A SUMMER TRAINING PROJECT ON TRAINING AND DEVLOPMENT Project Report Submitte !

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Submitte i( P%rti%- .u-/i--me(t o/ t0e Re1uireme(t2 /or t0e %3%r o/ t0e e4ree o/ PGDM POST GRADUATE DIPLOMA IN MANAGEMENT5 AICTE5 Mi(i2tr" o/ 6RD5 Go7er(me(t O/ I( i%5 Ne3 De-0i

SAI !ALAJI EDUCATION SOCIET8 INTERNATIONAL INSTITUTE O. MANAGEMENT AND 6UMAN RESOURCE DEVELOPMENT 9:; 9IIM6RD;

DECLARATION

I the undersign hereby declare that the project report entitled Training and Development written and submitted by me to IIMHRD, une in partial !ul!illment o! the re"uirement !or the award o! #DM under the guidance o! my mentor Mr$ uneet #oyal, my guide Mrs$ %a!isa &hei'h and Dr$&urya Ramdas is my original wor' and the conclusion drawn there in are based on the material collected by mysel!$ I hereby declare also this study has not been permitted by me to publish anywhere$

(arti'a &a)ena lace* une

Date*

CERTI.ICATE !8 T6E INSTITUTE

This is to certi!y that Miss (arti'a &a)ena Roll %o$ +',-., the student o! #DM has wor'ed on summer project titled Training and Development in /uc'now a!ter semester II in partial !ul!illment o! the re"uirement !or the rogram$This is her original wor' to the best o! my 'nowledge$

Date*

Director0s &ignature*

&eal*

AC<NO:LEDGEMENT
I ta'e the opportunity to e)press our gratitude to all the concerned people who have directly or indirectly contributed towards completion o! this project$ I e)tend my sincere gratitude towards Reliance Money !or providing the opportunity and resources to wor' on this project$ I am e)tremely grate!ul to Mr2= NA.ISA S6EI<65 my mentor in Reliance !or her guidance and invaluable advice during the projects$ 1lso to my guide, Mr= Pu(eet Go"%whose insight encouraged me to go beyond the scope o! the project and this broadened me learning on this project$ I also want to show my gratitude to Dr$ &urya Ramdas whose insight helped me to complete this project$

Vartika Saxena

PRE.ACE
The global economy o! the day has endangered the survival o! every organi2ation and in particular those who want to have a competitive edge over the others$ The competitive edge may be a distant dream in the absence o! &uperior 3uality roducts which otherwise is the !unction o! well4trained employees$ Today resources are scarce and have to be used care!ully and trainers o! all 'inds are re"uired to justi!y their position and account !or their activities$ Training activities, which are ill directed and inade"uately !ocused, do not serve the purpose o! the trainers$ The trainees or the organi2ation hence identi!ication o! training needs becomes the top priority o! every progressive organi2ation$ Identi!ication o! training needs, i! done properly, provides the basis on which all other training activities can be considered and will lead to multis'illing, !itting people to ta'e e)tra responsibilities increasing all round competence and preparing people to ta'e on higher level responsibility in !uture$

CONTENTS
TOPIC 5H1 T6R 7* 8i9Introduction 8ii9&cope and :bjectives 8iii96)ecutive &ummary 5H1 T6R +* 8i9Introduction to Reliance 8ii91bout the project 8iii9Training and Development 8iv9Importance o! Training 8v9:bjectives o! Training 5H1 T6R ;* 8i9/earning and Training 8ii9Training inputs 8iii9 <ene!its o! training 8iv9 Methods o! training 8v9 Training Design 8vi9 Training method used in Reliance 5H1 T6R =* 8i9Methodology o! the project 8ii9Data interpretation and analysis 8iii9>indings 8iv93uestionnaire

5H1 T6R -* 8i9 /imitations 8ii9 &uggestions 8iii9 5onclusion 5H1 T6R .* 8i9<ibliography

C6APTER$> INTRODUCTION
6mployee training tries to improve s'ills, or add to the e)isting level o! 'nowledge so that employee is better e"uipped to do his present job, or to prepare him !or a higher position with increased responsibilities$ However individual growth is not and ends in itsel!$ :rgani2ational growth need to be measured along with individual growth$ Training re!ers to the teaching ?learning activities done !or the primary purpose o! helping members o! an organi2ation to ac"uire and apply the 'nowledge s'ills, abilities, and attitude needed by that organi2ation to ac"uire and apply the same$ <roadly spea'ing training is the act o! increasing the 'nowledge and s'ill o! an employee !or doing a particular job$ In today0s scenario change is the order o! the day and the only way to deal with it is to learn and grow$ 6mployees have become central to success or !ailure o! an organi2ation they are the cornucopia o! ideas$ &o it high time the organi2ation reali2e that train and retain is the mantra o! new millennium$

SCOPE O. T6E STUD8

The scope o! the study covers in depth, the various training practices, modules, !ormats being !ollowed and is limited to the company Reliance Money and its employees$ The di!!erent training programmes incorporated?!acilitated in Reliance Money through its

!aculties, outside agencies or pro!essional groups$ It also judges the enhancement o! the 'nowledge @ s'ills o! employees and !eedbac' on its e!!ectiveness$

O!JECTIVE O. T6E STUD8

The broad objective o! the study o! training policies in Reliance Money is to study the impact o! training on the overall s'ill development o! wor'ers$ The speci!ic objectives o! the study are*

>= To e)amine the e!!ectiveness o! training in overall development o! s'ills o! wor'!orce$ )= To e)amine the impact o! training on the wor'ers$ ?= To study the changes in behavioral pattern due to training$ @= To measure the di!!erential change in output due to training += To compare the cost e!!ectiveness in implanting training programmes$

EAECUTIVE SUMMAR8
6very organi2ation needs to have well trained and e)perienced people to per!orm the activities that have to be done$ I! current or potential job occupants can meet this re"uirement, training is not important$ Ahen this not the case, it is necessary to raise the s'ill levels and increase the versatility and adaptability o! employees$ It is being increasing common !or individual to change careers several times during their wor'ing lives$ The probability o! any young person learning a job to day and having those s'ills go basically unchanged during the !orty or so years i! his career is e)tremely

unli'ely, may be even impossible$ In a rapid changing society employee training is not only an activity that is desirable but also an activity that an organi2ation must commit resources to i! it is to maintain a viable and 'nowledgeable wor' !orce$ The entire project tal's about the training and development in theoretical as well as new concepts, which are in trend now$ Here we have discussed what would be the input o! training i! we ever go !or and how can it be good to any organi2ation in reaping the bene!its !rom the money invested in terms li'e 8R:I9 i$e$ return on investment$ Ahat are the ways we can identi!y the training need o! any employee and how to 'now what 'ind o! training he can go !orB Training being covered in di!!erent aspect li'es integrating it with organi2ational culture$ The best and latest available trends in training method, the bene!its which we can derive out o! it$ How the evaluation should be done and how e!!ective is the training all together$ &ome o! the companies practicing training in uni"ue manner a lesson !or other to !ollow as to how to train and retain the best resource in the world to reap the best out o! it$ Development is integral part o! training i! some body is trained properly and e!!iciently the developments o! that individual and the company !or whom he is wor'ing$ Here we discussed about development o! employee, how to identi!y the needs, and a!ter developing how to develop e)ecutive s'ill to sharpen there 'nowledge$ /earning should be the continuous process and one should not hesitate to learn any stage$ /earning and developing is !ast and easy at Reliance Money$

C6APTER$)

I(tro uctio( to Re-i%(ce A(i- D0irub0%i Amb%(i Group

The Reliance C 1nil Dhirubhai 1mbani #roup is among India0s top three private sector business houses on all major !inancial parameters, with a group mar'et capitali2ation o! Rs +DD,DDD crore 8E&F -D billion9, and net worth to the tune o! Rs -,,DDD crore 8E&F 7; <illion9 1cross di!!erent companies, the group has a customer base o! over 7-D million, the largest in India, and a shareholder base o! over 7+ million, among the largest in the Aorld$ Through its products and services, the Reliance 4 1D1 #roup touches the li!e o! 7 in , Indians every single day$ It has a business presence that e)tends to over -DDD towns and 5ities in India, and served by 7+,DDD distribution outlets, -DD,DDD business partners and ;D,DDD strong motivated wor'!orce$ The interests o! the #roup range !rom communications 8Reliance 5ommunications9 and >inancial services 8Reliance 5apital /td9, to generation, transmission and distribution o! ower 8Reliance 6nergy9, in!rastructure, media and entertainment$

I(tro uctio( to Re-i%(ce Mo(e"

Reliance Money provides investors with the !acility o! anytime4anywhere online trading in all major asset classes, namely* 6"uities, 6"uities and 5ommodity derivatives I :s, Mutual >unds /i!e and #eneral Insurance products

>oreign e)change derivatives Money trans!er, Money changing, recious metal retailing 5redit 5ards /oans Aealth Management products %etwor' o! 'ios's have been set up across the country to !acilitate the above trading activities Reliance Money provides entire commodity related services such as bro'ing distribution and warehouse receipt !inancing 6)panded its presence to +D,DDD touch points$ It has 7D,DDD outlets across -,DDD towns and cities across India$ 5urrently ++DDG employees across 7.+ locations spread across the country$ The 5orporate :!!ice at Aorli, Mumbai has appro) ;-D people belonging to these various !unctions

1c"uired +$- million customers 1ccounts !or daily traded volumes o! over Rs +,DDD crore 8 E&F =-= million 9, or ;4= H o! the average daily volume o! transactions logged on the stoc' e)changes 1mong the Top ; private sector companies in !inancial services sector Moved into International arena4 Aest 1sia, &outh 6ast 1sia, 1!rica and 6urope$

Our Mi22io(

I$ is to attract, nurture @ retain a team o! competitive, growth oriented talent who*4 consistently deliver share4holder returns o! +DHG year4on4year are responsive to 6mployee %eeds @ achieving an employee satis!action inde) o! JDHG andI are committed to ma'ing Reliance 5apital among the top ; <est 6mployers to wor' !or in India through Transparent @ Robust HR processes$

Our C0%irm%(B2 Vi2io(

Ae live in a world where the young are reaching higher, dreaming bigger and demanding moreK a world that is challenging the limits o! hope and possibility$ %owhere is this more stri'ingly visible than in India C a country that wa'es up every morning a little younger in age, but in!initely more ambitious in spirit$

About T0e Project

The duration o! my project was o! two months during these two months I did many things regarding my project as I was also the part o! operations I also understands how the operations department wor's at Reliance money$How the shares o! the client are 'ept in electronic !orm in the client0s account and how it is demateriali2ed by operations department at Reliance money$

TRAINING AND DEVELOPMENT

It is a subsystem o! an organi2ation$ It ensures that randomness is reduced and learning or behavioral change ta'es place in structured !ormat$

TRADITIONAL AND MODERN APPROAC6 O. TRAINING AND

DEVLOPMENT
Traditional Approach C Most o! the organi2ations be!ore 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 a!!air and not worth$ :rgani2ations used to believe more in e)ecutive pinching$ <ut now the scenario seems to be changing$ T0e modern approach o! training and development is that Indian :rgani2ations have reali2ed the importance o! corporate training$ Training is now considered as more o! retention tool than a cost$ The training system in Indian Industry has been changed to create a smarter wor'!orce and yield the best results$

TRAINING DE.INED
It is a learning process that involves the ac"uisition o! 'nowledge, sharpening o! s'ills, concepts, rules, or changing o! attitudes and behaviours to enhance the per!ormance o! employees$ Training is activity leading to s'illed behavior L It0s not what you want in li!e, but it0s 'nowing how to reach it L It0s not where you want to go, but it0s 'nowing how to get there L It0s not how high you want to rise, but it0s 'nowing how to ta'e o!! L It may not be "uite the outcome you were aiming !or, but it will be an outcome L It0s not what you dream o! doing, but it0s having the 'nowledge to do it L ItMs not a set o! goals, but it0s more li'e a vision L It0s not the goal you set, but it0s what you need to achieve it Training is about 'nowing where you stand 8no matter how good or bad the current

situation loo's9 at present, and where you will be a!ter some point o! time$ Training is about the ac"uisition o! 'nowledge, s'ills, and abilities 8N&19 through pro!essional development$

Import%(ce o/ Tr%i(i(4 %( De7e-opme(t

L :ptimum Etili2ation o! Human Resources C Training and Development helps in optimi2ing the utili2ation o! human resource that !urther helps the employee to achieve the organi2ational goals as well as their individual goals$ L Development o! Human Resources C Training and Development helps to provide an opportunity and broad structure !or the development o! human resources0 technical and behavioral s'ills in an organi2ation$ It also helps the employees in attaining personal growth$ L Development o! s'ills o! employees C Training and Development helps in increasing the job 'nowledge and s'ills o! employees at each level$ It helps to e)pand the hori2ons o! human intellect and an overall personality o! the employees

roductivity C Training and Development helps in increasing the productivity o! the employees that helps the organi2ation !urther to achieve its long4term goal L Team spirit C Training and Development helps in inculcating the sense o! team wor', team spirit, and inter4team collaborations$ It helps in inculcating the 2eal to learn within the employees L :rgani2ation 5ulture C Training and Development helps to develop and improve the organi2ational health culture and e!!ectiveness$ It helps in creating the learning culture within the organi2ation$ L :rgani2ation 5limate C Training and Development helps building the positive perception and !eeling about the organi2ation$ The employees get these !eelings !rom leaders, subordinates, and peers$ L 3uality C Training and Development helps in improving upon the "uality o! wor' and wor'4li!e$ L Healthy wor'4environment C Training and Development helps in creating the healthy wor'ing environment$ It helps to build good employee, relationship so that individual goals aligns with organi2ational goal$ L Health and &a!ety C Training and Development helps in improving the health and sa!ety o! the organi2ation thus preventing obsolescence$ L Morale C Training and Development helps in improving the morale o! the wor' !orce$ L Image C Training and Development helps in creating a better corporate image$ L ro!itability C Training and Development leads to improved pro!itability and more positive attitudes towards pro!it orientation$ L Training and Development aids in organi2ational development i$e$ :rgani2ation gets more e!!ective decision ma'ing and problem solving$ It helps in understanding and

carrying out organi2ational policies$ L Training and Development helps in developing leadership s'ills, motivation, loyalty, better attitudes, and other aspects that success!ul wor'ers and managers usually display$

TRAINING AND DEVELOPMENT O!JECTIVES

The principal objective o! training and development division is to ma'e sure the availability o! a s'illed and willing wor'!orce to an organi2ation$ In addition to that, there are !our other objectives* Individual, :rgani2ational, >unctional, and &ocietal$ Individual :bjectives C help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organi2ation$ :rgani2ational :bjectives C assist the organi2ation with its primary objective by bringing individual e!!ectiveness$ >unctional :bjectives C maintain the department0s contribution at a level suitable to the organi2ation0s needs$ &ocietal :bjectives C ensure that an organi2ation is ethically and socially responsible to the needs and challenges o! the society$

Import%(ce o/ Tr%i(i(4 Objecti7e2

Training objective is one o! the most important parts o! training program$ Ahile some people thin' o! training objective as a waste o! valuable time$ The counterargument here is that resources are always limited and the training objectives actually lead the design o! training$ It provides the clear guidelines and develops the training program in less time because objectives !ocus speci!ically on needs$ It helps in adhering to a plan$ Training objectives tell the trainee that what is e)pected out o! him at the end o! the training

program$ Training objectives are o! great signi!icance !rom a number o! sta'eholder perspectives$

7$ Trainer +$ Trainee ;$ Designer =$ 6valuator Tr%i(er C The training objective is also bene!icial to trainer because it helps the trainer to measure the progress o! trainees and ma'e the re"uired adjustments$ 1lso, trainer comes in a position to establish a relationship between objectives and particular segments o! training$

Tr%i(ee C The training objective is bene!icial to the trainee because it helps in reducing the an)iety o! the trainee up to some e)tent$ %ot 'nowing anything or going to a place which is un'nown creates an)iety that can negatively a!!ect learning$ There!ore, it is important to 'eep the participants aware o! the happenings, rather than 'eeping it surprise$ &econdly, it helps in increase in concentration, which is the crucial !actor to ma'e the training success!ul$ The objectives create an image o! the training program in trainee0s mind that actually helps in gaining attention$ Thirdly, i! the goal is set to be challenging and motivating, then the li'elihood o! achieving those goals is much higher than the situation in which no goal is &et$ There!ore, training objectives helps in increasing the probability that the participants will be success!ul in training$ De2i4(er C The training objective is bene!icial to the training designer because i! the designer is aware what is to be achieved in the end then he0ll buy the training pac'age according to that only$ The training designer would then loo' !or the training methods, training e"uipments, and training content accordingly to achieve those objectives$ >urthermore, planning always helps in dealing e!!ectively in an une)pected situation$ 5onsider an e)ampleK the objective o! one training program is to deal e!!ectively with customers to increase the sales$ &ince the objective is 'nown, the designer will design a training program that will include ways to improve the interpersonal s'ills, such as verbal and non verbal language, dealing in une)pected situation i$e$ when there is a de!ect in a product or when a customer is angry$

There!ore, without any guidance, the training may not be designed appropriately$ E7%-u%tor C It becomes easy !or the training evaluator to measure the progress o! the trainees because the objectives de!ine the e)pected per!ormance o! trainees$ Training objective is an important to tool to judge the per!ormance o! participants$

Tr%i(i(4 %( 6um%( Re2ource M%(%4eme(t

The HR !unctioning is changing with time and with this change, the relationship between the training !unction and other management activity is also changing$ The training and development activities are now e"ually important with that o! other HR !unctions$ #one are the days, when training was considered to be !utile, waste o! time, resources, and money$ %ow4a4days, training is an investment because the departments such as, mar'eting @ sales, HR, production, !inance, etc depends on training !or its survival$ I! training is not considered as a priority or not seen as a vital part in the organi2ation, then it is di!!icult to accept that such a company has e!!ectively carried out HRM$ Training actually provides the opportunity to raise the pro!ile development activities in the organi2ation To increase the commitment level o! employees and growth in "uality movement 8concepts o! HRM9, senior management team is now increasing the role o! training$ &uch concepts o! HRM re"uire care!ul planning as well as greater emphasis on employee development and long term education$ Training is now the important tool o! Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their pro!essional and personal goals, increasing the level o! job satis!action, etc$ 1s a result training is given on

a variety o! s'ill development and covers a multitude o! courses$

Ro-e o/ 6RD Pro/e22io(%-2 i( Tr%i(i(4

This is the era o! cut4throat competition and with this changing scenario o! businessK the role o! HR pro!essionals in training has been widened$ HR role now is* 7$ 1ctive involvement in employee education +$ Rewards !or improvement in per!ormance ;$ Rewards to be associated with sel! esteem and sel! worth =$ roviding pre4employment mar'et oriented s'ill development education and post employment support !or advanced education and training ,= >le)ible access i$e$ anytime, anywhere training$

Mo e-2 o/ Tr%i(i(4
Training is a sub4system o! the organi2ation because the departments such as, mar'eting @ sales, HR, production, !inance, etc depends on training !or its survival$ Training is a trans!orming process that re"uires some input and in turn it produces output in the !orm o! 'nowledge, s'ills, and attitudes 8N&1s9$

T6E TRAINING S8STEM

1 &ystem is a combination o! things or parts that must wor' together to per!orm a particular !unction$ 1n organi2ation is a system and training is a sub system o! the organi2ation$ The &ystem 1pproach views training as a sub system o! an organi2ation$ &ystem 1pproach can be used to e)amine broad issues li'e objectives, !unctions, and aim$ It establishes a logical relationship between the se"uential stages in the process o!

training need analysis 8T%19, !ormulating, delivering, and evaluating$ There are = necessary inputs i$e$ technology, man, material, time re"uired in every system to produce products or services$ 1nd every system must have some output !rom these inputs in order to survive$ The output can be tangible or intangible depending upon the organi2ation0s re"uirement$ 1 system approach to training is planned creation o! training program$ This approach uses step4by4step procedures to solve the problems$ Ender systematic approach, training is underta'en on planned basis$ :ut o! this planned e!!ort, one such basic model o! !ive steps is system model that is e)plained below$ :rgani2ation are wor'ing in open environment i$e$ there are some internal and e)ternal !orces, that poses threats and opportunities, there!ore, trainers need to be aware o! these !orces which may impact on the content, !orm, and conduct o! the training e!!orts$ The internal !orces are the various demands o! the organi2ation !or a better learning environmentK need to be up to date with the latest technologies$ The three model o! training are* 7$ &ystem Model +$ Instructional &ystem Development Model ;$ Transitional model

S"2tem Mo e- Tr%i(i(4
The system model consists o! !ive phases and should be repeated on a regular basis to ma'e !urther improvements$ The training should achieve the purpose o! helping employee to per!orm their wor' to re"uired standards$ The steps involved in &ystem Model o! training are as !ollows*

7$ 1naly2e and identi!y the training needs i$e$ to analy2e the department, job, +$ employees re"uirement, who needs training, what do they need to learn,

estimating training cost, etc The ne)t step is to develop a per!ormance measure on the basis o! which actual per!ormance would be evaluated$
;$ Design and provide training to meet identi!ied needs$ This step re"uires

developing objectives o! training, identi!ying the learning steps, se"uencing and structuring the contents$
=$ Develop4 This phase re"uires listing the activities in the training program that will

assist the participants to learn, selecting delivery method, e)amining the training material, validating in!ormation to be imparted to ma'e sure it accomplishes all the goals @ objectives$
-$ Implementing is the hardest part o! the system because one wrong step can lead to

the !ailure o! whole training program$

.$ 6valuating each phase so as to ma'e sure it has achieved its aim in terms o!

subse"uent wor' per!ormance$ Ma'ing necessary amendments to any o! the previous stage in order to remedy or improve !ailure practices

Instructional &ystem Development Model8I&D9Model

Instructional &ystem Development model was made to answer the training problems$ This model is widely used now4a4days in the organi2ation because it is concerned with the training need on the job per!ormance$ Training objectives are de!ined on the basis o! job responsibilities and job description and on the basis o! the de!ined objectives individual progress is measured$ This model also helps in determining and developing the !avorable strategies, se"uencing the content, and delivering media !or the types o! training objectives to be achieved$ The Instructional &ystem Development model comprises o! !ive stages*

7$ ANAL8SIS C This phase consist o! training need assessment, job analysis, and target audience analysis$ +$ PLANNING C This phase consist o! setting goal o! the learning outcome, instructional objectives that measures behavior o! a participant a!ter the training, types o! training material, media selection, methods o! evaluating the trainee, trainer and the training program, strategies to impart 'nowledge i$e$ selection o! content, se"uencing o! content, etc$ ;$ DEVELOPMENT C This phase translates design decisions into training material$ It consists o! developing course material !or the trainer including handouts, wor'boo's, visual aids, demonstration props, etc, course material !or the trainee including handouts o! summary$ =$ EAECUTION C This phase !ocuses on logistical arrangements, such as arranging spea'ers, e"uipments, benches, podium, !ood !acilities, cooling, lighting, par'ing, and other training accessories$ -$ EVALUATION C The purpose o! this phase is to ma'e sure that the training program has achieved its aim in terms o! subse"uent wor' per!ormance$ This phase consists o! identi!ying strengths and wea'nesses and ma'ing necessary amendments to any o! the previous stage in order to remedy or improve !ailure practices$

The I&D model is a continuous process that lasts throughout the training program$ It also highlights that !eedbac' is an important phase throughout the entire training program$ In this model, the output o! one phase is an input to the ne)t phase$ Transitional model !ocuses on the organi2ation as a whole$ The outer loop describes the vision, mission and values o! the organi2ation on the basis o! which training model i$e$ inner loop is e)ecuted$ Vi2io( C !ocuses on the milestones that the organi2ation would li'e to achieve a!ter the de!ined point o! time$ 1 vision statement tells that where the organi2ation sees itsel! !ew years down the line$ 1 vision may include setting a role mode, or bringing some internal

trans!ormation, or may be promising to meet some other deadlines Mi22io( C e)plain the reason o! organi2ational e)istence$ It identi!ies the position in the community$ The reason o! developing a mission statement is to motivate, inspire, and in!orm the employees regarding the organi2ation$ The mission statement tells about the identity that how the organi2ation would li'e to be viewed by the customers, employees, and all other sta'eholders$ V%-ue2 C is the translation o! vision and mission into communicable ideals$ It re!lects the deeply held values o! the organi2ation and is independent o! current industry environment$ >or e)ample, values may include social responsibility, e)cellent customer service, etc$ The mission, vision, and values precede the objective in the inner loop$ This model considers the organi2ation as a whole$ The objective is !ormulated 'eeping these three things in mind and then the training model is !urther implemented$

TRAIN AND RETAIN TO STOP T6E DRAIN

In today0s competitive world, where margins are constantly under pressure, training budgets are the !irst to a)ed$ &o it becomes imperative that the training model that is evolved should be less capital intensive and not dependent upon pro!it margins and pro!itability$ 1lthough training needs are identi!ied much be!ore training programmed actually commence but still some crucial points are le!t some un4addressed$ >or e)ample very little is done to 'now the opinion o! the employee about training need identi!ied !or him as to what he !eels about the same $JJH cases employee is nominated by higher authorities instead o! chance being given to volunteer program under the

notion that boss is always right and he 'nows the best o!!$ Ta'ing this in conte)t there are many organi2ation where some employee who are earmar'ed are regularly nominated to attend training program$ He is stressed out, why don0t pac' him up !or a training program approach$

CHAPTER-3 LEARNING AND TRAINING

Irrespective o! the type or method o! training, a trainer has to 'eep in mind some o! the principles o! learning or motivation, which would enhance internationali2ation o! what is taught$

Moti7%tio(
1 trainee needs to have a desire to learn and bene!it !rom the programme$ I! the is not interested, or is de4motivated, the learning outcome is going to be insigni!icant and the company will have spent its money badly$ :n the other hand, being too intense about learning and outcome may result in setting over ambitious goals !or the individual$

Rei(/orceme(t
>ollowing on the concept o! motivation is that o! rein!orcement$ >or learning to ta'e place and be internali2ed to the desired e)tent, a trainee is rewarded or given some encouragement$ This rein!orcement, or the ac'nowledgement that what has been ac"uired is desirable, can be either an e)trinsic or intrinsic reward4e)ternal praise or some tangible reward, or the individual0s !eeling o! a sense o! progress$ 5urrent stress is on positive support and help!ul behavior, even when mista'es are made$

.ee b%c&
During the training process, it is use!ul !or the trainee to be told how he is progressing$ &everal researchers have con!irmed that 'nowledge o! results is an e!!ective motivator$ 5onstant and periodic !eedbac' has positive e!!ects on the trainee0s learning$ Enless the trainee 'nows how close his per!ormance comes to the desired standard, he will not have an opportunity to improve$ >eedbac' there!ore provides a basis !or correcting onesel!$ &econdly, !eedbac' helps to sustain the trainee0s interest in the tas', or in each learning that is ta'ing place, by bringing greater involvement with the learning process$ I! !eedbac' is to be meaning!ul, it should !ollow a learning segment as "uic'ly as possible$

Tr%(2/er o/ Le%r(i(4
The ma)imum use o! training can be made i! the trainee is able to trans!er his learning to his actual wor' role$ This is possible i! identical elements are incorporated in the training situation !rom the job role, either e)isting or proposed$ The more similar the learning situation is to the job situation, the higher the degree o! trans!er the trainee can e)pect, and hence the grater the relevance o! the training programme$

Repetitio(
Repetition etches a pattern into our memory, e$g$, when one studies !or an e)amination, it is necessary to repeatedly to over ideas so that they can be recalled later$

Re-e7%(ce
Relevance relates to the meaning!ul !use o! material, which aids learning, e$g$, trainers usually e)plain in the overall purpose o! a job to trainees be!ore assigning them a particular tas'$

TRAINING INPUTS
There are three basic types o! inputsK 8i9&'ills 8ii91ttitude 8iii9Nnowledge$ The primary purpose o! training is to establishing a sound relationship is at its best when the wor'ers attitude to the job is right, when the wor'ers 'nowledge o! the job is ade"uate, and he has developed the necessary s'ills$ Training activities in an industrial organi2ation are aimed at ma'ing desired modi!ications in s'ills, attitudes and 'nowledge o! employee so that they per!orm their jobs most e!!iciently and e!!ectively$

!EST TIME TO IMPART TRAINING TO EMPLO8EE

>= NE: RECRUITS TO T6E COMPAN8
These have a re"uirement !or induction into the company as a whole in terms o! its business activities and personnel policies and provisions, the terms, conditions and bene!its appropriate to the particular employee, and the career and advancement opportunities available$

)= TRANS.EREES :IT6IN T6E COMPAN8

These are people who are moved !rom one job to another, either within the same wor' area, i$e$ the same department or !unction, or to dissimilar wor' under a di!!erent management$ Ender this heading we are e)cluding promotions, which ta'e people into entirely new levels o! responsibility$ ?= PROMOTIONS 1lthough similar to the trans!eree in that there is a new job to be learned in new surroundings, he is dissimilar in that the promotion has brought him to a new level o! supervisory or management responsibility$ The change is usually too important and

di!!icult to ma'e success!ully to permit one to assume that the promotes will pic' it up as he goes along and attention has to be paid to training in the tas's and the responsibilities and personal s'ills necessary !or e!!ective per!ormance$ @= NE: PLANT OR ECUIPMENT 6ven the most e)perienced operator has everything to learn when a computer and electronic controls replace the previous manual and electro4mechanical system on the process plant on which he wor's$ There is no less a training re"uirement !or the supervisors and process management, as well as !or technical service production control and others$ +$ NE: PROCEDURES Mainly !or those who wor' in o!!ices in commercial and administrative !unctions but also !or those who we wor'place is on the shop !loor or on process plant on any occasion on

which there is a modi!ication to e)isting paperwor' or procedure !or, say the withdrawal o! materials !rom stores, the control o! customer credit the approval o! e)pense claims, there needs to be instruction on the change in the way o! wor'ing in many instances, a note bringing the attention o! all concerned the change is assume to be su!!icient, but there are cases, such as when total new systems in corporating IT up dates are installed, when more thorough training is needed$ ,$ NE: STANDARDS5 RULES AND PRACTICES 5hanges in any one these are li'ely to be conveyed by printed note or by word o! mouth by the manager to his subordinates, and this can be the most satis!action way o! dealing with the change !rom the point o! view o! getting those a!!ected to understand their new responsibility$ However not all changes under this heading can be le!t to this sort o! handling$ 6ven the simplest loo'ing instruction may be regarded as undesirable or impracticable by whoever has to per!orm it he may not understand the purpose behind the change and lose con!idence in a management which he now believes to be Omessing about0, or he may understand the purpose and have a better alternative to o!!er i! it is not too late$ D= NE: RELATIONS6IP AND AUT6ORITIES These can arise, as a result o! management decisions, in a number o! ways$ In e)amples, the recognition o! the accounts department can result in a reali2ation o! responsibilities between the section leaders o! credit control, invoicing and customer records, although there is no movement o! sta!! between the sections 8i$e$ no trans!ers9$ 1lthough the change in wor' content !or each cler' and supervisor is de!ined clearly !or each person in the new procedures, there is nevertheless a need !or each person to 'now where he stands

in the new set up, which is responsible !or what, and where to direct problems and en"uiries as they arise in the !uture$ *= MAINTENANCE O. STANDARDS Ae are here concerned with maintenance o! standards through training, !or it must be remembered that supervision and inspection and "uali!y control are continuously responsible !or standards and e)ercise their own authorities to this end$ 1lthough it is generally agreed that some retraining !rom time to time, ta'ing varied !orms even !or the on group o! employees, does act as both a reminder and a stimulus, there is not much agreement on the ne)t !re"uency and !orm that such retraining should ta'e, o! there is as yet little scienti!ic 'nowledge on this subject which is o! much use in industrial situations$ E= T6E MAINTENANCE O. ADAPTA!ILIT8 1gain, whilst there is little scienti!ic study o! the loss o! ability to learn new s'ills in those cases where people spend a long time without change, and without the need to learn, there is increasing evidence in current e)perience to suggest that this is the case in industrial employment$ 1dd, o! course, there is the in!erence arising !rom the laboratory e)periments o! psychologists$ >F= T6E MAINTENANCE O. MANAGEMENT S<ILLS G

STANDARDS
&'ills in supervising, employee appraisal, communications, leadership etc are important in all companies$ &ome o! these s'ills are seen to be critical to major developments in company organisation, culture, employee empowerment and so on$ Initial training in

these s'ills is not uncommon in the largest companies on appointment into management and supervision$ <ut continuous training and per!ormance monitoring is rare, despite the common 'nowledge that standards are as varied as human nature$ >>= RETIREMENT AND REDUNDANC8 6mployees o! any position in the company who are heading towards retirement will bene!it !rom learning about health, social li!e, wor' opportunities money management etc$ Internal or e)ternal courses are best attended a year or two be!ore retirement date, in a !ew companies a member o! ersonnel will act as a counselor as re"uired$

!ENE.ITS O. TRAINING
6mployees and the organi2ation need to reali2e the importance o! contribution and learning !or mutual growth and development$ Training is the answer to deal with

stagnation stage by constantly updating it in every !ield$ :ther bene!its o! training include* Hiring appeal* companies that provide training attract a better "uality Aor'!orce$ 1ssessing and addressing any per!ormance de!iciency$ 6nhancing wor'!orce !le)ibility$5ross4cultural training is essential !or t them !or better adjustment in the new environment$ Increasing commitment* Training acts as a loyalty booster$ 6mployee motivation is also enhanced when the employee 'nows that the organi2ation would provide them opportunities to increase their s'ills and

'nowledge$ It gives the organi2ation a competitive edge by 'eeping abreast o! the latest changesK it acts as a catalyst !or change$ Higher customer satis!action and lower support cost results through improved service, increased productivity and greater su!!iciency$ Training acts as benchmar' !or hiring promoting and career planning$ It acts act as a retention tool by motivating employee to the vast opportunities !or growth available in an organi2ation$

T6E EVALUATION O. TRAINING

There are a number o! e)pressions used to describe steps ta'en by management and by training o!!ices at the conclusion o! training and during the days or wee's a!terwards$ These e)pressions include validation, evaluation, !ollow4up and implementation, as well as cost bene!it, which have appeared in more recent years$ Ae are interested in all o! these and have already tac'led one o! the, implementation, and we start by giving our de!initions in order to establish a clearer picture o! what each is, and how they relate to each other$ 6valuation o! training, or, indeed o! anything, consists simply o! putting a value to it$ To evaluate training means underta'ing a search !or the e!!ect that it has had on the people and the situations, which it in!luences, and then trying to measure or estimate whether this is advantageous or disadvantageous$

Ae shall see that at the level o! pure training there is an evaluation to be made, but that the principal evaluation is at a higher level in the chain$

>irst the chain o! intentions is clear at the outset 7$ The !orecourt attendants were to receive training to a de!ined level o! competence$ +$ They were then to apply their new capability correctly during the service that they gave to motorists$

;$ The motorists would respond to this with a reaction o! pleasure and would tend to use that particular station rather more, thus increasing the amount o! gasoline sold$ =$ The increased sales, and negligible increased costs, would improve the revenue and the pro!its$

A TRAINING TOOL# INSPIRING OT6ERS

In the new era new era, challenges !or the trainer are to create learning environment$ Trainer needs to innovate new ways design and deliver the training inputs$ Aide range o! techni"ue li'e interactive methods li'e teaching, e)periential learning cases inventories games, including humour$ Ahere as we have the ancient way o! story telling as a power!ul tool to create learning !or adult managers o! industry$ &haring ones own perception, e)perience and ideas learning value can be increased e)ponentially$

Met0o 2 o/ Tr%i(i(4
There are various methods o! training, which can be divided in to cognitive and behavioral methods$ Trainers need to understand the pros and cons o! each method, also its impact on trainees 'eeping their bac'ground and s'ills in mind be!ore giving training$ 5ognitive methods are more o! giving theoretical training to the trainees$ The various methods under 5ognitive approach provide the rules !or how to do something, written or verbal in!ormation, demonstrate relationships among concepts, etc$ These methods are associated with changes in 'nowledge and attitude by stimulating learning$ The various methods that come under 5ognitive approach are* LECTURES H A Met0o o/ Tr%i(i(4 It is one o! the oldest methods o! training$ This method is used to create understanding o! a topic or to in!luence behavior, attitudes through lecture$ 1 lecture can be in printed or oral !orm$ /ecture is telling someone about something$ /ecture is given to enhance the 'nowledge o! listener or to give him the theoretical aspect o! a topic$ Training is basically incomplete without lecture$ Ahen the trainer begins the training session by telling the aim, goal, agenda, processes, or methods that will be used in training that means the trainer is using the lecture method$ It is di!!icult to imagine training without lecture !ormat$ There are some variations in /ecture method$ The variation here means that some !orms o! lectures are interactive while some are not$ &traight /ecture* &traight lecture method consists o! presenting in!ormation, which the trainee attempts to absorb$ In this method, the trainer spea's to a group about a topic$ However, it does not involve any 'ind o! interaction between the trainer and the trainees$

1 lecture may also ta'e the !orm o! printed te)t, such as boo's, notes, etc$ The di!!erence between the straight lecture and the printed material is the trainer0s intonation, control o! speed, body language, and visual image o! the trainer$ The trainer in case o! straight lecture can decide to vary !rom the training script, based on the signals !rom the trainees, whereas same material in print is restricted to what is printed$ 1 good lecture consists o! introduction o! the topic, purpose o! the lecture, and priorities and pre!erences o! the order in which the topic will be covered$

Main >eatures o! /ecture Method &ome o! the main !eatures o! lecture method are*

Inability to identi!y and correct misunderstandings /ess e)pensive 5an be reached large number o! people at once Nnowledge building e)ercise /ess e!!ective because lectures re"uire long periods o! trainee inactivity

Demo(2tr%tio( Tr%i(i(4 Met0o

This method is a visual display o! how something wor's or how to do something$ 1s an e)ample, trainer shows the trainees how to per!orm or how to do the tas's o! the job$ In order to be more e!!ective, demonstration method should be should be accompanied by the discussion or lecture method$ To carry out an e!!ective demonstration, a trainer !irst prepares the lesson plan by brea'ing the tas' to be per!ormed into smaller modules, easily learned parts$ Then, the

trainer se"uentially organi2es those modules and prepares an e)planation !or why that part is re"uired$ Ahile per!orming the demonstration, trainer* Demonstrates the tas' by describing how to do, while doing

Helps the !ocusing their attention on critical aspects o! the tas' Tells the trainees what you will be doing so they understand what you will be showing them

6)plains why it should be carried out in that way

The di!!erence between the lecture method and the demonstration method is the level o! involvement o! the trainee$ In the lecture method, the more the trainee is involved$

The !inancial costs that occur in the demonstration method are as !ollows*

5ost o! training !acility !or the program 5ost o! materials that !acilitate training >ood, travel, lodging !or the trainees and the trainers 5ompensation o! time spent in training to trainers and trainees 5ost related to creating content, material 5ost related to the organi2ation o! the training

1!ter completing the demonstration the trainer provide !eedbac', both positive and or negative, give the trainee the opportunity to do the tas' and describe what he is doing and why$

Di2cu22io( Tr%i(i(4 Met0o

This method uses a lecturer to provide the learners with conte)t that is supported,

elaborated, e)plains, or e)panded on through interactions both among the trainees and between the trainer and the trainees$ The interaction and the communication between these two ma'e it much more e!!ective and power!ul than the lecture method$ I! the Discussion method is used with proper se"uence i$e$ lectures, !ollowed by discussion and "uestioning, can achieve higher level 'nowledge objectives, such as problem solving and principle learning$ The Discussion method consists a two4way !low o! communication i$e$ 'nowledge in the !orm o! lecture is communicated to trainees, and then understanding is conveyed bac' by trainees to trainer$ Enderstanding is conveyed in the !orm o! verbal and non4verbal !eedbac' that enables the trainer to determine whether the material is understood$ I! yes, then de!initely it would help out the trainees to implement it at their wor'places and i! not, the trainer may need to spend more time on that particular area by presenting the in!ormation again in a di!!erent manner$ 3uestioning can be done by both ways i$e$ the trainees and the trainer$ Ahen the trainees as' "uestions, they e)plain their thin'ing about the content o! the lecture$ 1 trainer who as's "uestions stimulates thin'ing about the content o! the lecture$ 1s'ing and responding "uestions are bene!icial to trainees because it enhance understanding and 'eep the trainees !ocused on the content$ <esides that, discussions, and interactions allow the trainee to be actively engaged in the material o! the trainer$ This activity helps in improving recall$

Computer$!%2e Tr%i(i(4 9C!T;

Aith the world4wide e)pansion o! companies and changing technologies, the demands !or 'nowledge and s'illed employees have increased more than ever, which in turn, is putting pressure on HR department to provide training at lower costs$ Many organi2ations are now implementing 5<T as an alternative to classroom based training to accomplish those goals

&ome o! the bene!its o! 5omputer4<ased Training are*

1ccording to a recent survey, about P-H o! the organi2ations are providing training to employees through Intranet or Internet$ Internet is not the method o! training, but has become the techni"ue o! delivering training$ The growth o! electronic technology has

created alternative training delivery systems$ 5<T does not re"uire !ace4to4!ace interaction with a human trainer$ This method is so varied in its applications that it is di!!icult to describe in concise terms$

The various methods that come under 5ognitive approach are *

o o o

I%T6//6#6%T TET:RI1/ &Q&T6M8IT&9 R:#R1MM6D I%&TRE5TI:% 8 I9 (IRTE1/ R61/ITQ

<ehavioral methods are more o! giving practical training to the trainees$ The various methods under <ehavioral approach allow the trainee to behavior in a real !ashion$ These methods are best used !or s'ill development$ The various methods that come under <ehavioral approach are*

#1M6& 1%D &IME/1TI:%&

o o o o o o

<6H1(I:R4M:D6/I%# <E&I%6&& #1M6& 51&6 &TEDI6& 63EI M6%T &TIME/1T:R& I%4<1&N6T T65H%I3E6 R:/6 /1Q&

<oth the methods can be used e!!ectively to change attitudes, but through di!!erent means$

1nother Method is M1%1#6M6%T D6(6/: M6%T M6TH:D C

COAC6ING
5oaching is one o! the training methods, which is considered as a corrective method !or inade"uate per!ormance$ 1ccording to a survey conducted by International 5oach >ederation 8I5>9, more than =,DDD companies are using coach !or their e)ecutives$ These coaches are e)perts most o! the time outside consultants$

1 coach is the best training plan !or the 56:0s because R It is one4to4one interaction R It can be done at the convenience o! 56: R It can be done on phone, meetings, through e4mails, chat R It provides an opportunity to receive !eedbac' !rom an e)pert R It helps in identi!ying wea'nesses and !ocus on the area that needs improvement This method best suits !or the people at the top because i! we see on emotional !ront, when a person reaches the top, he gets lonely and it becomes di!!icult to !ind someone to tal' to$ It helps in !inding out the e)ecutive0s speci!ic developmental needs$ The needs can be identi!ied through .D degree per!ormance review$

PROCEDURE O. T6E COAC6ING

The procedure o! the coaching is mutually determined by the e)ecutive and coach$ The procedure is !ollowed by successive counseling and meetings at the e)ecutive0s convenience by the coach$ 7$ Enderstand the participant0s job, the 'nowledge, s'ills, and attitudes, and resources re"uired to meet the desired e)pectation +$ Meet the participant and mutually agree on the objective that has to be achieved ;$ Mutually arrive at a plan and schedule =$ 1t the job, show the participant how to achieve the objectives, observe the per!ormance and then provide !eedbac' -$ Repeat step = until per!ormance improves$

>or the people at middle4level management, coaching is more li'ely done by the supervisorK however e)perts !rom outside the organi2ation are at times used !or up4 and4coming managers$ 1gain, the personali2ed approach assists the manger !ocus on de!inite needs and improvement

Me(tori(4
Mentoring is an ongoing relationship that is developed between a senior and junior employee$ Mentoring provides guidance and clear understanding o! how the organi2ation goes to achieve its vision and mission to the junior employee The meetings are not as structured and regular than in coaching$ 6)ecutive mentoring is generally done by someone inside the company$ The e)ecutive can learn a lot !rom mentoring$ <y dealing with diverse mentee0s, the e)ecutive is given the chance to grow

pro!essionally by developing management s'ills and learning how to wor' with people with diverse bac'ground, culture, and language and personality types 6)ecutives also have mentors$ In cases where the e)ecutive is new to the organi2ation, a senior e)ecutive could be assigned as a mentor to assist the new e)ecutive settled into his role$ Mentoring is one o! the important methods !or preparing them to be !uture e)ecutives$ This method allows the mentor to determine what is re"uired to improve mentee0s per!ormance$ :nce the mentor identi!ies the problem, wea'ness, and the area that needs to be wor'ed upon, the mentor can advise relevant training$ The mentor can also provide opportunities to wor' on special processes and projects that re"uire use o! pro!iciency$ &ome 'ey points on Mentoring

Mentoring !ocus on attitude development 5onducted !or management4level employees Mentoring is done by someone inside the company It is one4to4one interaction

It helps in identi!ying wea'nesses and !ocus on the area that needs improvement

Job Rot%tio(
>or the e)ecutive, job rotation ta'es on di!!erent perspectives$ The e)ecutive is usually not simply going to another department$ In some vertically integrated organi2ations, !or e)ample, where the supplier is actually part o! same organi2ation or subsidiary, job rotation might be to the supplier to see

how the business operates !rom the supplier point o! view$ /earning how the organi2ation is perceived !rom the outside broadens the e)ecutive0s outloo' on the process o! the

organi2ation$ :r the rotation might be to a !oreign o!!ice to provide a global perspective$ >or managers being developed !or e)ecutive roles, rotation to di!!erent !unctions in the company is regular carried out$ This approach allows the manger to operate in diverse roles and understand the di!!erent issues that crop up$ I! someone is to be a corporate leader, they must have this type o! training$ 1 recent study indicated that the single most signi!icant !actor that leads to leader0s achievement was the variety o! e)periences in di!!erent departments, business units, cities, and countries$ 1n organi2ed and help!ul way to develop talent !or the management or e)ecutive level o! the organi2ation is job rotation$ It is the process o! preparing employees at a lower level to replace someone at the ne)t higher level$ It is generally done !or the designations that are crucial !or the e!!ective and e!!icient !unctioning o! the organi2ation$

!e(e/it2 o/ Job Rot%tio(

&ome o! the major bene!its o! job rotation are*

It provides the employees with opportunities to broaden the hori2on o! 'nowledge, s'ills, and abilities by wor'ing in di!!erent departments, business units, !unctions, and countries

Identi!ication o! Nnowledge, s'ills, and attitudes 8N&1s9 re"uired It determines the areas where improvement is re"uired

1ssessment o! the employees who have the potential and caliber !or !illing the

position

O.. T6E JO! TRAINING H

There are many management development techni"ues that an employee can ta'e in o!! the job$ The !ew popular methods are*

&6%&ITI(ITQ TR1I%I%# TR1%&15TI:%1/ 1%1/Q&I& &TR1I#HT /65TER6&? /65TER6& &IME/1TI:% 6S6R5I&6&

C%2e Stu " o( Tr%i(i(4 Met0o 2

SALES TRAINING AT A!C COMPAN8 >ew years ago, 1<5 5ompany developed a training strategy !or training its global sales !orce$ 1n important !eature o! the strategy was to create a master training plan !or each year$ The organi2ation0s strategic plans, objectives, and !unctional tactics would drive t this plan$ :nce an initial procedure was designed it was then evaluated and criti"ued the top management, di!!erent units, and training council$ The input !rom these sta'eholderswould be summari2ed and trans!erred into a master training lan$ The major "uestion that was as'ed by the designers o! training program was, what results do we want !rom salespeople a!ter the training program is overB 1nswer to this "uestion becomes the objective o! the training program$ Then training content was designed, videos were made$ The videos too' ; to . months to produce$ (ideo contains live production plants, clients0 o!!ices, partner o!!ices, suppliers, manu!acturers0 locations, and other locations$ (ideos were used to train sales people in various areas, such as*

Mar'et in!ormation i$e$ about customer pro!ile, mar'et updates, and computer integrated manu!acturing applications, etc

&ales rocess i$e$ how to deal in the situation o! con!licts with customer, coaching on undesirable behavior, supplement s'ills developed during live courses

roduct in!ormation, such as, product usage, applications, system description, product description, comparison with competitor0s products, etc

olicies and procedures, i$e$ about sales contests, incentive plans on achieving targets, annual bonuses, winners receiving the best salesperson award to motivate the sales !orce

Representatives then watch video, !ollow the directions, and re!er to the material i! !aces any problem$ Ahen salespeople !eel they have mastered the 1round thousands o! sales persons were getting a speci!ic video training$ The sales people were getting training material along with the video$ &ales material, they would ta'e an e)am and call a toll4!ree number to transmit responses to e)am$ &alespeople who success!ully passed an e)am were !actored into per!ormance and merit reviews as well as promotional opportunities$ Those who couldn0t pass the e)am were as'ed to go through the material and video again be!ore reta'ing the e)am$ I! the salesperson !ailed an e)am again, the reporting manager was noti!ied$ This case gives rise to !ew important "uestions$ These "uestions are*

In today0s technological world, is video still the best way to deliver trainingB Is video the most e!!ective way to achieve training objectivesB

Ahat role did cost o! development, cost o! delivery, and other constraints play in selection o! video delivery systemB

Tr%i(i(4 Nee A(%-"2i2 9TNA;

1n analysis o! training need is an essential re"uirement to the design o! e!!ective training$ The purpose o! training need analysis is to determine whether there is a gap between what is re"uired !or e!!ective per!ormance and present level o! per!ormance$ :0" tr%i(i(4 (ee %(%-"2i2I Training need analysis is conducted to determine whether resources re"uired are available or not$ It helps to plan the budget o! the company, areas where training is re"uired, and also highlights the occasions where training might not be appropriate but re"uires alternate action$

5orporate need and training need are interdependent because the organi2ation

per!ormance ultimately depends on the per!ormance o! its individual employee and its sub group$

Or4%(iJ%tio(%- Le7e- H Training need analysis at organi2ational level !ocuses on

strategic planning, business need, and goals$ It starts with the assessment o! internal environment o! the organi2ation such as, procedures, structures, policies, strengths, and wea'nesses and e)ternal environment such as opportunities and threats$ 1!ter doing the &A:T analysis, wea'nesses can be dealt with the training interventions, while strengths can !urther be strengthened with continued training$ Threats can be reduced by identi!ying the areas where training is re"uired$ 1nd, opportunities can be e)ploited by balancing it against costs$ >or this approach to be success!ul, the HR department o! the company re"uires to be involved in strategic planning$ In this planning, HR develops strategies to be sure that the employees in the organi2ation have the re"uired Nnowledge, &'ills, and 1ttributes 8N&1s9 based on the !uture N&1s re"uirements at each level

I( i7i u%- Le7e- H Training need analysis at individual level !ocuses on each and
every individual in the organi2ation$ 1t this level, the organi2ation chec's whether an employee is per!orming at desired level or the per!ormance is below e)pectation$ I! the di!!erence between the e)pected per!ormance and actual per!ormance comes out to be positive, then certainly there is a need o! training$ However, individual competence can also be lin'ed to individual need$ The methods that are used to analy2e the individual need are* 1ppraisal and per!ormance review eer appraisal

5ompetency assessments &ubordinate appraisal 5lient !eedbac' 5ustomer !eedbac' &el!4assessment or sel!4appraisal

Oper%tio(%- Le7e- H Training %eed analysis at operational level !ocuses on the wor'
that is being assigned to the employees$ The job analyst gathers the in!ormation on whether the job is clearly understood by an employee or not$ He gathers this in!ormation through technical interview, observation, psychological testK "uestionnaires as'ing the closed ended as well as open ended "uestions, etc$ Today, jobs are dynamic and 'eep changing over the time$ 6mployees need to prepare !or these changes$ The job analyst also gathers in!ormation on the tas's needs to be done plus the tas's that will be re"uired in the !uture$ <ased on the in!ormation collected, training %eed analysis 8T%19 is done$

Tr%i(i(4$De2i4(
The design o! the training program can be underta'en only when a clear training objective has been produced$ The training objective clears what goal has to be achieved by the end o! training program i$e$ what the trainees are e)pected to be able to do at the end o! their training$ Training objectives assist trainers to design the training program$

T0e tr%i(er H <e!ore starting a training program, a trainer analy2es his technical,
interpersonal, judgmental s'ills in order to deliver "uality content to trainers

T0e tr%i(ee2 H 1 good training design re"uires close scrutiny o! the trainees and their
pro!iles$ 1ge, e)perience, needs and e)pectations o! the trainees are some o! the important !actors that a!!ect training design$

Tr%i(i(4 c-im%te H 1 good training climate comprises o! ambience, tone, !eelings,

positive perception !or training program, etc$ There!ore, when the climate is !avorable nothing goes wrong but when the climate is un!avorable, almost everything goes wrong$

Tr%i(ee2B -e%r(i(4 2t"-e H the learning style, age, e)perience, educational

bac'ground o! trainees must be 'ept in mind in order to get the right pitch to the design o! the program

Tr%i(i(4 2tr%te4ie2 H :nce the training objective has been identi!ied, the trainer
translates it into speci!ic training areas and modules$ The trainer prepares the priority list o! about what must be included, what could be included$

Tr%i(i(4 topic2 H 1!ter !ormulating a strategy, trainer decides upon the content to be
delivered$ Trainers brea' the content into headings, topics, ad modules$ These topics and modules are then classi!ied into in!ormation, 'nowledge, s'ills, and attitudes$

&e"uence the contents C 5ontents are then se"uenced in a !ollowing manner*

L >rom simple to comple) L Topics are arranged in terms o! their relative importance L >rom 'nown to un'nown L >rom speci!ic to general L Dependent relationship

Tr%i(i(4 t%ctic2 H :nce the objectives and the strategy o! the training program
becomes clear, trainer comes in the position to select most appropriate tactics or methods or techni"ues$ The method selection depends on the !ollowing !actors* L Trainees0 bac'ground

L Time allocated L &tyle pre!erence o! trainer L /evel o! competence o! trainer L 1vailability o! !acilities and resources, etc

Support /%ci-itie2 C It can be segregated into printed and audio visual$ The various
re"uirements in a training program are white boards, !lip charts, mar'ers, etc$

Co(2tr%i(t2 C The various constraints that lay in the trainers mind are*
L Time L 1ccommodation, !acilities and their availability L >urnishings and e"uipments L <udget L Design o! the training, etc

Tr%i(i(4 Imp-eme(t%tio(
To put training program into e!!ect according to de!inite plan or procedure is called training implementation$ Training implementation is the hardest part o! the system because one wrong step can lead to the !ailure o! whole training program$ 6ven the best training program will !ail due to one wrong action$ Training implementation can be segregated into* L ractical administrative arrangements L 5arrying out o! the training

Implementing Training
:nce the sta!!, course, content, e"uipments, topics are ready, the training is implemented$ 5ompleting training design does not mean that the wor' is done because implementation phase re"uires continual adjusting, redesigning, and re!ining$ reparation is the most important !actor to taste the success$ There!ore, !ollowing are the !actors that are 'ept in mind while implementing training program*

T0e tr%i(er H The trainer need to be prepared mentally be!ore the delivery o! content$
Trainer prepares materials and activities well in advance$ The trainer also set grounds be!ore meeting with participants by ma'ing sure that he is com!ortable with course content and is !le)ible in his approach$

P0"2ic%- 2et$up H #ood physical set up is pre4re"uisite !or e!!ective and success!ul
training program because it ma'es the !irst impression on participants$ 5lassrooms should not be very small or big but as nearly s"uare as possible$ This will bring people together both physically and psychologically$ 1lso, right amount o! space should be allocated to every participant$ 6stablishing rapport with participants C There are various ways by which a trainer can establish good rapport with trainees by* L #reeting participants C simple way to ease those initial tense moments L 6ncouraging in!ormal conversation L Remembering their !irst name L airing up the learners and have them !amiliari2ed with one another L /istening care!ully to trainees0 comments and opinions L Telling the learners by what name the trainer wants to be addressed L #etting to class be!ore the arrival o! learners L &tarting the class promptly at the scheduled time L Esing !amiliar e)amples L (arying his instructional techni"ues L Esing the alternate approach i! one seems to bog down

Re7ie3i(4 t0e %4e( % H 1t the beginning o! the training program it is very

important to review the program objective$ The trainer must tell the participants the goal o! the program, what is e)pected out o! trainers to do at the end o! the program, and how the program will run$ The !ollowing in!ormation needs to be included* L Ninds o! training activities L &chedule L &etting group norms L House'eeping arrangements L >low o! the program L Handling problematic situations

Tr%i(i(4 E7%-u%tio(
The process o! e)amining a training program is called training evaluation$ Training evaluation chec's whether training has had the desired e!!ect$ Training evaluation ensures that whether candidates are able to implement their learning in their respective wor'places, or to the regular wor' routines$ urposes o! Training 6valuation The !ive main purposes o! training evaluation are* >eedbac'* It helps in giving !eedbac' to the candidates by de!ining the objectives and lin'ing it to learning outcomes$ Research* It helps in ascertaining the relationship between ac"uired 'nowledge, trans!er o! 'nowledge at the wor' place, and training$

Co(tro-# It helps in controlling the training program because i! the training is not
e!!ective, then it can be dealt with accordingly$

ower games* 1t times, the top management 8higher authoritative employee9 uses the
evaluative data to manipulate it !or their own bene!its$

I(ter7e(tio(* It helps in determining that whether the actual outcomes are aligned with
the e)pected outcomes$

Proce22 o/ Tr%i(i(4 E7%-u%tio( <e!ore Training* The learner0s s'ills and 'nowledge are assessed be!ore the training
program$ During the start o! training, candidates generally perceive it as a waste o! resources because at most o! the times candidates are unaware o! the objectives and learning outcomes o! the program$ :nce aware, they are as'ed to give their opinions on

the methods used and whether those methods con!irm to the candidates pre!erences and /earning style$

Duri(4 Tr%i(i(4* It is the phase at which instruction is started$ This phase usually
consist o! short tests at regular intervals

A/ter Tr%i(i(4* It is the phase when learner0s s'ills and 'nowledge are assessed again
to measure the e!!ectiveness o! the training$ This phase is designed to determine whether training has had the desired e!!ect at individual department and organi2ational levels$ There are various evaluation techni"ues !or this phase$

Tec0(i1ue2 o/ E7%-u%tio(
The various methods o! training evaluation are* L :bservation L 3uestionnaire L Interview

L &el! diaries L &el! recording o! speci!ic incidents

Cu%-it"
articularly in those industries, which have to compete in international mar'ets, the management made clear lin's between training policies and the "uality o! wor'$

C0%(4e i( Corpor%te cu-ture

5ontinuous training was used to transmit new business strategies and new organisation culture$

Or4%(i2%tio(%- De7e-opme(t
In some organisation where !inancial responsibilities were being decentrali2ed, the training !unction was also getting decentrali2ed$ In other training dept was abolished altogether and all manager0s were made responsible !or instruction and training$

.-e'ib-e 3or&i(4 pr%ctice2

5ompany made a major training program a!ter ma'ing two third wor' !orces redundant$ This involved both vocational training and encouraging employee to ta'e educational courses in their !ree time$

Tr%i(i(4 %( emp-o"me(t p%c&%4e

In certain companies training !ormed part o! the pay pac'et o!!ered to employees$ It also had a bearing on the /ab our turnover percentage o! employee$ In other way we can say its li'e cost to company$

Corpor%te 2tructure
In some instances I became di!!icult !or managers to meet business objectives because they had in su!!icient control over recruitment and training decision$ In some other cases rivalries between di!!erent divisions o! same company, prevented the integration o! coherent training and personal policies at central level$

T0e ro-e o/ pro/e22i(%- tr%i(er2

The !indings suggest that the role o! the pro!essional trainer had undergone signi!icant changes$ He is today not only a mere provider or organiser o! training but also is being seen as an agent or !acilitator o! change$ This because today the management is integrating training into the very culture o! their organisation$ In some organisation the trainers now have access to 'ey decision4ma'ers and have established greater legitimacy !or training and development activities$

Corpor%te %( i( i7i u%- tr%i(i(4 (ee 2

6vidence suggests that numbers o! organisation are e!!ectively integrating their training and business strategies and progress has been made in training !or organisational development$ 1lthough the need !or continuing training o! manager and pro!essional is being assessed on a more systematic basis this has not been e)tended more widely$

T8PES O. TRAINING MET6ODS ADOPTED !8 RELIANCE MO!ILE

The training methods which are generally used in an organi2ation are classi!ied into two i$e=

>; O( t0e job# :n4the4job training places the employees in an actual wor' situation
and ma'es them appear to be immediately productive$ It is learning by doing$ >or jobs, that either are di!!icult to simulate or can be learn "uic'ly by watching and doing on4the4 job training ma'es sense$ :ne o! the drawbac's to on4the4job training can be low productivity while the employees develop their s'ills$ 1nother drawbac' can be the errors made by the trainees while they learn$ However, when the damage the trainees can do is minimal, where training !acilities and personnel are limited or costly, and where it is desirable !or the wor'ers to learn the job under normal wor'ing conditions, the bene!its o! on4the4job training !re"uently o!!set its drawbac's$

9ii; Job I(2tructio( Tr%i(i(4# TIT consists o! !our basic steps*

8a9

reparing the trainees by telling them about the job and over coming their

uncertainties 8b9 resenting the instruction, giving essential in!ormation in a clear mannerK 8c9 Having the trainees try out the job to demonstrate their understandingK and 8d9 lacing the wor'ers into the job, on their own, with a designated resource person to call upon should they need assistance$

); O// t0e job# :!!4the4job training covers a number o! techni"ues C classroom

lectures, !ilms, demonstrations, case studies and other simulation e)ercises, and programmed instruction$ The !acilities needed !or each o! these techni"ues vary !rom a small ma'e shi!t classroom to an elaborate development center with large lecture halls, supplemented by small con!erence rooms with sophisticated audiovisual e"uipment, two4 way mirrors, and all the !rills$

9i; C-%22room -ecture2Kco(/ere(ce2# The lecture or con!erence approach is well

adapted to conveying speci!ic in!ormation C rules, procedures, or methods$ The use o! audiovisuals or demonstrations can o!ten ma'e a !ormal classroom presentation more interesting while increasing retention and o!!ering a vehicle !or more interesting while increasing retention and o!!ering a vehicle !or clari!ying more di!!icult points$ The lecture0s liabilities include possible lac' o! !eedbac' and the lac' o! active involvement by the trainees$

8ii9 &imulation e)ercises* 1ny training activity that e)plicitly places the trainee in an
arti!icial environment that closely mirrors actual wor'ing conditions can be considered a

simulation$ &imulation activities include case e)ercises, e)perimental e)ercises, comple) computer modeling, and vestibule training$

9iii;Ve2tibu-e tr%i(i(4# In vestibule training, employees learn their jobs on the

e"uipment they will be using, but the learning is conducted away !rom the actual wor' !loor$ In the 7J,Ds many large retail chains train cashiers on their new computer cash registers C which are much more comple) because they control inventory and per!orm other !unctions in addition to ringing up orders C in specially created vestibule labs that simulated the actual chec'out4counter environment$ Training, as a process o! long tem learning is essentially a developmental tool$$ <y e!!ectively utili2ing this tool, the organi2ation e)pects to achieve career objectives$ 5ontribute towards the career progressions o! the employees by importing 'nowledge o! an additional or rein!orcing nature, developing s'ills and bringing about desired attitudinal changes among them$ This would not merely prove e!!ective in assisting them to achieve organi2ational goals but also enable enhancement o! their sel! esteem and sel! con!idences to !ace e)ternal challenges$ :urs is a changing and dynamic organi2ation which has to pay considerable emphasis on training and retraining its employees to enable them to be competent, committed and has the capacity to change according to the e)ternal and internal demands and pressures$ Training o! employees is not merely the responsibility o! the management or the training cell alone, but the responsibility o! department managers as well$ The human resource

department must enable the involvement o! the department managers in the process o! employee training and development$

ASSESSMENT O. TRAINING NEEDS

There are !ive steps towards the assessment and analysis o! training and development o! the organi2ation$ 5ollection o! in!ormation through interviewing and discussing with 'ey personnel both inside and outside the organi2ation or speci!ic departmentsK observing the wor' place, wor'ing conditions, processes and outcomesK e)amining records, other written in!ormation and annual employee appraisal$ 5ompare per!ormances o! each department and each employee against objectives, targets and standards set !or them and 'eeping in mind !uture wor' re"uirements in the organi2ation$ Identi!y cause o! problems !aced by the organi2ation to enable the management to train the employees in handling the problems as well as solving the problem in a satis!actory manner$ &egregate identi!ied problems into problems re"uiring sta!! development action such as training and into problems re"uiring other management actions, so that these problems are accurately addressed$ rioriti2e training actions in accordance to where the training need is more urgent$

T8PES O. TRAINING ADRESSING VARIOUS TRAINING NEEDSL

6ntry training involving new recruits and employees re"uired to ta'e a

new job$ roblem resolution training to meet a short!all or de!iciency in job per!ormance$ Training !or change to prepare employees !or job identi!ied in near !uture$ Development to e"uip employees to meet organi2ational changes in !uture$

Tr%i(i(4 i( G-ob%- !u2i(e22 :orAith the e)pansion o! the organi2ation, Human Resource job in no longer limited to their native country but has e)tended worldwide$ /ocali2ation is a 'ey to success!ul e)pansion that helps in improving upon wor'!orce connections, doing the wor' e!!ectively and e!!iciently, and reducing global turnover$ 1s the organi2ations are e)panding globally, training has become "uite an essential ingredient to improve per!ormance$ However, unavailability o! budget necessary to achieve goals results the training !unction to be at the bottom o! priority list$ <esides that, managers do not !ully adapt according to the local environment !or the trans!er o! training$ (ery o!ten, managers use minimum o! locally suitable resources or the most critical material li'e employee handboo's$ Training success in various countries re"uires cross cultural literacy i$e$ understanding o! how cultural di!!erences across nations can a!!ect the way training is given$ 1t the same time, di!!erent cultures may or may not be supportive in the trans!er o! training, in the sense that cultural !actor may lower or raise the cost o! training$

C%2e Stu " H 1 very brilliant mar'eting pro!essional went to 1rab !or the sale o! his
5ompany0s so!t drin'$ <ut he came bac' with no results$ Ahen as'ed about the !ailure o!

the mission, he answered that he prepared three cartoons$ 5artoon474 Displaying a man loo'ing e)hausted and tired, is wal'ing in desert in scorching heat$ 5artoon4+4 Displaying the same man opening bottle and drin'ing the so!t drin'$ 5artoon4;4 Displaying the man !eeling alive and re!resh again$ Though, his strategy was good, un!ortunately !ails because he was unaware that 1rab people read !rom right to le!t$ Moral here is locali2ation is a 'ey to success$ There are some major barriers in the trans!er o! training when it comes to giving training in other countries$

5ulture
7$ (alues and %orms +$ 1ttitude ;$ 1ge, #ender, and ro!essional &tatus

/anguage
7$ &po'en +$ Enspo'en

&ocial &tructure
7$ Individual +$ 1ssumptions ;$ #roup

Cu-ture $ .%ctor i( G-ob%- Tr%i(i(4 Pro4r%m

5ommunicating the in!ormation to di!!erent people !rom di!!erent cultures and di!!erent nationalities can give rise to many problems$ Many simple things that seem simple and straight!orward to communicate become di!!icult when it comes to communicating in

di!!erent environment$ #iving training in one0s own culture is "uite di!!erent !rom giving training in di!!erent culture$ <eing a good trainer is not the only re"uirement but understanding socio4economic and cultural bac'grounds has now become an important part$

(alues, norms, attitude are the building bloc's o! culture$ (alues means what a group o! people believes to be good, bad, right, or wrong$ %orms means the social rules and guidelines that prescribe appropriate behavior$ 1ttitude disposes a person to act in a certain way toward something in certain situation$ 1 trainer giving training in di!!erent culture has to 'eep these things in mind be!ore delivering content$ Instances* 1 good case that concerns attitude towards time in di!!erent cities* eople are very punctual in Enited &tates$ eople !rom E& tend to come little early !or any meeting, or when invited !or dinner, party to someone0s home because in their culture it is considered to be polite to arrive on time$ In #reat <ritain, people tend to come late !or any appointment$ I! called at - $M$, that means come at -$;D or . $M$ 6ven !or 1rgentineans, coming on e)act time is !ar too early$ >or instance, In E&, i! the trainer gets late !or a scheduled training session it is treated as a breach o! eti"uette$ 1nd it may result in loss o! trainer0s respect and !ailure in trans!er o! training$ 1ge, #ender, and ro!essional &tatus C Di!!erent cultures give di!!erent regard to age, gender, and pro!essional "uali!ication$ >or e)ample, in Tapan, people give high regard to older people$ :lder people are regarded as having greater 'nowledge, s'ills, wisdom, and

abilities$ Respect in the sense that people are more willing to listen to and seriously consider the in!ormation$ In such a culture, a young trainer might have to wor' harder to gain attention and !ace problems in e)ecuting the program and trans!er o! training$ &imilarly, some countries are also biased about the gender$ /i'e in #ul! countries, women0s role is limited to households only$ In such a culture, it is not possible !or women trainers to undergo training programs because people will not be as receptive as in other culture$ &ame is with high pro!essional status4 the higher the "uali!ication o! the trainer, the more will be the importance attached to the in!ormation$

L%(4u%4e Prob-em i( I(ter(%tio(%- Tr%i(i(4 %( De7e-opme(t Pro4r%m2

/anguage comprises o! both spo'en and unspo'en means o! communication$ <estest o! the best training program will !ail i! trainer is not well versed in communicating trainees0 language$ /anguage is one o! the most important ingredients o! culture$

Spo&e( L%(4u%4eC Trainees0 receiving training pre!er to spea' in their own language
and trainer being able to spea' the local language can help establishing rapport among trainees, which may be very important !or the trans!er o! training$ /anguage is one o! the major barriers when it comes to giving training in cross4cultural environment$ 5hinese is the mother tongue o! the largest number o! people 8shown below9, !ollowed buy 6nglish and Hindi$

Perce(t%4e o/ t0e peop-e 2pe%&i(4 t0eir /ir2t -%(4u%4e

Unspoken LanguageC means non4verbal communication, a very important part o!

communication$ It is a communication that uses body movements and gestures such as, raising eyebrows, smiling, hand movements, !acial e)pressions, etc$ 1 !ailure to understand unspo'en language can lead to a !ailure o! communication because body language is not the same in every culture$ >or instance, raising eyebrows is a sign o! recognition in most cultures, but in some cultures, it0s not$ &imilarly, ma'ing a circle with the thumb and !ore!inger is a !riendly gesture in the E&, but it is obscene invitation in Tur'ey and #reece$ 1lso, thumbs4up gesture is used to indicate that its !ine in the E& and 6urope, but it is vulgar gesture in #reece$ 1nother case o! unspo'en language is the amount o! distance between the persons tal'ing to each other$ In /atin 1merica, the distance adopted by parties in a business discussion is ; to - !eet while in the E&, it is - to , !eet$ In the training conte)t, i! the trainer gives training in /atin 1merica and maintains a much larger distance than desired in their

culture, then in turn, it may result in a regrettable lac' o! rapport between the trainer and the trainee$ There!ore, using the right body language is very important in cross4cultural training$

G-ob%- Tr%i(i(4 C-%22 H Soci%- Structure

&ocial &tructure re!ers to basic social organi2ation$ It consists o! many aspects such as, the degree to which the social organi2ation laid emphasis on the individual, as opposed to the group$

I( i7i u%-i2mC
&ome countries emphasi2es on individual achievement$ Aestern countries emphasi2e on individual per!ormance, this in turn, leads to high level o! creativity, high degree o! managerial mobility, entrepreneurial activity, etc$ :n the other hand, encouraging individualism also ma'e it di!!icult to wor' in teams$ It may be di!!icult !or them to co4 operate which may serve as an obstruction in smooth !low o! training$ GroupC In most o! the countries, group is the primary unit o! organi2ations$ /i'e in Tapan, the social status o! an individual is determined as much as in by standing o! the group$ This may lead to better cooperationK on the other hand it suppresses entrepreneurial activity, individual creativity, etc$ This in turn, may result, in loss o! recognition o! individual achievement at wor' a!ter training$ There!ore, trainer has to 'eep in mind the !actor o! the individual and the group while giving training because encouraging a particular individual in Tapan might be considered as impolite or vice4versa

1ssumptions C Ae all ma'e assumptions every day$ It may be positive or negative, good or bad$ 1ssumptions in!luence our attitudes, perceptions$ Most people see what they want to see and believe what they want to believe$ It some times leads to coinciding and some time clashes$ This tendency to ma'e assumptions and !orming attitudes regarding certain things can be a big problem in a cross4cultural training$ Di!!erences in assumptions can some times be very problematic$ 1s an e)ample, trainer may believe that i! the trainees do not "uestion, they understand the content$ :n the other hand, trainees may believe that i! they will as' "uestion, the trainer might thin' they are dull$ resumptions can some times result in disrespect, distrust or resistance to change behavior a!ter training$ >or instance, trainees might misinterpret trainer because o! his di!!erent accent, appearance, style, or anything$ /ac' o! interest o! trainees de motivates trainer to trans!er e)pertise and s'ills$ This can lead to discom!ort and misjudging the other0s motives and goals It is important to analy2e the audience on the !actors o! customs, values, and language in case o! cross4cultural training$

St%&e0o- er2 i( Tr%i(i(4

There are three major sta'eholders in training program 7$ The :rgani2ation +$ The Trainee ;$ The Trainer &ta'eholders in the training ta'e a training plan !orward, perhaps over a period o! one year, and sets parameters and priorities !or the implementation stage$ #eneral 3uestions, which are as'ed in relationships to the training systems, are*

L Ahat type o! training is re"uiredB L Ahy the training is re"uiredB L Ahat is the budget o! the trainingB L Ahat are the most sensitive and critical areasB L How the training will be carried outB L <y whom the training program will be carried outB L Ahere and when will the training program be carried outB

Role o! :rgani2ation in Training and Development

3uestionnaire on &tudy on 6!!ectiveness o! Training @ Development

1n organi2ation has a very close relationship with the trainee and the trainer because it is

the !irst contact !or both$ The demand !or the training in the organi2ation increases when the organi2ation wants* L To hire new people C training as a means o! training new recruits L To 6)pand C Ahen the company wants to increase its headcount L To increase certain number o! sta!! 8in position9 by a certain date L To enhance the per!ormance o! employees L :rgani2ation0s name to be a part o! training unit$ Demand !or training also increases when there is change in the nature o! job, change in taste o! consumer, change in methods o! product development, etc$ The organi2ation goes through the !ollowing steps !or the trans!er o! training to the !ield$

Trainee C Role o! Trainee in Trans!er o! Training

<ut the problem arises when the organi2ation outsource the training process$ In this situation the organi2ation assumes that the trainer must be aware o! the type o! training

need s o! the participants and their organi2ation and their content will meet those needs$ This leads to !ailure o! the program, which results in collusion$ There!ore, it0s a !oremost duty o! the organi2ation to ma'e the trainer and their organi2ation aware o! their culture, climate, responsibilities o! organi2ation, etc$ The trainee is a major sta'eholder in a training program$ The whole training program is developed !or the trainees only$ 6ach candidate plays an important role in the trans!er o! training because one participant0s attitude regarding the training in!luence the other participants and also each participant can assist by advancing the learning process to reali2e the training objectives$ articipant0s willingness to invest in the program is directly proportional to the bene!its o! the learning that the trainee could e)pect$ 6ach participant !orms their own perception towards training$ &ome perceptions remain the same during the program, while some !aded depending upon the assessment o! a program by the participant

&ome personal !actors that a!!ect the trainee0s learning are*

L >amily &ituation L ersonal roblems L Relation between the training program and personal objective L /evel o! sel! esteem L <ene!its e)pected !rom training L 5om!ort level with the trainer L /earning style o! trainee L N&1 o! trainee

L revious training e)periences L Desire !or pro!essional growth and development &ome environmental !actors that a!!ect the trainee0s learning are* L Relationship with colleagues and subordinates L Training team L Trainer team L Training objective L 5ontent o! training L Training design i$e$ methods, techni"ues, and strategies L 6nvironment in the program L 5omposition o! training group L In!rastructure i$e$ eating !acilities, tea?co!!ee brea's %o matter how good the training program is, in the end it is the participant only who decides whether to change his behavior or not$ Trainees do not change their behavior merely because someone tells them to do$ They change when they !eel there is a need o! it$ They do it with their own learning style$ The trainer and the organi2ation can only try to remove the mental bloc's o! the trainee, rest depends on trainee itsel!$

Import%(ce o/ Tr%i(er5 Ro-e o/ Tr%i(er

The e!!ective trans!er o! training depends a lot on the trainer because it is the trainer only who can remove the mental bloc' o! trainee, motivate the trainee to learn, delete the negative perception o! the trainee regarding the training$ <esides all that, a lot depends on personality o! trainer also$

The major competencies that are re"uired to be present in a trainer are* L resentation &'ills L <usiness &'ills i$e$ budgeting, time management, negotiation, etc$ L 5ontent Development i$e$ material production, graphics, layouts, etc L &el! development i$e$ interpersonal s'ills, good listening s'ills, !le)ible, accepting the share o! accountability, etc Trainer0s &'ills The s'ills that need to be present in a trainer are* L Training Design L 6valuating the training program L Training need analysis L Aor'sheet design L 6)ercises design

Role o! Trainer

.%ci-it%tio( O/ Tr%i(i(4
>acilitation o! Trans!er o! Training through >ocus on Trainee and :rgani2ation Intervention >ocus on Trainee >ocus on :rgani2ation Intervention >ocus on Trainee Training is success!ul not only with good training design and training objectives but also with the readiness and willingness o! the trainees$ >or the training to be success!ul, three things are re"uired,

7$ Motivation +$ Nnowledge, &'ills, and 1ttitudes 8N&1s9 ;$ 6)pectations towards Training 6)pected er!ormance is directly proportional to the multiplication o! motivation, re"uired N&1s, and e)pectations towards training i$e$

Moti7%tio( C I! the trainee is not motivated to learn, no learning is li'ely to

occur no matter how good the training methods are, or how talented the trainees are$ There!ore, it is important to intervene be!ore training and provide them the in!ormation about the learning outcome that they can e)pect and how the learning outcome will help in achieving the objectives$ This increases the motivation to learn and to be success!ul in training$

E'pect%tio(2 C ositive e)pectations matter a lot in a training program$ I! the

trainee perceives the training as waste o! time, and waste o! resources, no learning is li'ely to occur$ %o learning is possible with negative perception$ :n the other

hand, i! the trainee believes and e)pects that the training would help him to improve upon his pro!essional s'ills and would !urther help him in achieving his personal goals, the probability o! training to meet the objective increases$

<(o3-e 4e5 S&i--25 %( Attitu e2 9<SA2; C It is important that the

selected trainees should have the right N&1s !or the training because even i! the methods and contents o! the training is good but the candidates do not have the right N&1s, the training program will !ail$ 1lso the training methods would not be e!!ective i! the candidates are lac'ing the desired s'ills$ There!ore, proper selection techni"ue is must that would ensure that hired have the re"uisite N&1s to be success!ul in training$

.%ci-it%tio( o/ Tr%i(i(4 T0rou40 Or4%(iJ%tio( I(ter7e(tio(

>ailure o! training is not always because o! lac' o! N&1s but sometimes it is because o! the organi2ational !orces also$ These !orces also hold bac' the trans!er o! training, and learning$ There!ore, it is important to 'eep in chec' those !orces$ >or the success!ul trans!er o! training, it is necessary to have supervisor support, trainer support, peer support, reward system, climate and culture$

PEERS SUPPORT C eer support can also help in trans!er o! training, !or
e)ample, i! the trainee is the only one who is receiving training in the department then probably the e)perienced peers might put pressure on trainee to !orget the training and wor'$ This situation also hampers in trans!er o! training$ However, this situation can be avoided by involving the entire department in training,

also by encouraging the learning culture in the organi2ation$

SUPERVISOR SUPPORT C can a!!ect their employees0 learning in

number o! ways, !or e)ample, i! the trainee is motivated to learn and receives !ull support !rom their supervisor, then this support in turn encourages the employee to learn as much as possible$ 1lso, supervisor can also reduce the negative !actors o! training, such as, the wor' that piles up during training that ma'es the employee uncom!ortable and employees0 negative perception about the training program$

TRAINER SUPPORT C can also have a positive impact on the trans!er o!

training$ #one are the days, when the trainers0 role used to get over once the training program is done$ Trainers0 role is now e)tended to the wor' place also$ <esides training, trainer0s role is to 'eep a chec' on how trainees are per!orming and help them and discuss with them i! they encounter any problem in the

wor'place$

CLIMATE C 1part !rom supervisor support, peers support, trainer support,

5limate !actor also comprises o! company polices, attitude o! upper management towards employee, towards training$ I! these !actors are positive then the climate will also support the trans!er o! training$ It is the organi2ations !oremost duty to ma'e the employees reali2e through these !actors that ade"uate amount o! time and resources are spent on them !or their pro!essional and personal development$

CULTURE C also have the impact over the trans!er o! training$ I! the culture
o! the organi2ation provides enough opportunities to its employees to implement what they have learnt in the wor'place and provide them variety o! others !actors such as, social support, challenging jobs, etc then the li'elihood o! the trans!er o! training increases$

RE:ARD S8STEMS C I! the learning outcome that helps in achieving the

objectives is lin'ed to reward system then the probability o! the success o! training would increase

NE: ELECTRONIC TEC6NOLOGIES IN TRAINING

>; I(ter%cti7e computer 7i eo tec0(o-o4"#
The use o! computers and videotapes in the !ield o! training is now well established$ &ome leading institution li'e M1%1#6, Hyderabad is using this technology in training programme$

); !ro% c%2t te-e7i2io( K c%b-e te-e7i2io(#

Televisions system in which programme is sent out by radio wave and are seen on television$ Indira #andhi %ational :pen Eniversity 8I#%:E9 is very well using this technology its educational and training programme$

?; Computer %i e i(2tructio(#
1n educational concept which places the student in a conversational mode with a computer which has programmed study plan$ The programmed course selects the ne)t topic or phase o! study according to previous responses !rom the student allowing each student to progress at pace directly to his or her learning capability$

@; I(ter%cti7e 7i eo Ki(ter%cti7e compute#

The phrase Ointeractive video0 re!ers to a video programme with which user 8trainee9 can interact$ Interactivity ta'es place between user and the system, some thing !or I5 also, the system composed o! !our basic components 879 monitor or video display unit 8+9 video tape or video disc

8;9 a computer 8=9 a disc drive, the computer controls the video or video disc$ Disc drive loads a programme into the computer$

+; Te-e$co(/ere(ci(4#
1 two way audio and one way video system$ It is used nowadays by many institutions !or education and training purpose$

TRAINING E..ECTIVENESS
5utting edge o! competition today demands every organi2ation, to measure its activities in terms o! e!!ectiveness, e!!iciency, e)cellence 8triple 69$ To achieve this triple 5 a lot o! investment is made by the organi2ation but the sword o! sure short success hangs on the head o! the HRD manager, this is because he has to handle the most comple) resource i$e$ human resource$ The ne)t toughest thins is to maintain is the R:I 8return on investment9 o! training and development$ It is not only the R:I but the per!ormance management, retention level, motivation, morale, creativity, innovation con!licts, loyalty and commitment etc$ o! the manpower which are not easy to handle$ Neeping all these !actors in mind the !ocus o! vision !alls on training and development$ The training e!!ectiveness is obviously in terms o! enhanced s'ill and 'nowledge to achieve the present goals, through the increased learnt behavior$ In the process o! training e!!ectiveness is the most important ?vital area, where by the individual and organi2ational goals are integrated to bring about the desired per!ormance levels$ How to reduce the gapB

Training s'ill @ communication

Tob per!ormance

Trainer Tr%i(ee

/earning ability

MET6ODOLOG8 O. T6E PROJECT

Interview reparation o! the summary e)pressed Recommendation o! !all bac' site 3uestionnaire design

RESEARC6 DESIGN
Descriptive Design$

S%mp-e SiJe#
To understand the training and development scenario at Reliance Mobile and what the trainee really !eels about the training they have undergone and !urther what 'ind o! training they loo' !or$ Do they really loo' !or any 'ind o! training or notB To study the above aspect we covered almost about =D people !rom almost all the department at o! the company Reliance Mobile

TOOLS USED .OR DATA COLLECTION

rimary data collected through "uestionnaires and in!ormal interviews$ &econdary data collected through maga2ines, journals, websites, and other corporate publications

PROCEDURE .OR DATA COLLECTION=

5ommunication, as'ing "uestions and receiving a response in person (isiting the various organi2ations, libraries, internet and also preparation o! the "uestionnaire with the help o! the project guide$

DATA ANAL8SIS AND INTERPRETATIONS

37$Qour :rgani2ation considers training as a part o! organi2ational strategy$ Do you agree with this statementB Response 1gree %o$ :! Respondants 7; -+ ercentage

Disagree artly 1gree 5an0t &ay Total

7 = P +-

= 7. +, 7DD

I(terpret%tio(#$
The above graph indicates that :rgani2ation considers training as a part o! organi2ational strategy$

3 +$ How many training programmes will you attend in a yearB Response /ess than 7D 7D 4 +D %o$ o! respondants 7= + , ercentage -.

+D C =D More than =D Total

. ; +-

+= 7+ 7DD

I%T6R R6T1TI:%*4 The above chart indicates that less training programmes are held in the organi2ation$

3 ;$ To whom the training is given more in your organi2ationB Response &enior sta!! Tunior sta!! %o$ o! respondants ; ercentage 7+ +D

%ew sta!! <ased on re"uirement Total

. 7; +-

+= -+ 7DD

I%T6R R6T1TI:%*4 Training is provided on the basis o! re"uirement$

3 =$ Ahat are all the important barriers to Training and Development in your organi2ationB Response Time %o$ o! respondants ercentage +D

Money /ac' o! interest by sta!! %on4availability o! s'illed trainer Total

= . 7D +-

7. += =D 7DD

I%T6R R6T1TI:%*4 The above graph indicates that the important barriers to Training and Development in the organi2ation is %on4availability o! s'illed trainers$

3 -$ 6nough practice is given !or us during training sessionB Do you agree with this statementB Respondants &trongly 1gree 1gree &omewhat agree %o$ o! respondants 7= + . , += ercentage -.

Disagree Total

; +-

7+ 7DD

I%T6R R6T1TI:%*4 This graph indicates that enough practice is given !or employees during training sessions$

3.$ The training sessions conducted in your organi2ation is use!ul$ Do you agree with this statementB Respondants &trongly agree 1gree &omewhat %o$ o! respondants 7ercentage .D +D +D

Disagree Total

D +-

D 7DD

I%T6R R6T1TI:%*4 The above graph indicates that the training sessions conducted in the organi2ation is use!ul$

3P$ 6mployees are given appraisal in order to motivate them to attend the training$ Do u agree with this statementB Respondants &trongly 1gree 1gree %o$ o! respondants 7= . ercentage -. +=

&omewhat Disagree Total

; + +-

7+ , 7DD

I%T6R R6T1TI:%*4 The above graph shows that 6mployees are given appraisal in order to motivate them to attend the training$

3,$ Ahat are the s'ills that the trainer should possess to ma'e the training e!!ectiveB Respondants Technical s'ills eople s'ills or &o!t s'ills #eneralist ma'es better %o$ o! respondants , . . ercentage ;+ += +=

ersonnel managers than &pecialist >ond o! tal'ing to people Total

+-

+D 7DD

I%T6R R6T1TI:%*4 The above graph indicates that the trainer should possess technical s'ills to ma'e the training e!!ective

3J$ Ahat are the general complaints about the training sessionB Respondants Ta'e away precious time o! employees Too many gaps between the sessions Training sessions are %o$ o! respondants = 7D . ercentage +=D 7-

unplanned <oring and not use!ul Total ++D 7DD

I%T6R R6T1TI:%*4 The above graph indicates that there are two many gaps between the training sessions$

37D$ Reason !or shortage o! s'illed man power at wor'place are * Respondats /ac' o! planning /ac' o! support !rom senior sta!! /ac' o! proper guidance %o$ o! respondants 7D , ercentage +D =D ;+

and training at wor'place /ac' o! "uality education at primary and secondary level Total + +, 7DD

I%T6R R6T1TI:%*4 The above graph indicates that reason !or shortage o! s'illed man power at wor'place are lac' o! support !rom senior sta!!$

FINDINGS

1. The firms follow an effective training process.

2. The training is given to those employees who need it.

3. But the barrier for the training process in the organization is the non-availability of skilled trainers.

. There are gaps between the training sessions organized by the company that!s why trainees lost touch with that.

". #s the work load is much on employees therefore less attention is given to training sessions by the employees.

$. The %rganization also appoints trainers from outside or from different firms to ensure better training to its employees.

U79 Qour :rgani2ation considers training as a part o! organi2ational strategy$ Do you agree with this statementB &trongly agree 1gree &omewhat agree Disagree

U+9 How many training programmes will you attend in a yearB /ess than 7D 7D4+D +D4=D More than =D

U;9 To whom the training is given more in your organi2ationB &enior sta!! Tunior sta!! %ew sta!! <ased on re"uirement

U=9 Ahat are all the important barriers to Training and Development in your organi2ationB Time Money /ac' o! interest by the sta!! %on4availability o! s'illed trainer

U-9 Ahat mode o! training method is normally used in your organi2ationB Tob rotation 6)ternal training 5on!erence?discussion rogrammed instruction

U.9 6nough practice is given !or us during training sessionB Do you agree with this statementB &trongly agree 1gree &omewhat agree Disagree

UP9 The training sessions conducted in your organisation is use!ul$ Do you agree with this statementB &trongly agree 1gree &omewhat agree Disagree

U,9 6mployees are given appraisal in order to motivate them to attend the training$ Do u agree with this statementB &trongly agree 1gree &omewhat agree Disagree

UJ9 How long will it ta'e to implement the trained processB /ess than 7 month 74+ months +4= months More than = months

U7D9 Ahat type o! training is being imparted !or new recruitments in your organi2ationB Technical training Management training resentation s'ill

U779 How well the wor'place o! the training is physically organi2edB 6)cellent #ood 1verage <ad

U7+9 Ahat Training and Development do you need to ma'e your career aspirations to come trueB /eadership training 6)ternal Degree &tudy >ormal meeting procedures :ther 8 lease &peci!y9

U7;9 Ahat are the conditions that have to be improved during the training sessionsB

Re4design the job Remove inter!erence Re4organi2e the wor' place Epgrade the in!ormation o! the material given during training

U7=9 Ahat are the s'ills that the trainer should possess to ma'e the training e!!ectiveB &hould possess only Technical s'ills eople s'ills or &o!t s'ills are more important than Technical s'ills #eneralist ma'es better ersonnel managers that &pecialist >ond o! tal'ing to people

U7-9 Reason !or shortage o! s'illed man power at wor'place are* /ac' o! planning /ac' o! support !rom senior sta!! /ac' o! proper guidance and training at wor'place /ac' o! "uality education at primary and secondary level

U7.9 To per!orm other jobs in your organisation, what training or e)perience would you re"uiredB &a!ety awareness %egotiation s'ills Machine operations :ccupational health

U7P9 Ahat are the general complaints about the training sessionB Ta'e away precious time o! employees Too many gaps between the sessions

Training sessions are unplanned <oring and not use!ul

U7,9 The time duration given !or the training period isB &u!!icient To be e)tended To be shortened Manageable

U7J9 5omment on the degree to which the training objective are met during the training sessions* 1ll the objectives are met &ome objectives are met Met according to the need %one o! the objectives are met

U+D9 Have you ever come across any problem during the training session conducted in your organisationB Qes %o I! yes than what was it$

CHAPTER-5 LIMITATIONS
6very scienti!ic study has certain limitations and the present study is no more e)ception$ These are* 7$ The terminology used in the subject is highly technical in nature and creates a lot o! ambugity$

+$ 1ll the secondary data are re"uired were not available$ ;$ Respondents were !ound hesitant in revealing opinion about supervisors and management$

CONCLUSIONSK SUGGESTIONS
Ender noted !ew suggestions cum conclusion can be ta'en as !or implementation to reap !urtherest bene!its$ Ma'ing training and development process and entirely in house activity to reduce cost$ It is !ound that the average age group o! trainees are in their twenties or early thirties which signi!ies that the consumer durable industry need more o! young blood as enthusiasm is an integral part o! the industry$ The ma)imum emphasis is given to job instruction methods where the trainee are made to understand their job thoroughly and the role they are going to play in per!orming their job$ /ecture as well as the presentation is the major part o! imparting the education and training them$ The training objective are in 'eeping with needs and abilities o! the trainee and it is this that proves to be the major reason !or success o! the training as whole$$$ The trainee !ill the !eedbac' !orm and !rom time to time test are conducted to 'now the gauge the e!!ectiveness o! training to employee to chec' their

memory i! they retain anything or not$ Ae thin' that time management is one o! the thing on which Reliance Mobile team must emphasis so that there employee can be more productive as it was !ound during the visit to the corporate o!!ice people they lac' in managing themselves$ &tress management training is more important !or employee as it was observed that people are all the time in tension li'e situation as to how to do what to do when to do, no time and things li'e that which 'ept them tensed all time$

/ast but not least behavioural training is more important as while doing the study it was !ound that people are less cooperative and outgoing to help out$

CONCLUSION

The &ro'ect report on (Training and )evelopment* at +eliance ,oney has given me an e-posure to the real working in the company. . feel privileged to get practical e-posure to various aspects of /uman +esource ,anagement such as functions of /+0 records0 'oining formalities0 induction program etc. Before starting my summer pro'ect . had an idea of conducting Training and )evelopment only on the functions of /uman +esource ,anagement. But the company and especially ,rs.1afisa 2 heikh and ,r.&uneet 3oyal provided me the entire universe to conduct the Training process. There were no restrictions on me for visiting any department or talking to any employee in the company regarding my pro'ect. #ll files and records were available0 which helped me a lot in my pro'ect. This was a very live pro'ect for me because carrying out the entire process at my own gave me a great insight to learn various aspects of Training and )evelopment process in the company. . have gained a lot of knowledge during my tenure of two months at +eliance ,oney.

CHAPTER-6 !I!LIOGRAP68
!OO<S#
David 1$ Decen2o?&tephen $ Robins 8+DD=9 ersonal and Human Resource Management 1$ Monappa 8+DD=9, ersonal Management 1llan epper 87JJJ9 1 Handboo' on Training and Development

:E!SITES#
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