A

RESEARCH PROJECT
on

TRAINING NEED IDENTIFICATION OF MDU NON-TEACHING EMPLOYEES

Submitted in partial Fulfilment for the requirements of the award of the

degree of Masters in Business Administration (HONS.)
(SESSION: 2022-2024)

Supervised By: Submitted By :

Dr. Sanjay Nandal Anjali

Associate Professor Roll no: -2202062

IMSAR, MDU Class - MBA 2.4 (HONS)

Rohtak

INSTITUTE OF MANAGEMENT STUDIES AND RESEARCH

MAHARSHI DAYANAND UNIVERSITY, ROHTAK

2024
 Declaration

I’m Anjali, University roll no. 2202062, a student of MBA 2nd year, 4th semester, of
Institute of Management Studies and Research (IMSAR), Maharshi Dayanand
University, Rohtak, is hereby submitting a project report titled “TRAINING NEED
IDENTIFICATION of MDU NON – TEACHING EMPLOYEES” for the partial
fulfilment of the Degree of Masters of Business Administration to Maharshi Dayanand
University, Rohtak.
I solemnly declare that the material of the project report submitted by me is my
original piece of research conducted under the supervision of Dr. Sanjay Nandal,
Associate Professor, IMSAR. The matter presented here has not been copied from any
other existing source. No copy of this project has been submitted to any other
University/Institution for the award of any other degree/diploma/fellowship on a similar
title and topic. In case, any matter presented in this report is found plagiarized later, I
shall be solely responsible for that.

Signature of Student
Anjali
MBA (Hons.) 4th Semester
Uni. Roll No.- 2202062
Reg. No. – 1916341122
Date:
Place: Rohtak

Countersigned by:

Dr. Sanjay Nandal Prof. Satyawan Baroda

Associate Professor Director, IMSAR
IMSAR

I
 Acknowledgement
Every person who touches heights reaches that level with the grand support,
blessings of his/ her loved ones, guides, teachers, elders. One cannot deny
the fact that they are the people behind their success. I am very thankful to the
people who provided me their help and support.
I owe my special thanks to Dr SANJAY NANDAL, Associate Professor, IMSAR,
Maharshi Dayanand University, Rohtak for her support, guidance, and for
being a helping hand in every possible way in this project. I am very thankful
to him for devoting his precious time and for leaving no stone unturned for the
completion of this project.
I would also like to extend my thanks to my supporting faculties of IMSAR,
Maharshi Dayanand University, Rohtak.

Signature of Student
(Name of Student)

II
 TABLE OF CONTENTS

S. NO TITLE PAGE NO.

CHAPTER-1 INTRODUCTION 1-27

CHAPTER-2 LITERATURE REVIEW 28-33

CHAPTER-3 RESEARCH 34-41

METHODOLOGY

CHAPTER-4 DATA ANALYSIS AND 42-59

INTERPRETATION

CHAPTER-5 FINDINGS 60-62

&CONCLUSIONS
AND
SUGGESTIONS

REFERENCES 63

QUESTIONNAIREE 64-65

III
CHAPTER NO. 1
INTRODUCTION

1
1.1 INTRODUCTION

The Maharshi Dayanand University, Rohtak was established in 1976, through an act
of Haryana Legislative Assembly with the objective to promote inter-disciplinary
higher education and research with special emphasis on studies of environmental,
ecological and life sciences. The University has 11 faculties inhabiting 38 University
teaching departments/centres/institutes running 159 programmes.

The University is fast marching ahead with determined efforts to achieve academic
excellence of reckoning. Well-qualified experienced faculty and superior academic
credentials, hardworking members of the staff, congenial academic and
administrative environment, transparent, dynamic, responsive, and responsible
administrative set-up, strategic academic and research linkages at national and
international level, Wi-Fi CAMPUS, state-of-the-art library services, a time-tested
tradition of timely holding examinations and timebound result declaration, pulsating
campus life, ample career growth opportunities for students, and harmonious
relationship among all stakeholders are its essential hallmarks. It is truly growing to
be a Centre of Academic Excellence, cherishing a will to deliver quality education,
with decisive focus on upliftment of women and rural students, and a sense of
commitment to contribute its mite to social, community, and national cause.
To sum up, the M.D. University has a rich past, excellent present, and immensely
promising future, which combines the best of traditional and modern educational
endeavours, and is indeed all set to empower the students in their desire and drive to
be the best and the most relevant ahead of times. Backed by visionary leadership,
University is committed for fulfilment of its vision and mission.

2
Vision

The University aspires to be a leading 'transformative learning community'

recognized world-wide for excellence in teaching, research, and service and as a
catalyst for intellectual, social, cultural, and economic development.

Mission

The University is committed to transform lives and serve the society through pursuit
of excellence in teaching, innovation, lifelong learning, cultural enrichment, and
outreach services.
To achieve its Vision and Mission, the University will endeavour:
1. To provide intellectually inspiring, academically challenging, and supportive
environment conducive to positive personal growth.
2. To provide a comprehensive education, benchmarked against the highest global
standards.
3. To engage in innovative, high-impact and leading-edge research within and across
disciplines.
4. To produce graduates of distinction committed to academic/professional
excellence and lifelong learning.
5. To provide a safe, healthy, and sustainable workplace.
6. To act in partnership with the community over the generation, dissemination, and
application of knowledge.
7. To act as a gateway and forum for scholarship with rest of the world.

3
1.2 Strength, Weakness, Opportunity, and Challenges (SWOC)

Institutional Strength
• Green and environment friendly, Wi-Fi enabled 622 acres campus with modernized
physical facilities.
• World class well stocked library with 24 X 7 reading facility.
• International standards sports facilities nurturing Olympian, Asian and
Commonwealth Games medallists.
• 24x7 video surveillance to ensure safer workplace.
• Well nurtured research ecosystem for quality research and IPR generation Active
engagement in outreach activities.
• Good research funding from sponsored research projects and in house schemes.
• Diversity of academic programmes with well-defined Programme outcomes and
Course outcomes.
• Value added programmes and courses to impart life skills.
• Experienced, qualified and research - oriented faculty.
• E-governance in all the areas of operation including online student management
system, effective, quick, and unbiased examination system.
• Transparent system for student’s admission adhering government guidelines.
• Quality students with diverse background, good pass percentage and minimal
dropout rate.
• Conducive, student centric, ragging free and supportive environment.
• Well, established financial support system for students in terms of various
government/non-government scholarships/fellowships schemes.
• Effective grievance redressal system.

4
• Capabilities enhancement of students though CCPC, UCCE, Youth centre for skill
development.
• Effective leadership in tune with the vision, mission and core values of the
University.
• Decentralized, participative management maintaining transparency in financial,
academic, administrative and auxiliary functions.
• Good number of welfare measures for teaching and non-teaching staff.
• Practice of promoting university, national and human values along with
communal/social cohesion and national integration.

Institutional Weakness

• Limited industry academia interactions

• Deficiency in foreign / foreign qualified / industry experienced faculty Shortage of
teaching staff in some specialized domains.
• Weak foreign - domestic student ratio
• Weak consultancy and industrial funding
• Lack of global exposure to the students
• Limited funds/grants received from non-government bodies/individuals for the
purpose other than research.

Institutional Opportunity
• Potential to become global university
• Sponsored research projects from non-government funding agencies/industries.
• Students and teachers exchange programmes with foreign universities.

5
• Good opportunities for University–Industry interactions for collaborative &
sponsored research, consultancy services, IPR generation and technology transfer.
• More MoUs with top ranked Universities and research institutions
• Utilization of the Alumni base for development of the University, placements of the
students and resource generation.
• Strategic tie-ups with corporate sector and apex industrial associations.
• Scope of attracting foreign students.
• Enhancement of placement activities.
• Hosting international sports events.

Institutional Challenge

• Meeting the quality standards of Industries to develop an effective industry academic

interaction.
• Attracting and retaining foreign students and faculty.
• Growth of private sector as providers of education, challenge from new private
universities with modern infrastructure.
• Competing with Foreign Universities in India.
• Coping up with ever-increasing aspirations of the students and other stakeholders.
• Strengthening the soft skills to improve carrier prospects of all students.

1.3 CRITERIA WISE SUMMARY

Curricular Aspects
Effective curriculum delivery is attained through well planned and documented
process. Academic Council Board of Studies and other academic committees work

6
in coordination to strengthen curricular, co-, and extracurricular activities. Activities
are planned in advance to accomplish vision and mission of the University.
University offers as many as 159 academic programmes through its departments.
Introduction of Choice Based Credit System (CBCS) in academic programmes of
the University offered more academic flexibility to enhance employability skills of
the students by integrating discipline specific interdisciplinary/multidisciplinary
electives in curricula to meet student’s interests and aspirations. Courses relevant to
Gender Sensitivity, Professional Ethics, Human Values and Community Outreach
are also integrated in relevant programmes. Environmental issues and its
sustainability is an integral part of most of the UG/PG programmes. Value-added
certificate programs inculcate research aptitude, soft skills, personality development,
transferable and life skills to keep students conversant with current global scenario.
While value-addition courses like Communication Skills, Foreign Languages and
training in music facilitate holistic development of students.

University has application oriented programmes through internship, projects, field

work etc. The academic programmes offered by MDU are designed and developed
to fulfil the vision and mission of the University and at the same time taking into
account the feedback obtained from various stakeholders (Students, Parents,
Alumni, Teachers and Employer) as well adhering to Regulatory requirements (as
per guidelines of regulatory bodies like AICTE, PCI, BCI and NCTE wherever
applicable).

7
Teaching-learning and Evaluation
Maharshi Dayanand University, a fast-growing hub of wide range of
programmes/courses in the traditional, professional, and job-oriented streams and
consistently endeavoured to improve and strengthen the system and procedures
related to Teaching Learning and Evaluation. The major initiatives include
introduction of CBCS, examination reforms including IT integration and continuous
internal assessment system, student life cycle management system, launching
learning management systems etc., to name a few. University assesses the learning
levels of the students, after admission and organizes special programmes for
advanced learners and slow learners and for this purpose, faculty mentors provide
their mentees one to one counselling on improvement areas to slow learners.

As part of quality initiatives, University has defined programme outcomes,

programme specific outcomes and course outcomes in academic programmes and
displayed on the university website to facilitate accessibility to various stakeholders
including the teachers and students. University has developed a resource of
experienced and well qualified teaching faculties to impart better academic and
research training to the students. University teachers tend to equip themselves with
latest knowledge through various online and offline resources for development of
better teaching learning outcome. University has developed congenial academic
environment to efficiently inculcate graduate attributes among its students.
University`s quality initiatives has attracted quality students in various programs
which in turn has significantly improved, student demand ratio, pass percentage of
students and minimal dropout rate. University has maintained student’s diversity,
along with adhering to government reservation policy.

8
Research, Innovations and Extension
University is having state of the art academic and research facilities, financial
support system to promote advanced research. In the last five years, 73 research
projects worth Rs. 25.22 crores were funded by government and non-government
agencies. In line, twelve University Teaching Departments have received financial
grant under the UGC-SAP, CAS, DST-FIST, DBT, ICSSR etc. The University
faculty has published research papers in the quality journals duly notified on UGC
website. The university has h-index 30 (SCOPUS including self citation) calculated
for last five years. 629 books/books chapters/ proceedings are published since last
accreditation. A total number of 897 last five years. 457 JRFs, SRFs, Post Doctoral
Fellows, Research Associates and Project Fellows have been enrolled in the
university in this period. The University has well defined “Research Promotion
Policy” and “Code of Ethics for Academic Integrity and Plagiarism” to promote
research and to check malpractices and Plagiarism. University IPR cell conducted
20 workshops and sensitization programs on IPR issues and Industry-Academia
Innovative practices and enabled the faculty members to fetch, 13 Patents.
University promotes collaborative research activities and in this direction, 62
research activities and 39 linkages for research, faculty exchange, student exchange,
internship, field trip, on-the-job training, research, etc., 16 MoUs with institutions
of national, international importance, other universities, industries and corporate
houses etc., were established. University is actively engaged in outreach activities
and organized 73 extension cum outreach programmes in collaboration with
industry, community and Non-Government Organizations. Infrastructure and
Learning Resources The physical facilities of the Maharshi Dayanand University
are enormous to support the teaching- learning activities. The campus spreaded over
an area of 622 acres with a built up area of 3,75,000 sq. meters, with 18 teaching

9
blocks accommodate 38 University Teaching Departments. Total 279 classrooms
including 245 with LAN and Wi-Fi, 177 departmental laboratories and one Central
Instrumentation Laboratory, 2285 PCs, 150 laptops are of great help. Sports facilities
of the University are state-of-the-art in nature. Counting a few synthetic athletics
track (8 lane 400 mtr), Grassy Cricket Ground (50000 sq. mtr), Football Ground
(10000 sq. mtr.), Hockey Ground, Volley Ball Courts, Badminton Courts etc.

Library has rich collection of books, journals and other reading materials in print
and digital format. International databases – CMIE, Manupatra, Emerald, Scopus,
and ICI are some of the emphasized available resources. Library system has fully
computerised its operations and services using LibSys7 (Rel. 3.0) software. Remote
access to e-resources is provided through EZproxy. University Computer Centre
housed with a data centre having 16 Blade Servers (Dual CPU – 16 to 24 core each)
hosting more than 50 virtual servers and 600 TB unified storage is being used for
CCTV surveillance. Periodic and preventive measures are taken with utmost care to
sustain the infrastructural aspects in terms of its maintenance by outsourcing the
services like housekeeping, electricity, public health, horticulture and security etc.
The optimal utilization of class rooms, labs, sports, library and IT facilities are done
by the university fraternity.

Student Support and Progression

University has a very conducive, student centric, ragging free and supportive
environment where students of diverse sections of the society come to pursue higher
education. University has well established financial and non-financial student
support system. University have financially supported approximate 10000 students
in last five year under various government and non-government fellowships

10
schemes. Additionally, University has offered various capabilities enhancement
schemes for personal, interpersonal and professional development of the students for
better job opportunities. University efforts has enabled more than 4000 students to
fetch job opportunities in various job sectors. University`s conducive academic
environment, excellent support of UCCE has enabled a large fraction of the students
to quality various national level examinations, as well as to progress toward higher
studies in reputed academic institutions. Proactive University Foreign student cell
has attracted a number of international students to peruse studies in various
programmes. University has an effective, unbiased grievance redressal system to
have check on unethical, unhealthy and unprofessional activities in the campus.
University has well established Department of Students Welfare and Directorate of
Sports for holistic development of students through engaging them in cultural and
sport activities. University sports centre is a proud incubation centre which has
nurtured a number of Olympian, Commonwealth Asian and national games
medallists/awardees. Alumni are asset to an institution, accordingly University
nurtures the alumni association/chapters to facilitate them to take active part in the
growth and development of the University through financial and non-financial
means.

Institutional Values and Best Practices

Maharshi Dayanand University Rohtak named after iconic social reformer of India
Maharshi Dayanand, functions to promote humanitarian, moral, nationalistic,
gender-equity, socially-inclusive, environmental consciousness, scientific and
modern outlook related values. University has incorporated various values and
attributes within its regular functioning and organizes sensitization programmes on
Women Safety, Gender Equality, Environmental Sustainability etc. As an initiative

11
 towards safety-security of girl students, University have proactive cell for
“Prevention of Violence and Sexual Harassment against Women”, 24 x7 CCTV
surveillance check and security checks.
University is committed toward environment sustenance and took a number of
initiatives like solar power system to meet energy requirement, comprehensive waste
management system, elaborate network of rainwater harvesting system, etc.
University inculcates societal values among students by engaging them in the
activities organized by National Service Scheme, Youth Red Cross , University
Outreach Programme, Women Studies Centre, Multi-Stakeholder Framework for
Development, etc. The University has adopted five villages for community
Development purpose as part of University Outreach. University has well described
Vision and Mission, Core Values, Code of Conduct for developing well disciplined
academic environment. University also maintains complete transparency in
financial, academic, administrative and auxiliary functions, and conducts all such
functions as per statutes and ordinances of MDU Act. MDU fervently celebrates all
important days of
national importance and birth/death anniversaries of great Indian personalities. A
whole-lot of activities/events are organized to promote universal values, national
values, human values, communal and social cohesion, and national integration.

1.4 IMPORTANCE OF TRAINING NEED IDENTIFICATION FOR

NON -TEACHING EMPLOYEES AT MDU .
MEANING OF TRAINING

Training is a process, which adds to the knowledge, skill, behaviour, aptitude and
efficiency of the employees. Training increases their self-reliance, respect and prestige.

12
1.According to E.B.Flippo, "Training is the act of increasing the knowledge and skill of
an employee for doing a particular job.”

Thus, training is a process of doing, understand and learning a job, eminent singers,
dancers, players, doctors, all get training does not stop at all. It is a continuous process;
Dale s. breach aptly defines training as "The organized producer by which people learn
knowledge and/or skill for a definite purpose.”

WHY NEED OF TRAINING?

Training is badly needed for the development of human resources. Only trained workers
and employees provide a basis for the economic development of the nation. The main
objects of education and training is making the right use of human resources and raising
their skill. Every organization, therefore, should provide training to its employees but is
also necessary for existing workers and employees. In the present age, when machines
and improved technique of production is changing. It is very necessary to train the
employees to make them conversant with these new and improved techniques, if
training is now provided to the employees, the organization is bound to suffer losses
caused by inefficiency, less production, more work, accidents and so on.

IMPORTANCE OF TRAINING
Due to rapid changes in technique training us playing an important role in human
resources development. It is important in the present age because of the functions of the
employees are of mechanical and technical nature. Training is always useful because
perfection cannot be attains in a job forever. The singers and dancers continue there training
even after attaining worldwide name and fame. World famous player, too, continue their practice
in the field despite their worldwide popularity, a medical practitioner despite his good practice
continues studying new books. Thus, training of a successful person continues throughout his
life. Edwin B. Filppo opines. "Training is the act of increasing the knowledge and skill of an
employee for doing a particular job.” According to T.N. chhabra, "The purpose of training is to
bring about improvement in the performance of work. It includes three learning of such techniques

13
 as are required for better performance of definite tasks.” C.R. doodley and john A, Shubin have
also laid emphasis on the importance of training.

OBJECTIVES OF THE TRAINING

1.To increase Productivity: Through training the employees are trained to function
properly. It ultimately helps increasing productivity.
2. Important in Quality: Quality of a thing improves for working in accordance with tested
and proved method.
3. Reduced Supervision: Trained employees have not to depend too much on their
superiors and as such, the need of supervision is reduced.
4. Reduced wastage of scrap: A trained employee is capable of doing his work. He uses
the material in a right manner and as such reduced wastage of scrap.
5.Reduces accidents: Training reduces the possibility of accidents.
6.Reduces Absenteeism and labour turnover: Training employees remain satisfied
with their job and the organization. It ultimately reduces absenteeism and labour turnover.
7.Best Utilization of Resources: A trained employees is capable of making best
utilization of resources.
8.Increased Stability and Flexibility: After an employee leaves, to maintain efficiency
is possible only for an organization, which keeps secure employees with it. Moreover,
trained employees are put to different jobs according to need. This increase stability and
flexibility of the organization.
9.Raise Morale: After attaining training, morale of the employees goes up because job
security, after attaining training, is increased.
10.Better Human Relations: A trained employee shows more respect towards his
organization and its management, which have imparted training to him. This helps in
maintaining good relations between the employees and the management.

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 Types of training

1. E-Learning: - E-Learning is a type of instruction found on the Internet. It is used by

companies to train their personnel as well as to inform their clients and business partners about
their products, services, and company policies. It is sometimes used in distance learning, saving
an individual the time, hassle, and expense of commuting to a classroom. e-Learning” describes
courses that you can take via the web, at any networked computer, at any time.

2.On-The Job Training: - On the job training occurs when workers pick up skills whilst working
alongside experienced workers at their place of work. For example, this could be the actual
assembly line or offices where the employee works. New workers may simply “shadow” or
observe fellow employees to begin with and are often given instruction manuals or interactive
training programmes to work through.

3.Off- The Job Training: - This occurs when workers are taken away from their place of work to
be trained. This may take place at training agency or Local College, although many larger firms
also have their own training centres. Training can take the form of lectures or self-study and can
be used to develop more general skills and knowledge that can be used in a variety of situations,
e.g. management skills programme.

4.Induction Training: - Induction training is important as it enables a new recruit to become

productive as quickly as possible. It can avoid costly mistakes by recruits not knowing the
procedures or techniques of their new jobs. The length of induction training will vary from job to
job and will depend on the complexity of the job, the size of the business and the level or position
of the job within the business.
The following areas may be included in induction training:

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• Learning about the duties of the job
• Meeting new colleagues
• Seeing the layout the premises
• Learning the values and aims of the business
• Learning about the internal workings and policies of the business

5. Compulsory Training: - It refers to training that is required or mandatory for individuals to

complete. It is usually necessary for specific roles, jobs, or activities to ensure that everyone has
the essential knowledge and skills needed to perform their tasks effectively and safely.

Pros and Cons of training method

The following chart illustrates advantages and disadvantages for the different training
methods.

Training Method Type of Training Advantages Disadvantages

Instructor-Led Scheduling is
Classroom Revised easily
Training difficult
Developed
Travel costs
quickly

16
 Differences
Face-to-face
from class to
contact
class
Requires
On-line Group
No travel costs computer
Training
equipment
Developed No face-to-face
quickly contact
Supports large
Videoconferencing groups and High equipment
and Video/On-line multiple costs
Sites
Logistically
No travel costs
challenging
Differences
Effective from instructor
On-the Job
knowledge to instructor,
Coaching
transfer session to
session.
Costly in terms
of
Related to
instructor-to
trainee's job
trainee
ratio

17
 Face-to-
face contact
Consistent High
On-line Self- All On-line
training development
Directed Training Training
content costs
Convenient Lengthy
access to development
training time
Traineesets Requires
own computer
pace equipment
Reuse does
not require
trainer
participation
Limited
bandwidth
Web-Based Easy to
causes slow
Training modify
download
times.
Supports
Difficult to
CD-ROM/DVD complex
modify
multimedia
Off-line Self- Less
Printed Material Portable
Directed Training Interesting

18
 Traineesets
Difficult to
own
modify
pace
Developed
quickly
Consistent Requires
Video DVD or training playback
Audio CD content equipment
Can be costly
Can share
to
copies
develop
Traineesets
Difficult to
own
modify
pace
Electronic Available
Just-In-Time Performance when needed Costly to
Training Support System at trainee's develop
(EPSS) convenience

Related to Requires
trainee's computer
job equipment

19
 Requires
training
resources
Promotes
Continuous that are
employee
Improvement readily
involvement
available on a
continuous
basis
Differences
Promotes
from
creative
instructor to
solutions
instructor
Computer- Accessible at
Requires
Mediated the
computer
Asynchronous trainee's
equipment
Collaboration convenience
Can
Promotes
require
creative
computer
solutions
software
Promotes
employee
involvement

20
 Employee Training Needs Assessment
A “training needs assessment”, or “training needs analysis”, is the systematic method of
determining if a training need exists and if it does, what training is required to fill the gap between
the standard and the actual performance of the employee. Therefore, training needs analysis is
Systematic method of determining performance discrepancies Causes of performance
discrepancies Reasons to conduct training needs analysis….

• Identify the deficiencies

• Determine whether employees lack KSAs
• Benchmark for evaluation of training
• Makes sure training is provided to the right people
• Increases the motivation of training

Training needs analysis includes:

❖ ORGANIZATIONAL ANALYSIS - It includes the analysis of Mission & strategies of

organization and the resources and their allocation and Internal environment- attitudes of people.

❖ OPERATIONAL ANALYSTS - Determine KSAs required for standard performance and Job
analysis.

❖ PERSON ANALYSIS - Specific areas of training required by the individual Whether an

individual is capable of being trained the data regarding the person analysis can be collected
through Performance data. This all information is taken out on the training need assessment form
which is to be filled by each departmental heads (HOD’s). All the information regarding training
of their subordinates which is to be discussed by HODs with their subordinates and find out the
areas in which they are lacking, and given to the HR department to make further and necessary
identification for such trainings.

21
Training Need Identification

Training need identification (Front End Analysis) focuses on finding solutions to situations often
found within an organization, such as performance, product rollout and people development. This
phase of development allows for a full examination of the training options and associated costs
and benefits. Implementing a Front-End Analysis challenges your initial assumptions pertaining
to the current situation and desired solution, thus focusing on business needs, performance needs
etc. This should provide a step-by-step in helping you to define and achieve your goals. By
identifying problem areas as well as opportunities within your organization, you to determine the
key to successful performance, proposing a solution adapted to your business goals. Through the
use of information gathering methods such as focus groups, interviews, surveys, observations,
subject matter analysis, and extensive data analysis, you will assess the current and desired
situation in terms of the organizational goals. Identify and categorize problematic areas and
examine the possible causes and constraints also customize a unique training needs assessment
plan, listing solutions and recommendations. Using the results of these exercises then you would
apply the appropriate learning methodology towards the design and development of the training
intervention or design of courses.

Competency Norms – Identify the current level of competency by all department wise employees.

1.6 MODEL OF TRAINING -Systematic Model Training - The system model consists of
five phases and should be repeated on a regular basis to make further improvements.
The training should achieve the purpose of helping employee to perform their work to
required standards. The steps involved in System Model of training are as follows:

Analyse and identify the training needs i.e. to analyse the department, job,
employees requirement, who needs training, what do they need to learn, estimating
training cost, etc The next step is to develop a performance measure on the basis of
which actual performance would be evaluated.

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Design and provide training to meet identified needs. This step requires
developing objectives of training, identifying the learning steps, sequencing, and
structuring the contents.

Develop- This phase requires listing the activities in the training program that
will assist the participants to learn, selecting delivery method, examining the training
material, validating information to be imparted to make sure it accomplishes all the
goals & objectives.

Implementing is the hardest part of the system because one wrong step can lead to
the failure of whole training program.

Evaluating each phase so as to make sure it has achieved its aim in terms of
subsequent work performance. Making necessary amendments to any of the previous
stage in order to remedy or improve failure practices.

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Instructional System Development Model (ISD) Model

Instructional System Development model or ISD training model was made

to answer the training problems. This model is widely used now-a-days in the organization
because it is concerned with the training need on the job performance. Training
objectives are defined on the basis of job responsibilities and job description and on the
basis of the defined objectives individual progress is measured. This model also helps in
determining and developing the favourable strategies, sequencing the content, and
delivering media for the types of training objectives to be achieved. The Instructional
System Development model comprises of five stages:

1.ANALYSIS - This phase consists of training need assessment, job analysis, and
target audience analysis.

2.PLANNING - This phase consists of setting goal of the learning outcome,

instructional objectives that measures behaviour of a participant after the training, types
of training material, media selection, methods of evaluating the trainee, trainer and the
training program, strategies to impart knowledge i.e. selection of content, sequencing of
content, etc.

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3.DEVELOPMENT - This phase translates design decisions into training material. It
consists of developing course material for the trainer including handouts, workbooks,
visual aids, demonstration props, etc, course material for the trainee including handouts
of summary.

4.EXECUTION - This phase focuses on logistical arrangements, such as arranging

speakers, equipment, benches, podium, food facilities, cooling, lighting, parking, and
other training accessories.

5.EVALUATION - The purpose of this phase is to make sure that the training program
has achieved its aim in terms of subsequent work performance. This phase consists of
identifying strengths and weaknesses and making necessary amendments to any of the
previous stage in order to remedy or improve failure practices.

25
The ISD model is a continuous process that lasts throughout the training program. It
also highlights that feedback is an important phase throughout the ere training program.
In this model, the output of one phase is an input to the next phase.

Transitional Model Transitional model focuses on the organization as a whole. The outer
loop describes the vision, mission and values of the organization on the basis of which
training model i.e. inner loop is executed.

Vision - focuses on the milestones that the organization would like to achieve after the
defined point of time. A vision statement tells that where the organization sees itself few
years down the line. A vision may include setting a role mode, or bringing some internal
transformation, or may be promising to meet some other deadlines.

Mission - explain the reason of organizational existence. It identifies the position in the
community. The reason of developing a mission statement is to motivate, inspire, and
inform the employees regarding the organization. The mission statement tells about the
identity that how the organization would like to be viewed by the customers, employees,
and all other stakeholders. Values – It is
the transition of vision and mission into communicable ideals. It reflects the deeply held
values of the organisation and is independent of current industry environment. For
example- values may include social responsibility, excellent customer services etc. The
values, vision, mission precede the objectives in the inner loop. This model considers the
organization as a whole. The objective is formulated keeping these three things in mind
and then the training model is completed.

26
27
 CHAPTER 2

LITERATURE REVIEW

28
 2.LITERATURE REVIEW

Introduction: Training need identification plays a crucial role in ensuring the professional
development and effectiveness of non-teaching staff in universities. This literature review
aims to explore the various approaches and methods used in identifying training needs
specifically for non-teaching staff in the university setting.

Methods: To conduct this literature review, I analysed relevant academic articles,

research papers, and professional publications that specifically addressed training need
identification for non-teaching staff in universities. The focus was on understanding the
unique challenges and requirements faced by non-teaching staff in this context.

1. Aartichahal "Study of Training Need Analysis Based Training and Development:

Effect of Training on Performance by Adopting Development Based Strategy" Training is
necessity in the changing environment, planned and systematic training should be made
compulsory in all private and public banks. It brings changes in behaviour, attitude at any
age and helps in increasing the organizational performance. The organization should
encourage more facilities during training and off the job training, because it is one kind of
encouragement to improve the interest towards the training and development program. By
providing training, employers support the skill development of their employees. If the training
is good then the employees will contribute their maximum for the achievement of the
organizational objectives. The result of the present study shown that the training practices
in the selected branches of PNB and HDFC are average and there is lot of scope for
improvement. Researcher found that the training and effectiveness programs have a
positive impact on the performance of both male and female employees but the results
shows that it has a greater impact on the performance of male employees’ group. This can
be due to the reason that mostly female employees bear additional responsibilities towards

29
their families. The researchers found that most of the banks have their own training institute,
management attitude is very positive for training support and budget, incentives are given
for trainees, and overseas training opportunity. However, there is a lack of needs
assessment before training. Corporation should take necessary steps in such a way that
employees should feel training is essential to enhance the productivity and customer
satisfaction to meet the present challenges in India.
2. Jacqueline Reed (2003) "What a role can a TNA plays in Organization change?
"Organizational culture and change issues had a very large role to play in the development
of a needs analysis process for the organization. The development of a needs analysis
process was a struggle and in the end the determination of the specific methodologies to
use was the easiest part of the whole process. By far the most difficult element was dealing
with and understanding the cultural and change issues arising. It is interesting to reflect as
noted earlier that the bulk of the training needs analysis literature focuses on methodology
and gives only passing reference to culture or change issues (Boydell and Leary 1996,
McClelland 1993, Leat and Lovell 1997, Schneier et al 1988).

3. Cecilia Nfila (2005) "Training Needs Analysis for Bachibanga Company in Botswana"
It was revealed that training is not the only possible solution to improve performance in
Bachibanga Company. In fact, analysis of this study indicates that training can only close
the performance gap by 16.7%. Other performance improvement factors reviewed by the
study include motivational factors such as, increase in rewards, recognition, appreciation,
and availability of resources. Even when training is the best possible intervention method,
there is need to assess the type of training required and then see if the training material is
practical. For training to work effectively, the performance problem must be identified and
analysed. Then needs assessment must be conducted to determine if training is the best
approach to solve the problem. Training materials must also be developed (building stage),
and implemented (delivering stage). Finally, there is need to evaluate the training. Here,
feedback has to be collected from participants on whether they learned, and follow- up
should be made to their work place to see if they are applying the knowledge and skills
learned.

30
4. Angelina Messne (2009) "Needs Assessment and Analysis Method" many methods
were found for conducting a needs assessment and analysis: task analysis, job analysis,
performance improvement, competency-based needs assessment, strategic needs
assessment, and knowledge and skill assessment. While performance analysis is used
in literature to describe one possible needs assessment and analysis method, it more
aptly describes needs assessment and analysis itself. In essence, performance analysis
is another term for needs assessment. Understanding when and how to use these
methods can be confusing for new practitioners. There is not one correct way to apply
each method, but there are best uses for each that were outlined with the descriptions
of the methods. While there is still a focus on training within the needs assessment and
analysis literature, there is growing use of the term performance to describe more
accurately the array of performance problems that a needs assessment and analysis
solve.

5. Shulagna Sarkar (2013) "Competency based Training Need Assessment - Approach

in Indian companies" All organizations must focus on conducting training need assessment
before deputing any employee for training. Though most of the organizations are aware of
the fact of conducting a need assessment for training their employees; yet most of the
organizations fail to practice it. In a large number of the smaller organizations, attending
training is merely a luck factor where individuals are nominated for trainings only by the
seniors. The individuals suffer from biased decision making. Thus, the training of an
employee fails to achieve the desired result. The described technique has been a solution
to the sample organizations. As out of the seventeen sample organizations, only nine were
following a systematic form of training need assessment whereas others were fully
concentrating on training as a tool for motivation and fulfilling the industrial norms of 48
hours training for each employee.

Key Findings:

31
1. Needs Assessment Methods: Universities employ various methods to identify the
training needs of non-teaching staff. These methods include surveys, interviews, focus
groups, performance evaluations, and analysis of job descriptions and competencies.
These assessments help gather information about the current skills, knowledge gaps,
and areas where additional training is required.

2. Collaboration with Stakeholders: Involving multiple stakeholders, such as department

heads, supervisors, non-teaching staff themselves, and representatives from human
resources, is crucial in identifying training needs. Their input provides valuable insights
into the specific job requirements, challenges, and areas for improvement.

3. Alignment with Institutional Goals: Training needs should align with the strategic goals
and objectives of the university. By considering the overall mission and vision of the
institution, training programs can be designed to enhance the skills and competencies
required to support the university's mission.

4. Professional Development Plans: Developing individualized professional development

plans for non-teaching staff can be beneficial. These plans outline specific training
programs, workshops, conferences, and other learning opportunities that cater to the
unique needs and career aspirations of individuals.

5. Continuous Evaluation and Feedback: Regular evaluation and feedback mechanisms

are essential to ensure the effectiveness of training programs. Non-teaching staff and
supervisors should have opportunities to provide feedback on the training initiatives,
allowing for adjustments and improvements over time.

Conclusion:

32
Identifying the training needs of non-teaching staff in universities is a dynamic and
collaborative process. It involves conducting needs assessments, collaborating with
stakeholders, aligning training initiatives with institutional goals, and providing continuous
evaluation and feedback. By addressing the training needs of non-teaching staff,
universities can enhance their performance, job satisfaction, and contribute to the overall
success of the institution.

33
 CHAPTER 3
RESEARCH METHODOLOGY

34
RESEARCH METHODOLOGY

MEANING OF RESEARCH: -
The process used to collect information and data for the purpose of making
business decisions. In the broadest sense of the world the definition of research
includes any gathering of data, information, and facts for the advancement of
knowledge.

The methodology may include publications, research, interview, surveys, and

other research techniques and could include both present and historical
information. It is a systematically to solve research problems. It may be
understood as a science of studying how research is done logically.

Research methodology is the specific procedure or techniques used to identify,

select, process and analysing information about topic. In research paper, the
methodology section allows the reader to critically evaluate a study overall validity
and reliability. The methodology section answers two main questions: how was
the data collected or generated? And how it analysed?

Definition:
According to BEST,
“Research is a more systematic activity directed towards discovery and
development of an organised body of knowledge. It is based on critical analysis
of hypothetical propositions for the purpose of establishing cause – effect
relationship, which must be tested against objectives reality. “
The searching process is known as “Research “. Research means search for
knowledge. The most operative part of the word is “Search”. The range of
research activities is the distance between two stages seeking and creation of
knowledge. Research can be defined as creation of knowledge through
investigation, recording, and analysis of evidence.
35
 Research Design

Research designs his overall plan or program of research. It is the general blueprint
for the collection, measurement, and analysis of data. It is the overall operational
pattern or framework of the project that stipulates what information is to be
collected, from which sources and by which procedure.
The function of research design is to ensure that the evidence obtained enables
you to effectively address the research problem as unambiguously as possible.
The essential element of the research design are:
1) Accurate purpose statement.
2) Techniques to be implemented for collecting and analysing research.
3) The method applied for analysing collected details.
4) Types of research methodology.
5) Probable objections for research.
6) Setting for the research study.
7) Timeline.
8) Measurement of analysis

Depending upon the objective of the study there are 4 research design available:
Exploratory research

Descriptive research

Diagnostic research

Experimental research

36
1)DESCRIPTIVE RESEARCH DESIGN:

In a descriptive research design, a researcher is solely interested in describing the

situation or case under his/her research study. It is a theory-based research design which
is created by gather, analyse, and presents collected data. By implementing an in-depth
research design such as this, a researcher can provide insights into the why and how of
research. It is used to describe characteristics of a population or phenomenon being
studied.

2)EXPLORATORY RESEARCH DESIGN:

In exploratory research design, the researcher’s ideas and thought are key as it is a primary
dependent on their personal inclination about a particular topic. Explanation about unexplored
aspects of a subject is provided along with details about what, how and why related to the
research questions.

It can add quality and insightful information to a study, and is vital to a study. Exploratory research
allows for the research to be creative in order to gain the most amount of insight on a subject.
The results of exploratory research are not usually useful for decision – making by themselves,
but they can provide significant insight into a situation. Exploratory research is not typically
generalizable to the population at large.

3) DIAGNOSTIC RESEARCH DESIGN:

In the diagnostic design, are search is inclined towards evaluating the root cause of specific topic.
Elements that contribute towards a troublesome situation are evaluated in this research design
method. This method help one learn more about the factors that creates troublesome problems.
Diagnostic research studies determine the frequency with which something occurs or its
association with something else.
The research must be able to define clearly, what he wants to measure and must fine adequate
methods for measuring it along with the clear-cut definition of population he wants to study.
There are three parts of diagnostic research design: Inception of the issue diagnosis and solution
for the issue.

37
4) EXPERIMENTAL RESEARCH DESIGN:

Experimental research design is used to establish a relationship between the cause and effect
of a situation. It is casual research design where the effect caused by the independent variable
on the dependent variable is observed. For example, the effect of an independent variable
such as price on a dependent variable such as customer satisfaction or brand loyalty is
monitored.
The term “Experimental Research Design” is centrally concerned with constructing research
that is high in casual and internal validity. Casual validity concerns the accuracy of statements
regarding cause-and-effect relationship.

If you do not have enough data to support your decisions, you must first determine the facts.
Experimental research gathers the data necessary to help you make better decisions.

: - “In this project report I used Exploratory and Descriptive research design. In
this project at first, I identify the research problem. Then go for review the
literature related to my project. After selecting my questionnaire. I went to the
focus group to collect the data, plot testing to every related individual one by one.
After collecting and organize whole data, the whole data would be analysed. All
findings that are collected and analysed with the help of Exploratory and
Descriptive research design are mentioned in the project report.”

38
DATA COLLECTION:
Data collection is a process of collecting information from all the relevant sources to find
answers to the research problem, test the hypothesis and evaluate the outcomes. The data
collection component of research is common to all fields of study including physical and social
sciences, humanities, business, etc. While methods vary by discipline, the emphasis on
ensuring accurate and honest collection remains the same.
The importance of ensuring accurate and appropriate data collection Regardless of the
field of study or preference for defining data (quantitative, qualitative), accurate data collection
is essential to maintaining the integrity of research. Both the selection of appropriate data
collection instruments (existing, modified, or newly developed) and clearly delineated
instructions for their correct use reduce the likelihood of errors occurring. Data collection
methods can be divided into two categories:
Primary methods of data collection and secondary methods of data collection.

PRIMARY DATA COLLECTION METHODS: Primary data is data that is collected by a

researcher from first-hand sources, using methods like surveys, interviews, or experiments. It
is collected with the research project in mind, directly from primary sources. it is divided into
two groups-
a) QUANTITATIVE DATA COLLECTION METHOD: are based on mathematical calculations
in various formats. Methods of its collection and analysis include questionnaire with closed
ended questions, methods of correlation and regression, mean, mode and median and others.
b) QUALITATIVE RESEARCH METHOD: It is closely associated with words, emotions,
colours, and others elements that are non-quantifiable. It include-interviews, questions, focus
groups, observations, game or role- playing, case studies etc.

SECONDARY DATA COLLECTION METHODS:

It’s a type of data that has already been published in books, newspapers, magazines, journals,
online portals etc. There is an abundance of data available in the resources about your
research areas in business studies, almost regardless of the nature of the research area.

39
SAMPLES DESIGN:
It is a mathematical function that gives you the probability of any given sample being drawn.
It’s not possible for any researcher to include each and every member of the universe. So, he
selects small portion of the universe, which is the true representative.
Sampling techniques are of two types:
a) NON-PROBABILITY SAMPLING
b) PROBAABILTY SAMPLING

PROBABILITYSAMPLING:
It is known as “Random Sampling” or “Chance Sampling”. In it, each population element has
equal chance of selection.
It can be of following types-
Simpler sampling

Stratified sampling

Cluster sampling

NON-PROBABILITY SAMPLING:

This non probability method is often used during preliminary research efforts to get a gross
estimate of the results, without incurring the cost or time required to select a random sample.

: - “I used Random Sampling Method for collect the data for my study. At first, I
select my research problem and sample type. To utilize the random sampling
method, I select 23 non-teaching employees from the total non-teaching staff
population at MDU. Approach the 23 non-teaching employees and administer a
questionnaire to identify their training needs. After collecting responses from the
23 randomly selected non-teaching employees, analyze the data to identify
common training needs and prioritize them based on importance and urgency.
After collecting all the data, I organise all the responses and interpret it according
to need of my study.”

40
RESEARCH PLAN
Research design Descriptive research

Source of data collection Primary data - questionnaire,

personal interviews.
secondary data-books,
magazines, and internet
Research instrument used Questionnaire
Research technique Survey/personal interviews
Sample location MDU, ROHTAK
Sample plan Simple random sampling
Sampling unit Individual
Sample size 20 employees
Data analysis Quantitative analysis through
pie-charts.

41
 CHAPTER 4

DATA ANALYSIS AND INTERPERTATION

42
Data analysis and interpretation
Table no. 1 / Figure 1:
Department/unit of respondent.

Department/Unit No. of respondents Percentage

Academic Branch 1 4.34

Accounts Branch 1 4.34

Botany 2 8.69

Dept of English and 4 17.39

foreign language
Economics 1 4.34

Establishment Branch 1 4.34

General Administration 1 4.34

Branch
Genetics 1 4.34

IMSAR 3 13.04

Law 1 4.34

Result Branch 3 13.04

Secrecy Branch 1 4.34

Vivekananda Library 3 13.04

43
Figure 2:
Name of respondents

Table 2/Figure 3:
Job title of respondents:

Job Role No. of respondents Percentage

Assistant Registrar 5 21.73

(A.R.)
Assistant 3 13.04

44
 Clerk 5 21.73

Deputy Registrar 1 4.34

Lab Technician 1 4.34

Library Attendant 3 13.04

MTS 1 4.34

Peon 1 4.34

Sr. Library Assistant 1 4.34

Superintendent 1 4.34

Total 23 100

Table 3/Figure 4 :
Years of experience of respondents :

Years of Experience No. of respondents Percentage

2 years 1 4.34

45
5 years 4 17.39

10 years 2 8.69

11 years 2 8.69

12 years 2 8.69

15 years 1 4.34

20 years 2 8.69

21 years 1 4.34

31 years 1 4.34

4 years 1 4.34

8 years 1 4.34

More than a year 1 4.34

More than 10 years 3 13.04

More than 5 years 1 4.34

Total 23 100

46
Table 4/Figure 5 :
Problem solving skills of respondents :

Problem solving No. of respondents Percentage

skills rating (out of5)

3 10 43.47

4 9 39.13

5 4 17.39

Total 23 100

47
Table 5/Figure 6 :
Team work and collaboration skills of respondents :

Team work and No. of respondents Percentage

collaboration skills
rating (out of 5)

2 2 8.69

3 10 43.47

4 4 17.39

5 7 30.43

Total 23 100

48
Table 6/Figure 7 :
Computer skills (Microsoft office, email etc. ) of respondents :

Computer skills No. of respondents Percentage

rating (out of 5)
2 1 4.34

3 7 30.43

4 9 39.13

5 6 26.08

Total 23 100

49
Table 7/Figure 8 :
Areas or skills in which respondents needs additional training:

Areas/skills in which No. of respondents Percentage

respondents needs
additional
training

AI Tools 1 4.54

Book analytics tool, data 2 9.09

management tool
Communication skills 2 9.09

Computer 5 22.72

Data Synchronisation 1 4.54

Development 1 4.54

ICT 1 4.54

Innovation 1 4.54

Library software 2 9.09

Job Dept 1 4.54

Noting and drafting 1 4.54

(office
work)
Office work 1 4.54

Nil 3 13.63

Total 22 100

50
Table 8/Figures 9:
Responses of respondents regarding what type of training do they think will help achieve
proficiency in their future role:

Training areas No. of respondents Percentage

which will help them
achieve proficiency
Communication 1 4.34

Computer 2 8.69

Computer programming 1 8.69

Data analysis 2 8.69

and
management
skill
Getting work from the 1 4.34
Subordinates
ICT 2 8.69

Introduction to data 1 4.34

Science
Job Place 1 4.34

Knowledge 1 4.34

Library software 2 8.69

MS office 1 4.34

51
 Office duty 1 4.34

PowerPoint 1 4.34

Software 1 4.34

Technological 1 4.34

Nil 4 17.39

Total 23 100

Table 9/Figure 10 :
Appropriate timing for training of respondents :

Appropriate time for No. of respondents Percentage

training

1 hour 4 17.39

1-3 year 2 8.69

2 1 4.34

2 days a week 1 4.34

52
 2 hour 3 13.04

2 months 1 4.34

2:00 p.m. 1 4.34

3 days 1 4.34

3:00 p.m. 1 4.34

30 days 1 4.34

3:00 p.m. 1 4.34

6 months 2 8.69

Anytime 1 4.34

Month of June 2024 1 4.34

Saturday-Sunday 2 8.69

Total 23 100

Table 10/Figure 11 :
Current duties and responsibilities of respondents :

Current duties and No. of respondents Percentage

responsibilities
Academic 1 4.34

53
Accounting 1 4.34

All lab work 1 4.34

Book management, book 2 8.69

issue and return work
Circulation section 2 8.69

Lead academic 1 4.34

programs
Maintaining the data and 1 4.34
file system
Manage officials 1 4.34

Manage paper work 1 4.34

Manage records 1 4.34

Office work 8 34.78

Paperwork 1 4.34

Reader service division 1 4.34

Typing work, data 1 4.34

Handling
Total 23 100

54
Table 11/Figure 12 :
Table showing responses of respondents regarding any aspect of their current job role that
they feel underprepared

Aspect of current No. of respondents Percentage

job role for which
respondents are
underprepared

Lack of coordination 1 4.34

NA 1 4.34

New technologies 2 8.69

inclusion
No 11 47.82

No such issue 1 4.34

Nothing 2 8.69

Null 1 4.34

Office work 4 17.39

Total 23 100

55
Table 12/Figure 13 :
Table showing responses of respondents regarding new technologies or process introduced in
their department which they require training on :

Technologies or No. of respondents Percentage

process introduced in
dept for which
respondents require
training

Computer 2 8.69

Many more 1 4.34

No 7 30.43

Nothing 2 8.69

Yes 10 43.47

Yes 2 needed 1 4.34

Total 23 100

56
Table 13/Figure 14 :
Table showing responses of respondents regarding topics or subject they would like training
in :

Any specific topic No. of respondents Percentage

or subject
respondents need
training in

Computer: MS Office 1 4.34

Koha Software 2 8.69

Library management 2 8.69

with
AI tools
M. Software 1 4.34

MS Office 1 4.34

New technology 1 4.34

No/Nil/not any/nothing 6 26.08

Online 1 4.34

Online work 1 4.34

Programming 1 4.34

Segregation of data 1 4.34

Yes 5 21.73

Total 23 100

57
Table 14/Figure 15:
Table showing suggestions from respondents regarding improving efficiency or effectiveness
in their role through training or skill development :

Suggestions No. of respondents Percentage

regarding improving
efficiency or
effectiveness in their
role through training
or skill
development

Advance programs 1 4.76

Assessment 1 4.76

By creating workshop 1 4.76

Computer knowledge 3 14.28

Continuous training 1 4.76

Coordination 2 9.52

No/nothing 6 28.57

Refresher courses 1 4.76

should be organised
time to time
Regular information 2 9.52
about new
technologies used in
library work and also
ensure new system
deployment
The main thing is to 1 4.76
segregate the data
of students of each
department and
whole
university
The workspace should 1 4.76
be
healthy and
relaxing
environment
58
 Time to time training to 1 4.76
employees
Total 21 100

PROCESS OF TRAINING NEED IDENTIFICATION

59
 CHAPTER 5
FINDINGS &CONCLUSIONS
& SUGGESTIONS

60
 FINDINGS & CONCLUSIONS

The employees of MAHARSHI DAYANAND UNIVERSITY(MDU) believe that training is

necessary in every Industry. The training provided by the organization is usually sufficient.
The training needs are mainly identified on the performance basis and the job
requirement. The training improves the self- development. The training improves the
organizational efficiency & effectiveness. The training improves the job satisfaction and
technical skills. The training reduces the mistake earlier made. The training reduces the
absenteeism and turnover. Training is not imposed on the employees but it is the part the
job requirement. The training method used by the organization mostly on the job method
because they play the demonstration of the work on the job and sometime used of the
job method. The training is provided by internal as well as external sources depend on
the job of the employee. The periodic review of the training programme is always done.

Maharshi Dayanand University aspires to be a leading 'transformative learning

community' recognized worldwide for excellence in teaching, research and service and as
a catalyst for intellectual, social, cultural and economic development. Since establishment,
University thrives to achieve its vision and mission, accordingly initiated quality initiatives
like recruitment of experienced research oriented faculties, development of state of art
physical facilities, creation of research ecosystem, building and strengthening proactive
students support system, designing and updating the diversified job and human value
oriented academic programmes, ensuring transparent and effective e-governance system
along with adhering to human values to develop skilled manpower with graduate attributes.
SSR for re-accreditation (Third Cycle) was collectively prepared based on the input from
IQAC, Faculties, Departments, Offices and Cells at all levels, keeping in mind aims and
objectives of the institution to nurture professionally skilled, socially responsible and
environmentally aware manpower to contribute towards nation building. While preparing
this self-study report, we have introspected University’s progress and the challenges before
it. We are grateful to NAAC for providing this opportunity for self-assessment which will
help us to improve further to benefit all our stakeholders, namely students, alumni, faculty,
staff, academia, industries, society and the nation as a whole.
We strongly believe that quality improvement is a never ending process therefore we look
forward to the visit of NAAC Peer team to seek its suggestions and advice for making
further improvements.

61
 SUGGESTIONS

• Training Programme should be regular feature to enhance skills, quality, productivity etc.
Training should depend on the work culture and arrangement of work.
• Training should be provided according to new programme coming in the market like TQM
and 5S.
• Training should be provided according to job profile and latest updating of the two wheeler
companies.
• Training Programme should be interactive in nature with a good energetic spirit.
• Training should be provided to those who are need of training programme not those who
are just going for passing the time.
• The training needs are mainly identified on the performance basis and the job
requirement.
• The training improves the organizational efficiency 7 effectiveness. Training is not
imposed on the employees but it is the part of the job requirement.
• The training is provided by internal as well as external sources depend on the job of the
employees.
• Training need identification criteria and material should be clearly defined.

62
REFERENCES

[1] Aartichahal “Study of Training Need Analysis Based Training and Development, International
Journal of Business and Management Invention, Volume 2 Issue 4 ǁ April. 2013ǁ PP.41-51.
[2] Arshad, Yusof, Mahmood, Ahmed & Akhtar “A Study on TNA Process among Manufacturing
Companies Registered with Pembangunan Sumber Manusia Berhad (PSMB) at Bayan Lepas Area,
Penang, Malaysia, Mediterranean Journal of Social Sciences, Volume 6 No 4 S3 August 2015.
[3] Shulagna Sarkar “Competency based Training Need Assessment – Approach in Indian
companies, Organizacija, Volume 46, Number 6, November-December 2013.
[4] Angelina Messne “Needs Assessment and Analysis Method, American Psychological
Association, 5th edition, The Graduate School University of Wisconsin-Stout, April, 2009
[5] Jacqueline Reed (2003) “What a role can a TNA plays in Organization change?
[6] Jen, Tseng & Chen “The Systematic Construction and Influential Factors of Training Needs
Assessment” International Journal of Business and Social Science Vol. 3 No. 24 [Special Issue –
December 2012].
[7] Cecilia Nfila “Training Needs Analysis for Bachibanga Company in Botswana” American
Psychology Association, 5th Edition, August, 2005.
[8] Mike Morrison (2017), How to do a Training Needs Analysis – TNA (Learning Needs Analysis
LNA), https://rapidbi.com/how-to-do-a-training-needs-analysis-tna/
[9] Admin (2015), Importance of training needs analysis, https://blog.capabiliti.co/importance-of-
training-needs-analysis/
[10] Arindam Nag (2011), Importance of Training Needs Analysis in Today’s Organizations,
http://blog.commlabindia.com/elearning-design/training-need-analysis-importance.
[11] Mdu.ac.in.
[12] ai,digital tools etc.

63
 QUESTIONNAIRE

Training Need Identification Questionnaire.

Personal Information

* Indicates required question

1. Appropriate time for training*

Your answer

2. Job Title
Your answer
3. What are your current duties and responsibilities. *

Your answer

4. What training do you think would be relevant to help you achieve proficiency in your future role. *
Your answer

5. Team work & collaboration

❖ 1
❖ 2
❖ 3
❖ 4
❖ 5

6. Computer skill (Microsoft office, email etc) .*

❖ 1
❖ 2
❖ 3
❖ 4
❖ 5

7. What areas or skills do you feel you need additional training in?

Your answer

8. Are there any new technologies or process introduced in your department that you require training
on. *

Your answer

64
9. Do you have any suggestion for improving efficiency or effectiveness in your role through training or
skill development.

Your answer

10. Department/ Unit*

Your answer

11. Problem solving skills*

❖ 1
❖ 2
❖ 3
❖ 4
❖ 5
12. Are there any aspect of your current job role that you feel underprepared for *
Your answer

13. Years of Experience *

Your answer

14. Is there any specific topics or subject you would like training in *
Your answer.

65