Recommendations 33

Appendices 34

References 43
 iii)

Chapter 1: Introduction
 1
1.1 Executive Summary

The project started with Fiserv India Private Limited (FIPL) on June 21, 2010. The
project duration was for 6 weeks and the project dealt with the study of job description of
all the posts within Fiserv India and also identifying employees’ training need so that they
work more efficiently.

The project started with the induction program which gave me the overview regarding
various aspects of the company. After having an overview as to how the company works I
started with the research on IT Industry. Documents were provided to know about the
designations of all the employees, their work flow etc. Based on the understanding,
questionnaires were prepared for employees to analyze their job purpose and training
need. Data collection from employees was one of the biggest challenges.

In the later part of the project on the basis of the questionnaires filled in by the employees
and the one-on-one interactions with the managers, job descriptions for each post and
training need for each individual was structured. Finally a ratio analysis was done to find
out that what percentage of employees need training on a particular skill. On the basis of
the findings from the analysis, various recommendations were given.

Apart from the main project, I was involved in arranging and managing all the training
activities happening on daily basis in FIPL, Noida. I also got an opportunity to learn about
maintenance of files & documents, as I had to give a helping hand to my Assistant
Manager- HR for preparing files of new recruited employees.
Lastly, this project gave an insight about all the intricacies involved in the management of
the company. This helped in clearing up many concepts related to Human Resource and

3
its effect on the working of the company.

Analyzing employees’ training need, which is a very important tool for upgrading and
polishing their skills so that they perform more efficiently. It was done at the individual
level in the organization.

Before training design issues are considered, a careful needs analysis is required to
develop a systematic understanding of where training is needed, what needs to be taught
or trained, and who will be trained. Unless such a needs assessment has been adequately
performed it may be difficult to rationally justify providing training. Such a needs
assessment should enable an explanation to be given on why the training activities should
be done, and also show that training is, in fact, the best solution for the performance
problem or development need.

A needs assessment can be an important tool for any trainer or organization planning a
programme or course. Accurate needs assessment can help develop a programme or
course based on the real needs of the people that it is serving. As time is often limited in
training programmes, courses which take learners’ needs into account can ensure that
what is most useful for learners is covered.

During my project, I have analyzed such training needs which can enhance Fiserv India’s
employees’ working skills. The methodology followed was:
Assess training needs

Organizational and job analysis

 Individual analysis

Derive training outcomes to be achieved

4
First of all, training needs’ assessment was done by studying the current training system
in Fiserv India Pvt. Ltd. After that, individual analysis as well as organizational and job
analysis was done by collection of data, by means of questionnaire, from a sample of
employees. Eventually, on the basis of data collected and its analysis, training outcomes
to be achieved were derived.

1. 2 Company Profile

Fiserv, Inc. (NASDAQ: FISV) is the leading global provider of information management
and electronic commerce systems for the financial services industry. The company serves
more than 16,000 clients worldwide including banks, credit unions and thrifts of all sizes;
mortgage lenders and leasing companies; telecommunications and utility companies;
brokerage and investment firms; healthcare and insurance providers; and retailers and
municipalities. Fiserv has been ranked the largest provider of information technology
services to the financial services industry worldwide from 2005-2009 except in 2007.
Fiserv reported more than $4.7 billion in total revenue for 2008.

Fiserv began as a provider of financial service data processing for small banks and thrifts.
In 1986, Fiserv went public as a $70 million regional processor, adding credit union
services with the 1988 acquisition of Minnesota On-Line, Inc. Within four years, Fiserv
was serving some of the United States America’s largest financial institutions.
In 1990, Fiserv expanded its electronic funds capabilities through the acquisition of
California-based GTE EFT Services Money Network and GTE ATM Networks. Fiserv
entered the card fulfillment market in 1992 through Indianapolis-based Data Holdings,
Inc. In 2007, Fiserv acquired CheckFree Corporation, their largest acquisition to date.
Fiserv has nine Business Groups that specialize in solutions for many financial industry
sectors:
Bank Solutions – In-house and outsourced core processing for banks and thrifts,
including cash and treasury management solutions, risk management, imaging solutions,
6
customer contact solutions and data warehousing.
Bank Servicing & ePayments – Outsourced (service bureau) core processing systems,
EFT processing, credit processing services, electronic bill payment services and value-
added solutions for banks and thrifts.
Lending Solutions – Outsourced and licensed software and services for the lending
industry, including mortgage loan servicing, automated property valuation, loan and lease
portfolio management for the auto finance market, loan settlement support and contact
center services.
Item Processing – Complete solution for the item and image processing needs of
financial institutions, providing resources and technology for processing and automating
paper-based payment transactions.
Credit Union & Industry Products – Core account processing and value-added
solutions for credit unions, plastic card production and services, high-volume laser
printing and mailing, electronic document distribution and archival.
Health Solutions – Outsourced services for self-funded and other medical, dental, vision
and disability plans, including health plan administration, care and disease management,
and pharmacy benefit management. Sale of this division to United Health Group (pending
close) was announced 11/2/2007.
Investment Support Services – Outsourced services for individual and business
retirement plans, trustee, custodial and recordkeeping, back-office investment support and
tax reporting. Sale of this division to TD Ameritrade Online Holdings, Inc. on May 24,
2007 and closed on February 4, 2008.
Fiserv Global Services – Global delivery capabilities provided to Fiserv Business Units
and clients in a range of technology and processing disciplines. Fiserv India Pvt. Ltd. is
the fully owned Indian subsidiary of Fiserv Global Services.
 Fiserv India Pvt. Ltd. was established in October 4, 2005. Its delivery centers are located
in Noida and Pune. It has a 70% service portfolio of technology and 30% of BPO
services. It has a domain expertise in banking, credit union, payments, lending,
investments, insurance and technology expertise in full service spectrum.

Fiserv India has established a strong foundation and a reputation for quality delivery.

Fiserv India’s goals are:

• Enable Fiserv’s aspirational goals for cost savings through offshoring by
establishing an in-house global IT and BPO services capability for Fiserv.
• Establish infrastructure, policies, processes, and leadership.
• Establish a strong track record of quality IT and BPO services delivery across
Fiserv’s business units.

1.3 Project Objective

The objective of the study is:

‘To analyse the training and re-skilling needs exist in Fiserv India Pvt. Ltd.’ The project
deals with study Training Need of employees on an individual basis. It also involves
giving suggestions about the training requirements of employees, so that they work in an
error- free scenario in more effective and efficient manner.

The objectives include:

• To analyse and study the employees of the company.

• To identify the knowledge and skills that people must possess in order to perform
effectively on the job.
• To streamline the entire process and the process flow by identifying the training
requirement of the company.
The objective of this research is to collect and analyze data regarding the training needs
within FIPL at three levels:

• Organizational level
8
• Team/departmental level
• Individual level

These three levels are inter-linked, and using this structure will help ensure a balanced
analysis that takes into account the big picture as well as the specific needs of individuals.

1.4 RESEARCH METHODOLGY

Methods applied for creating job descriptions:

• Analyzing old job descriptions created by the organization-

FIPL provided old JDs of all the departments to give a rough idea regarding the
working process of each and every employee, i.e from executives to managers in
all the departments. Also a flowchart was provided to inform about who works
under whom and various other related information.

• Preparing questionnaires for employees-

The next step was to interact with the employees, either directly or indirectly.
Preparing a JD that can answer the main questions related to JD was a basic idea.
Questionnaire had to be employee friendly; it had to be close ended so that
employees should not have to consume their time in filling up this questionnaire.
So designing a questionnaire was a challenging task.

• Taking one-on-one interview of managers regarding the working of their teams-

 For managers, there were set of questions prepared to be asked them personally
regarding their team. Managers had been really helpful in completing these tasks.
They gave ample of time in interaction. Also at the time of doubt, they helped us
in clearing it up.

9
Methods used to identify training needs include:

• Analysis of existing strategies and plan to identify what skills are needed for
delivery-
At first, we concentrated on prevailing strategies of identifying training need. Also
what all trainings have been attended by the employees so far? Hr Managers
provided us with the documents related to trainings of the employees.

• Questionnaires-
Again documents cannot be the wholesome criteria to be dependent upon for
identifying training need. Therefore questionnaire also covered questions related
to training, also preferable method of learning of every individual.

• One-to-one interviews-
Interviews with managers were also covering set of questions related to training
need of their employees. Managers also need to brush up their skills, for that they
also need to train themselves. So Managers’ Training also played important role of
identification.

• Focus groups-
It facilitated small group discussions with a representative sample of people.

1.5 Sampling Design

The key phases of the project were:

Phase I Gather Preliminary Data- research

Phase II Plan

10
Phase III Questionnaire

Phase IV Analyze Data

Phase V Prepare Report

1.6 Collection of data

Detail s of the survey conducted

Sample Size 100

Target Population U Employees of FIPL

Sample Area • Noida

• Pune
Sampling Judgmental sampling

Type of questionnaire Structured

Type of questions Close as well as open ended

I Raw Data:

Documents provided by the company

• Net Search
II Primary Data:

• Questionnaires
• One-on-one Interviews
11
III Secondary:

• Articles from Newspaper

• Company Website

Collection of data

Qualitative data Quantitative data

• Surveys Observation
• Questionnaires Indirect observation
• One-on-one Interviews
 12

Chapter 2: Literature
Survey
 13
Human Resource is a combination of traditionally administrative personnel functions with
performance, Employee Relations and resource planning. The field draws upon concepts
developed in Industrial/Organizational Psychology.

The objective of Human Resources is to maximize the return on investment from the
organization's human capital and minimize financial risk. It is the responsibility of human
resource managers to conduct these activities in an effective, legal, fair, and consistent
manner.

Human resource management serves these key functions:

• Selection

• Training and Development

• Performance Evaluation and Management

• Promotions

• Redundancy

• Industrial and Employee Relations

• Record keeping of all personal data.

• Compensation, pensions, bonuses etc in liaison with Payroll

• Confidential advice to internal 'customers' in relation to problems at work

• Career development
 In terms of recruitment and selection it is important to consider carrying out a thorough
job analysis to determine the level of skills/technical abilities, competencies, flexibility of
the employee required etc. At this point it is important to consider both the internal and
external factors that can have an effect on the recruitment of employees. The external
factors are that out-of the powers of the organization and include issues such as current
and future trends of the labor market e.g. skills, education level, government investment
into industries etc. On the other hand internal influences are easier to control, predict and
monitor, for example management styles or even the organizational culture.
14
The function of Human Resources departments is generally administrative and common
to all organizations. Organizations may have formalized selection, evaluation, and payroll
processes. Efficient and effective management of "Human Capital" has progressed to an
increasingly imperative and complex process. The HR function consists of tracking
existing employee data which traditionally includes personal histories, skills, capabilities,
accomplishments and salary. To reduce the manual workload of these administrative
activities, organizations began to electronically automate many of these processes by
introducing specialized Human Resource Management Systems. Due HR executives rely
on internal or external IT professionals to develop and maintain an integrated HRMS.
Before the "client-server" architecture evolved in the late 1980s, many HR automation
processes were relegated to mainframe computers that could handle large amounts of data
transactions. In consequence of the high capital investment necessary to purchase or
program proprietary software, these internally-developed HRMS were limited to
organizations that possessed a large amount of capital. The advent of client-server,
Apllication Service Provider, and Software as a Service or SaaS. Human Resource
Management Systems enabled take increasingly higher administrative control of such
systems. Currently Human Resource Management Systems encompass:

1. Payrolls
2. Work Time
3. Benefits Administration
4. HR management Information system
5. Recruiting
6. Training/ Learning Management System LMS

The Payroll module automates the pay process by gathering data on employee time and
attendance, calculating various deductions and taxes, and generating periodic pay cheques
and employee tax reports. Data is generally fed from the human resources and time
keeping modules to calculate automatic deposit and manual cheque writing capabilities.
This module can encompass all employee-related transactions as well as integrate with
15
existing financial management systems.

The Work Time gathers standardized time and work related efforts. The most advanced
modules provide broad flexibility in data collection methods, labour distribution
capabilities and data analysis features. Cost analysis and efficency metrics are the primary
functions.

The Benefits Administration module provides a system for organizations to administer

and track employee participation in benefits programs. These typically encompass,
insurance, compensation, profit sharing and retirement.

The HR management module is a component covering many other HR aspects from

application to retirement. The system records basic demographic and address data,
selection, training and development, capabilities and skills management, compensation
planning records and other related activities. Leading edge systems provide the ability to
"read" applications and enter relevant data to applicable database fields, notify employers
and provide position management and position control. Human resource management
function involves the recruitment, placement, evaluation, compensation and development
of the employees of an organization. Initially, businesses used computer based
information system to:

 produce pay checks and payroll reports;

  maintain personnel records;
 pursue Talent Management.

Online Recruiting has become one of the primary methods employed by HR departments
to garner potential candidates for available positions within an organization.

16
Talent Management systems typically encompass:

 analyzing personnel usage within an organization;

 identifying potential applicants;
 recruiting through company-facing listings;
 recruiting through online recruiting sites or publications that market to both
recruiters and applicants.

The significant cost incurred in maintaining an organized recruitment effort, cross-posting

within and across general or industry-specific job boards and maintaining a competitive
exposure of availabilities has given rise to the development of a dedicated Application
Tracking System, or 'ATS', module.

The 'Training Module' provides a system for organizations to administer and track
employee training and development efforts. The system, normally called a Learning
Management System if a stand alone proeduct, allows HR to track education,
qualifications and skills of the employees, as well as outlining what training courses,
books, CDs, web based learning or materials are available to develop which skills.
Courses can then be offered in date specific sessions, with delegates and training
resources being mapped and managed within the same system. Sophisticated LMS allow
managers to approve training, budgets and calendars alongside performance management
and appraisal metrics.
Many organizations have gone beyond the traditional functions and developed human
resource management information systems, which support recruitment, selection, hiring,
job placement, performance appraisals, employee benefit analysis, health, safety and
security, while others integrate an outsourced Application Trcking System that
encompasses a subset of the above.

17

Administration Strategic planning, organizational evaluation,

relations, policy recommendations, supervision
of department staff

Compensation Salary and benefit surveys, job evaluation, job

descriptions.

Employee relations Disciplinary processes, incident investigations,

complaint/grievance procedures, labor-
management relations.

Employee services Educational assistance, employee service

awards.

Fiscal Staffing budgets, departmental budget, accounts

payable, total package costing.

Health and safety Employee assistance, workers compensation

claims, OSHA-related compliance, drug testing,
safety compliance and training.

Labor relations Contract administration, collective bargaining,

grievances.

Leaves of absence State and/or Federal Family and Medical Leave

rights, County approved leaves of absence, rights
upon return to work, light duty assignments for
temporary periods.

Performance appraisal Computer-based or manual evaluation systems,

supervisory training, compliance with timeliness
standards.
 Record-keeping Employee files, litigation files, safety records
and other administrative files.

Recruitment Job posting, advertising, testing administration,

employment interviews, background
investigations, post-offer employment testing.

Separations and Rights upon termination of employment,

terminations severance benefits, unemployment
compensation, exit interviews.

Training and County-wide needs assessment, development of

development supervisory and management skills, employee
training and workshops. Benefits orientation for
new and transferring employees. Supervisory
newsletter.

Wages and benefits Salary/wage plans.

Training refers to the imparting of skills, abilities and knowledge to an employee. A

formal definition of training is, “It is an attempt to improve current or future employee
performance by increasing an employee’s ability to perform through learning, usually by
changing the employee’s attitude or increasing his or her skills and knowledge.”

Traditional Approach – Most of the organizations before never used to believe in training.
They were holding the traditional view that managers are born and not made. There were
also some views that training is a very costly affair and not worth. Organizations used to
believe more in executive pinching. But now the scenario seems to be changing. The
Modern approach of training and development is that Indian Organizations have realized
the importance of corporate training. Training is now considered as more of retention tool
than a cost. The training system in Indian Industry has been changed to create a smarter
workforce and yield the best results

The fundamental aim of training is to help the organization to achieve its purpose by
adding value to its key resource – the people it employs. Training means investing in
people to enable them to perform better and to empower them to make the best use of
their natural abilities. The particular objectives of training are to:
 • Develop the competences of employees and improve their performance.
• Help people to grow within the organization in order that, as far as possible, its
future needs for human resource can be met from within.
• Reduce the learning time for employees starting in new jobs on appointment,
transfers or promotion, and ensure that they become fully competent as quickly
and economically as possible.
19
The need for training is determined by the employee’s performance deficiency, computed
as follows:
Training need = Standard performance – Actual performance.

A training needs analysis can be defined as determining the gap between what an
employee must be able to do and what he or she can or is currently doing. A training
needs analysis therefore identifies the gap between what the job expects an employee to
do, on the one hand, and what the employee is actually doing, on the other. A training
needs analysis discovers whether there is a discrepancy or conflict between what an
employee ought to be doing and that which he or she can do.

How the job ought to be properly done

The gap

How the employees doing or can do the job now

“Ought to be properly done” indicates what someone is expected to do (the standard or

level of performance). “Is doing/can do” is the way in which someone is doing some job
now (currently). If the way in which I am filing or budgetting is not on the level that it is
supposed to be, then a gap is formed. The gap is the difference between what I am doing
 now, while working, and what is expected of me, that is, the way in which a good public
servant ought to be working.

Any job requires a person to meet certain standards. Standards are levels of expertise or
skills one has to comply with to do a job properly. Whenever one does not meet the
required standards, the need for training arises. Training based on such a need (or needs)
will then aim to address that need, and by eliminating it, will supply the employee with
20
the skills to do the job properly (i.e., according to the standards set for that job).

The individual needs may be personal, performance-related or career-related, and will

include needs, amongst others for:
• updating knowledge, skills and job-related competences;
• increasing job satisfaction and the fulfillment of personal goals;
• making decisions about career choices and career progression;
• identifying personal strengths and weaknesses;
• identifying and achieving work values and work targets;
• developing communication, personal effectiveness and life skills;
• improving qualifications;
• individual learning and self-development;
• building self-awareness, self-confidence and motivation.

Education and training needs, as opposed to a basic needs such as the need for food, are
often difficult and complex things to understand – for example, looking at the list above,
think how complex a set of needs are present in a person wanting to build self-awareness,
self-confidence and motivation! A further complication is that people may not be aware
that they are in need. Hence trainers often talk of four different types of educational and
developmental needs:
• felt
• expressed
• normative
• comparative

Felt needs are the needs that people perceive themselves. Felt needs are often defined as
being what people really want and that they consciously feel. However, felt needs are
often likely to be constrained by what people perceive as being possible and available.
Employees are more likely to buy into training programmes if they are seen as meeting
felt needs.
21
Expressed needs are felt needs that are outwardly and publicly expressed or demanded.
Sometimes, however, needs are expressed in less obvious ways, for example, if an
employee feels his or her needs are not being met he or she may resign or ask to be
transferred without clearly expressing or demanding the meeting of the needs in the
current job situation. People may also express needs without really feeling that they are
essential.

Normative needs are those seen as desirable against an external standard proposed by the
organization or institution and are sometimes expressed in formal standards. Such
standards represent a minimum level of adequacy (as defined by the employer or
authority). If employees are found are found below this standard they can be defined as
being in need.

Comparative needs are when individuals and organizations are compared with others.
Those found to be lacking are then defined as being in need. This is similar to normative
needs in that the needs are defined by employers or experts ‘from above’.

The existence of these different types of needs raises important questions about who
determines or ascertains training needs. Some of these questions include:
• What role does the trainer play in determining the needs?
• Do employees know what their needs are?
• Do employees know what their needs are but are unable to articulate them?
• Whose needs are most important?
• If needs are accurately identified, does this mean that the trainer must meet them?

One can immediately see what potential conflicts may arise in relation to needs. There
may be conflicts between:
• the needs of different individuals;
• different institutional needs;
• individual and institutional needs.
22
In the public service, resolving such conflicts will be influenced by institutional priorities,
budgetary constraints, national priorities for transformation, national priorities for
education and training in the public service, local circumstances and strategic planning
priorities. Clearly, decisions taken about meeting needs should be transparent and based
on consultation with training committees, staff, unions and other relevant stakeholders.
 23

Chapter 3: Data Analysis

and Results
 24
A job description typically consists of following components:

• Position Title.
• Department
• Organizational Relationship
• Reports to
• Responsible for
 Level
 Purpose of the job
 Essential functions to perform a job.
• Qualification & experience for a particular position.
• Knowledge, skills & abilities required.
• Competencies required.

According to my analysis, this should be the standard format for JDs based on which the
questionnaire was designed. Some open-ended questions were asked from employees in
the questionnaire to know about their job purpose, this helped in writing the Purpose of
the Job. Employees also had to answer questions about their job, whom they report to,
their department, which helped in formatting the beginning of JDs. For skill, knowledge
& abilities, close-ended question was asked to the individuals as per their job
requirement. In one-on-one interviews, competencies were detected from immediate
bosses of all the employees. Some questions were also there in the questionnaire to know
about qualification, experience & competencies.

TNA is carried out on two different levels which are: individual and departmental level.
 Individual Level

N=100

25

Training Requirement No. of

Employees
JAVA Skills 50
Communication Skills 46
Testing Skills 34
Motivational Skills 32
Dot Net 26
Product Training 20
Elvis/ Excel/ Ms-Office 22
Personality Development 12
Team Management 10
Web Services 8

Stress management 6
Presentation Skills 6

Number of questionnaires collected was 100 and on the bases of that training need was
analyzed at individual level. So frequency distribution is applied over here to carry out the
percentage of employees who require a particular kind of training, where:

N= Number of Employees
 According to the analysis, maximum number of employees requires training on JAVA
skills, communication skills, following testing skills and then motivational skills is
demanded.

26

50
50
46
45

40
34
35 32 Traing Skills

30
Comunication Skills
25

20
Testing Skills
15

10 Motivational Skills
5

0
A
S
g
o
ic
v
r
e
t
n
u
Departmental Level

27
T
1
E
2
P
S
5
a
c
x
v
p
o
e
ils
28
k
%
0
/tn
 5% 40%
12%
18%

25%

Face-to-face training delivered by tutors

One-on-one training from a colleague
Drop-in workshops
Electronic workbooks
Support & advice via telephone

Preferable method of learning

29
30
Chapter 4: Findings,
Conclusions and
Recommendations

31
4.1 Findings

Key findings of the project are as follows:

 Top training needs identified from the survey include JAVA skills,
Communication skills, Testing skills, and Motivational skills.
 A significant need for JAVA Advanced training and Automation Testing training
emerged from the survey conducted.
 While the overwhelmingly preference is for leader-led classroom training, there is
interest in other delivery methods; i.e., computer-based training (CBT), web-based
training (WBT), self study, video-based learning, blended learning solutions, etc.
 Organization is very concerned with training efficiency - the bulk of respondents
want courses to be a half-day or less in length.

4. 2 Conclusions

I would like to conclude by saying that it was great working as a part of Fiserv India Pvt.
Ltd. I had learnt a lot from our mentors as to how the HR department actually works.
FIPL gave me a full exposure to the corporate world. I had a wonderful experience taking
interviews of the senior managers, interacting with employees, dealing with different kind
of individuals & learning human behavior. This project gave me an opportunity to have
an insight of the working of the HR department. I have learnt how to identify the training
need of an employee and how to make JD’s, also the efforts that the HR department
makes to keep its employees and the environment happy and healthy.
FIPL gave me opportunity to get involved in various HR activities apart from my project
which gave me a taste of living an actual corporate life. The training had been really
helpful through out and everyday was a new challenge with new tasks to be performed. I
enhanced my learning skills, negotiation skills, convincing skills and various other skills
which are really important to work well in coming future. It also enhanced my confidence
of working well and professionally in an organization.
32
 4.3 Recommendations

 Since training needs change with time, this study should be replicated
every year to detect emerging patterns.

 JD’s should be upgraded as per the requirements.

 Induction training need to be changed, as most of the employees are

dissatisfied with the induction.

 In order to save time, e-learning should be preferred.

 Constant trainings should be given to the managers to sharpen their skills

time-to-time.

 There should be some fun at work activities conducted every month to

keep the employees peeped-up.
 33
APPENDICES

This was the questionnaire used to collect the information on job description & training
need assessment collectively.

Individual Level
Questionnaire

____________________ ____________________
Name Date
____________________
Job Title Department
_______________________

REPORTS TO ____________________ REPORTS TO ____________________

(TITLE)

1. How long have you been in your present job?

 0-12 Months
 1-2 Years
 2-3 Years
 3 Years & Above

2. What is the purpose of your job? Summarize in 25-to-35 words

 34
3. Describe the tasks you regularly perform that are critical for carrying out your job
effectively

 Clerical and Related Maintenance

 IT
 Research
 Security Technician
 Other (please specify) ___________________________________________

4. The decision making process in your job is:

Circle one of the following four words or phrases shown in boldface type —

 Prescribed- Follow prescribed paths, with routine steps that do not require
changing.
 Precedents- Respond to commonly occurring problems/ situations for which
standards, procedures or precedents exist.
 Not Covered- Respond to unusual or varied situations that are not covered by
existing standards, procedures and precedents.
 Highly Complex- Respond to highly complex situations that require
demanding problem- solving abilities.

5. Do you require a high degree of technical knowledge for your job?

 Yes
 No
 35

6. List the competencies needed while performing the key responsibilities of your job.

 Professional/ Technical Competencies

o Budgeting and Planning
o Human Resources Management
o Policy and Governance
o Strategy
o Accounting
o Auditing
o Finance and Treasury
o Technology Management
 Personal Competencies 
o Communications
o Ethics
o Leadership
o Professionalism

7. List the minimum and desired education- including degrees, licenses, certifications
or registrations- and experience needed to perform the key responsibilities of your
job.

Minimum Desired
__
______________________ __ ___________________________
Education __
____________________ _
______________________ ___________________________
Experience

8. From the following list, circle one category most applicable to your job.

 Analytical
 Technical
 Coordinating
 Liaison
 36

9. You work in the capacity of:

 Individual contributor
 Team player
 Other (specify below)

10. As part of a team, is your work different from other members of your team?

 Yes (If yes, specify)

 No

11. How does your job impact on overall operation of the organization?

12. What could be the consequences of an error/ mistake made while performing your
job?

13. To what extent does your job require you to work closely with other people, such as
customers, clients or employees in your own organization?

 Very little
 Moderately
 A lot
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14. What is the extent of autonomy in your job, i.e., what is the extent to which you can
take decisions with respect to your day- to-day transactions?

 Very little
 Moderately
 A lot

15. During your day-to-day transactions do you do different things or do you do things
differently?

16. Do you discuss your training needs with your line manager / the
training department?

 Yes
 No

17. What kind of Trainings (either on-the-job or a formal course) do you

need to perform your current job effectively?

18. List the types of training that you have attended within the last three years? (This
will help identify if any training sessions have been missed or if any refresher training is
required.)
19. What other skills do you need to improve your current job performance?

 Foundation Skills
o Basic skills
o Thinking skills
o People skills
o Personal qualities
o Communication skills
 Motivational Skills
 If any other, specify

20. Which methods of learning do you like most? Please rank from 1 for most to 6 for
least liked.

 Face-to-face training sessions delivered by a tutor

 One-to-one training from a department colleague
 Support and advice via telephone and/or email
 Paper workbooks to work through alone, with access to tutor if needed
 Electronic workbooks to work through alone, with access to tutor if needed
 Drop-in workshops to get help on specific topics
 Other (please specify)

__________________________________
Employee's Signature

39
These were the sample questions asked from the Managers, to enquire about job profile
and training need assessment of the team members.

Department Level
Questionnaire

1. How do you direct the work of others?

_____ Hire/discipline/terminate       _____ Assign and check work

_____ Plan/appraise job results       _____ Recommend pay increases

`
_____ Train

_____ Other (explain below)

Explanation

Number of Employees Directly Supervised:

Number of Employees Indirectly Supervised:

2. What are the different levels of your department?

3. Does the team operate effectively as a team / department or just as a

collection of individuals?

4. What skills of coaching and mentoring exist within the department to

support learning?

5. Do you have a clear induction process in the organization?

6. What are the skills, knowledge and abilities required to perform the
necessary tasks in your department?

7. What skills, knowledge and abilities does your group{s} possess?

40
8. How often a performance appraisal is carried out and how often is there a
follow up meeting?

9. How do you identify the skills and knowledge required for a particular
occupation?

10. How are the skills of staff evaluated and compared to the requirements of
the department?

11. How does the team / department measure its effectiveness and compare
itself with similar teams / departments either within or external to the
organization?

12. Can you begin to identify the opportunity areas in your department?

41
13. How will these opportunity areas help in improving the efficiency of your
department?

14. How do you ensure continuous development in the organization?

42
 References

Castley, R.J.O. (1996). The sectoral approach to the assessment of skills needs and
training requirements, International Journal of Manpower, 17(1), 56-68.
Coetzee, M. (2006). Short course in Skills Development Facilitation, Pretoria: University
of South Africa.
Grobler, P.A., Wärnich, S., Carrell, M.R., Elbert, N.F., and hatfield, R.D. (2006). Human
Resource Management in South Africa, Cornwall: Thomson Learning
Landy and Conte, 2004
Swanepoel, B., Erasmus, B., Van Wyk, H. and Schenk, H. (2003). Human Resource
Management, Cape Town: Juta

43