Kotak Mahindra TRAINING & Development

Declaration

A

ON

AT

KOTAK MAHINDRA OLD MUTUAL LIFE INSURANCE LIMITED

SUBMITTED IN PARTIAL FULFILLMENT

OFMASTER OF BUSINESS ADMINISTRATION(2008-2010)

(U.P.TECHNICAL UNIVERSITY , LUCKNOW)

ADVANCE INSTITUTE OF MANAGEMENT

UNDER THE GUIDANCE OF:

SUBMITTED BY

BHAWNA SINHA SACHIN JAIN(HR HEAD)

ROLL NO: 0811570017ACKNOWLEDGEMENT Hard work and dedication are keys to success and this project is no different. The success of a research work does not depend upon one person. This report also involves hard work and suggestions of different people. I would like to thank the Director and the faculty of my institute for giving me this opportunity to work on this research project.

Im grateful to Mr Sachin Jain who has helped me throughout the period with valuable suggestions and opportunities to bring forward my work.

I want to extend my regards to all the employees of all the departments of KOTAK MAHINDRA LTD . who gave their valuable time and all possible resources for the completion of this report.

.

CONTENTS

1. Executive Summary

2. Introduction to Training

3. Nature of Training & Development

4. Company profile

5. Process of training

6. Problem Description

7. Objective of the Research

8. Research Methodology

9. Result

10. Data Analysis & Data Interpretation

11. SWOT Analysis

12. Conclusion

13. Suggestions

14. Bibliography

15. Annexure

Questionnaire

EXECUTIVE SUMMARY

INTRODUCTION

Training and development refer to imparting of specific skills abilities and knowledge to an employee. A formal definition of training and development is

it is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. The need for training and development is determined by employees performance deficiencyOBJECTIVE OF THE STUDY

To understand the entire training process and identifying the training needs of the employees at the Kotak Mahindra old mutual life insurance ltd.

RESEARCH METHODOLOGY:

The data for the study on the topic TRAINING NEEDS IDENTIFICATION is collected from KOTAK MAHINDRA LTD.The information was basically obtained from two sources

a. PRIMARY DATA: Informal conversations were the source of information regarding the training methods already followed and identification of the training needs of the workers

b. SECONDARY DATA: Information regarding the new methods that can be implemented was collected on the basis of book research

The nature of the research is Descriptive and Exploratory.

SAMPLE SIZE: sample size of 45 employees.

SAMPLING: Nonrandom sampling method SAMPLE unit ; employeeSAMPLE AREA: kotak life insurance, New Delhi

INSTRUMENT USED:Questionnaires and In-depth Interviews are used.

CONCLUSION:

Statements for the training needs were classified into three categories namely personal, development, organizational development and customer relationship development based on the following criteria:

1. Personal development related statements are those which primarily target individual growth and development Statements under this category include training needs to improve personal performance, promote positive attitude facilitate individual growth and development, acquisition of new skills, learning and practice of ethical values, increased awareness of safety measures etc.

2. Organizational development training need s are those which when imparted, improve organizational efficiency and effectiveness by understanding organizational climate and job requirements Statements under this include understanding quality requirements of the job, enhancing organizational effectiveness minimizing gap between planning and implementation, increasing job involvement, professional management, learning MIS, managing conflict etc

3. Customer development specific needs include training to serve customer needs in terms of delivery, complaint settlement, quality of product and service, understanding of needs and expectations. These are required to improve the external image of the company.

INTRODUCTION

Successful candidates placed on the job need training to perform their duties effectively Workers must be trained to operate machines, reduce scrap and avoid accidents It is not only workers but executives and supervisors who need training as well in order to enable them to acquire maturity of thought and action Training and development constitute an ongoing process in any organization Training thus means to turn members into productive insiders It is the second step after recruitment, screening and selection The principles of learning make training work ,thus how a person learns should be the guiding principle in explaining how a person should be trained Thus training requiresu

Practice

Feedback

Motivation to learn

Thus training is systematic and intentional basically involving the felicitation of the learning process Further training enhances three broad classes of skills

Motor skills: manipulation of physical environment based on certain patterns of bodily movements

Cognitive skills: acquisition of mental and attitudinal functions

Interpersonal skills: enhancing interactions with other people

No organization has unlimited resources, so training has to be done on the basis of identified resources in three phases

PRE TRAINING

-Clear understanding of the situation that calls for more effective behavior

TRAINING-

Implementing the effectiveness in behavior

POST TRAINING-

The management has to handle a person who is more confident, post training A lot of adjustment is needed on both sides

NATURE OF TRAINING AND DEVELOPMENTIn simple terms training and development refer to imparting of specific skills abilities and knowledge to an employee. A formal definition of training and development is

it is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning ,usually by changing the employees attitude or increasing his or her skills and knowledge The need for training and development is determined by employees performance deficiency which is computed as under:

TRAINING AND DEVELOPMENT NEED=

Standard performance

-Actual performance

According to Edward B. FlippoTraining is the act of increasing the knowledge an skills of an employee for doing a particular job

Thus training is an organized activity for increasing the knowledge and skills of people for a definite purpose It involves a systematic procedure for transferring technical know how to the employees so as to increase their knowledge and skills for doing specific jobs with proficiency In other words, the trainees acquire technical knowledge, skills and problem solving ability by undergoing the training programme Training objectives should always be expressed in behavioral terms to remove ambiguity and vagueness e.g. To have more productive workers (vague)

To increase output by 10%over current levels (behavioral terms)

EDUCATION TRAINING AND DEVELOPMENT: DIFFERENCE

The processes of training and development are often confused Training means learning of basic skills and knowledge necessary for a particular job or a group of jobs But development on the other hand means growth of the individual in all respects However education is afar broader term in comparison to the above two Its purpose is to develop the individuals It is concerned with increasing the general knowledge and understanding of the environment as a whole Education is more formalized then development and is in general imparted in schools and colleges The distinction between the three can be made as under:

TRAINING VERSUS DEVELOPMENT

According to Dale Yoder the use of terms training and development in todays employment setting is far more appropriate than training alone since human resources can exhibit their full potential only when the learning process goes far beyond the simple routine

TRAININGDEVELOPMENT

Training means learning skills and knowledge for doing a particular job It increases the job skillsDevelopment means the growth of an employee in all respects It shapes attitudes

The term training is generally used to indicate imparting specific skills among operative workers and employeesThe term development is associated with the overall growth of the executives

Training is concerned with maintaining and improving the current job performance Thus it has a short term perspectiveExecutive development seeks to develop competence and skills for future performance Thus it has a long term perspective

Training is job centered in natureDevelopment is career centered in nature

The role of trainer or supervisor is very important in trainingAll development is self development The executives have to be internally motivated for self development

TRAINING VERSUS EDUCATION

According to Carnegie Training refers to the process of imparting specific skills Education on the other hand is confined to theoretical learning in class rooms

TRAININGEDUCATION

Application orientedTheoretical orientation

Job experienceClassroom learning

Specific taskGeneral concepts

Narrow perspectiveBroad perspective

To conclude, in order to bring about a distinction, amongst training development and education in sharp focus it can be said that training is offered to operatives, whereas development programmes are meant for employees in higher position Education however is common to all employees their grade not withstanding

TRAINING OBJECTIVES

Optimize the workers performance in pursuit of organizational goals

To develop a person s behavioral patterns in areas of knowledge skills or attitude to achieve a desired performance level

Interaction during training programmes lets the management understand what motivates or satisfies the workers

Leads to improvement in safety standards

Leads to understanding of corporate strategies

Manpower planning

Unifying individual objectives with those of the organization and vice versa

THE COMPANY PROFILE

LIFE TODAY IS FULL OF UNCERTAINITIES. One would always want to be prepared for any unforeseen circumstances that come in his/ her way. Risks and uncertainties are part of life's great adventure -- accident, illness, theft, natural disaster - they're all built into the working of the Universe, waiting to happen.

Insurance is an attractive option for investment. While most people recognize the risk hedging and tax saving potential of insurance, many are not aware of its advantages as an investment option as well. Insurance products yield more compared to regular investment options, and this is besides the added incentives bonuses) offered by insurers.

First and foremost, insurance is about risk cover and protection - financial protection, to be more precise - to help outlast life's unpredictable losses. Designed to safeguard against losses suffered on account of any unforeseen event, insurance provides you with that unique sense of security that no other form of investment provides. By buying life insurance, you buy peace of mind and are prepared to face any financial demand that would hit the family in case of an untimely demise.

OM Kotak Mahindra Life Insurance Company Ltd., .a joint venture between Kotak Mahindra Finance Ltd. and Old Mutual Plc, aims to offer a wide range of innovative life insurance products that would help in making the Indian consumer financially independent.

Kotak Mahindra

The Kotak Mahindra group has established itself as one of India's largest financial services groups, offering a wide range of financial products and services. With a group Net worth of Over Rs.I000 corers, it caters to a customer base of over 5,00,000 and has a joint ventures with leading international players- Goldman Sachs for Investment Banking & Brokerage, and Ford Credit International for Automobile Finance. Kotak Mahindra has always believed in offering its customers a lifetime of value.

Kotak Mahindra Finance Ltd., the flagship company of the group, enjoys the highest credit rating of F AAA by CRISIL and IND AAA (FD) by FITCH Ratings India.

Wit_ years of expertise in the Indian financial market, Kotak Mahindra is a leader in several of its businesses investment banking, retail distribution and car finance. With a

Distribution network spread across 40 cities, the group enjoys a widespread reach. It also has ofi1ces overseas in New York, London and Dubai..

Old Mutual

With 156 years of experience in the life insurance business, Old -Mutual pic is today an international financial services group -based in London with expanding operations in life assurance, asset management, banking and general insurance. Old Mutual is listed on the London Stock Exchange (Where it is included on the FTSE 100 Index) and also on the South African, Namibian, Malawi and Zimbabwe stock exchanges.

In 2000, Old Mutual acquired Gerard Group in the United Kingdom and United Asset Management in the United States, bringing total assets under management to US$ 252 billion (AS 0n 31st December 2000). Financial highlights for the year ended 31st December 2000, included a 2% increase in operating profit to US$ 1,381 million.

Old Mutual has made significant progress through continued development of core business, and through focused acquisitions has established a strong foundation upon which to further build the business for customer and shareholder value in the years ahead. The company has the ability to cater to a variety of consumer market segments, and offers a comprehensive and innovative product range catering to all income groups.

A Lifetime of ValueKotak Mahindra one of India's leading financial institutions was born in 1985 as Kotak Capital Management Finance Limited. This company was promoted by Mr. Uday Kotak , Mr. Sidney A. A. Pinto and Kotak & Company. Industrialists Mr. Harish Mahindra and Mr. Anand Mahindra took a stake in 1986, and that's when the company changed its name to Kotak Mahindra Finance Limited.

It's been a steady and confident journey to growth and success.

1986Kotak Mahindra Finance Limited starts the activity of Bill Discounting

1987Kotak Mahindra Finance Limited enters the Lease and Hire Purchase market

1990The Auto Finance division is started

1991The Investment Banking Division is started. Takes over FICOM, one of Indias largest financial retail marketing networks

1992Enters the Funds Syndication sector

1995Brokerage and Distribution businesses incorporated into a separate company - Kotak Securities. Investment Banking division incorporated into a separate company - Kotak Mahindra Capital Company

1996The Auto Finance Business is hived off into a separate company - Kotak Mahindra Primus Limited. Kotak Mahindra takes a significant stake in Ford Credit Kotak Mahindra Limited, for financing Ford vehicles. The launch of Matrix Information Services Limited marks the Groups entry into information distribution.

1998Enters the mutual fund market with the launch of Kotak Mahindra Asset Management Company.

2000Kotak Mahindra ties up with Old Mutual plc. for the Life Insurance business. Kotak Securities launches kotakstreet.com - its on-line broking site. Formal commencement of private equity activity through setting up of Kotak Mahindra Venture Capital Fund.

2001Matrix sold to Friday CorporationLaunches Insurance Services

2003Kotak Mahindra Finance Ltd. converts to bank

Kotak Mahindra is one of India's leading financial institutions, offering complete financial solutions that encompass every sphere of life. From commercial banking, to stock broking, to mutual funds, to life insurance, to investment banking, the group caters to the financial needs of individuals

and corporates. The group has a net worth of over Rs.1,600 crore and employs over 3,400 employees in its various businesses. With a presence in 60 cities in India and offices in New York, London, Dubai and Mauritius, it services a customer base of over 5,00,000. Kotak Mahindra has international partnerships with Goldman Sachs (one of the world's largest investment banks and brokerage firms), Ford Credit (one of the world's largest dedicated automobile financiers) and Old Mutual (a large insurance, banking and asset management conglomerate).

THE ENTIRE PROCESS OF TRAINING

Just like the budget TNA estimates the training needs of the different levels of employees in the organization Although this is done at the beginning of the year, yet to make my concepts clearer I was asked to submit an exhaustive list of many topics, on which training could be carried out at he different levels The levels were classified into:

DIAGRAM SHOWS THE DIFFERENT MANAGEMENT LEVELS IN AN ORGANIZATION

These were the training areas identified:

FOR THE TOP LEVEL

1. Management development programmes

2. Emotional training

3. Succession plan

4. Leadership

5. Quality management

6. Cost cutting and maintenance

7. Motivation

8. Employee retention

9. Risk management

10. Manpower planning

11. Stress management

12. Conflict resolution

13. Labour relations

14. Business ethics and conduct

15. Self appraisal

16. Counseling

17. Planning, organizing and controlling

18. Management by objectives

19. Job enrichment

20. Effective communication

21. OD interventions

22. Civil rights and equal opportunity programs

23. Employee empowerment

24. Customer development (marketing)

25. Personal development

26. Customer relationship management (marketing department)

27. Grievance handling (particularly the HR department)

28. Technology trends

29. Training for internal trainers

FOR THE MIDDLE LEVEL

1. Manpower planning

2. Job enrichment

3. Self appraisal

4. Civil rights and equal opportunity programme

5. Work performance and conduct

6. Security and safety

7. Labour relations

8. Prevention of stock shortages and equipment failures

9. Effective communication

10. Interpersonal skills

11. Technology trends

12. Supervision

13. Training for internal trainers

14. Quality management

15. Basic decision making

16. Cost cutting

17. Motivation

18. Team building

19. Kaizen and 5S

20. Disciplinary training

FOR THE LOWER LEVEL

The lower level can be divided further into:

Skilled

Semi skilled; and

Unskilled

There training needs are as under:

1. Disciplinary training

2. Career planning (skilled)

3. Skill enhancement; basic process training

4. Technology trends

5. Self appraisal (skilled/semiskilled)

6. Civil rights and equal opportunity programs

7. Work performance and conduct

8. Effective communication

9. Quality management

10. Prevention of stock shortages and equipment failure

11. Hygiene

12. Safety: generic and machine specific

13. Cost cutting

14. Motivation (skilled)

15. Standard operating procedures (semiskilled/unskilled)

THE TRAINING CALENDAR

Once the training needs are identified a training calendar giving the training schedule for each month is prepared specifying the training needs for different cadres of employees. The calendar may be altered if required

At the Kotak Mahindra Limited, training is taken at all levels on a regular basis A few days before the actual training programme the, a notice of the same is sent out to the nominated trainees or the HR department may ask the respective department heads to nominate their own trainees. The training calendar is consulted at the beginning of each month and a notice of the programme to be conducted is given out

THE TRAINING NOTICE

The training notice contains all the information related to the training programme It is generally in the form of an internal memo It contains the date on which the training programme is to be conducted, the venue the nominees etc

THE TRAINER

Most of the times training is provided by an internal trainer as it is more cost effective At other times trainers may be called from outside particularly if the topic is technical

If the trainer is external, a notice has to be sent out to him specifying the topic of training, the date, venue and the fees that would be paid to him

A sample of the training calendar and the notice is given on the adjoining pages.

FACTORS THAT ENSURE SUCCESS OF A TRAINING PROGRAMME

1. THE OVERALL TRAINING PROGRAMME

A training programme, is more than simply the sum of its parts They all must be interwoven into a unified design .The factors that affect such integration include how methods are selected sequenced and presented For an evolution of a training programme seven steps are summarized here

STEP 1:Define the problem

STEP 2:Arrange the problem in order of priority

STEP 3:Analysis of the problem

STEP 4: Set the targets

STEP 5: Produce a training plan

STEP 6:Implement the training process

STEP 7: Evaluate the results

THE SYSTEMS APPROACH TO TRAINING

The systems approach to training given by Eckstrand involves seven major steps

1.define training objectives

2.develop criterion measure to evaluate training

3.define training contents

4.design methods and training materials

5.integrate training programmes and trainees

6.compare graduates to criteria standards set in step 2

7.modify step 3 &4 based upon results in step 6

ASSESING TRAINING NEEDS

In a way training needs analysis (TNA) is an examination of the training system There are a variety of internal and external forces in an organization to change The following table lists some of these forces and their implications for training within organizations. Often organizations attempt to change with these forces by maintaining the status quo some will respond to these forces and recognize the need to change

FORCESTRAINING IMPLICATIONS

Increased computerizationTraining in the use and mgmt of computers

Increased demand for employees with technological skillsDevelop these skills in the current employees

Changing composition of the workforce (e.g. greater education, more minorities and females)Need for managers who know how to relate to employees problems and can work in a cooperative manner with employees

More demand on management timeNeed for managers who can make quick and accurate decisions

Greater foreign competitionNeed for employees who have skills in the technical aspect of the job

Need for managers who have skills in management techniques that maximize employee productivity

THE CHANGE MODEL

TNA can be done on the basis that what sorts of changes are needed for the betterment of the organization. This gives rise to the Change model Price observes that training need exists when there is a gap between the present performance of an employee or group of employees and their desired performance .If an organization uses training to achieve its goals it must first access its training needs

Which goals can it attain through training

Which people need training?

What is the purpose of training; and finally

What will be the training cores?

Goldstein believes that assessing training needs is far more important tan choosing particular training technique The Change Model is depicted as under:

Stimulus for change

Recognition of the

Stimulus

Recognition of the

need to change

Diagnosis

Goals

In other words we can say that Training needs assessment (TNA) is the examination or the diagnostic portion of the training system, the system that TNA examines are often referred to as perceived performance deficiencies A perceived performance deficiency exists where there is a difference between the expected and perceived job performance Perceived performance deficiency can be equated with the reasons that often lead to losses within organizations or with the symptoms of the need to change The example below depicts this in a clearer way:

TIPS ON PROVIDING THE RIGHT KIND OF TRAINING

Before examining the various forms of TNA it is important to focus on the kinds of training organizations should provide. Training should be provided based on current and/or future job requirements training should have a dual goal of organizational effectiveness and an improved work experience for the job incumbent Organizations should benefit from training if it raises employee performance by raising skill and motivation level and /or increases the organizations ability to attract or retain high quality employees and Attempts are made to determine the training needs for the entire organization rather than its specific departments to involve the top management in this programme The existence of the gap between employees present performance and the desired performance can be determined on the basis of skill analysis involving five steps

Analysis and determination of the major requirements of the specific job

Identification of the task needed to be accomplished to meet the job requirements

Understanding of the procedures needed to accomplish each of the job tasks

Analysis of the knowledge and skills needed to accomplish the procedures; and

Identification of the special problems of the job and analysis of any particular kind of skill needed to meet the problem

Selection policy and size and general skill level of the available work force are two of the important factors that affects the general ongoing training programme of an organization Training programmes should be formulated by the line personnel with the advise and assistance of the staff An important point to be noted is that training can also be given in lieu of the high standards accomplished by the employees i.e. in the form of a reward

YODERS PRINCIPLES FOR EFFECTIVE TRAINING

1. Training is a management function and accordingly every individual is a trainer

2. The staff trainer must not exert authority over line but provide advice and guidance

3. Every individual requires training

4. Training should be supported by all levels of managers

5. Either a committee or some other individual should be eventually responsible for training

6. Attempt must be made to distinguish between staff and line training functions

7. Training should be aimed at the attainment of the objectives of the enterprise by providing proper knowledge skills and attitude

8. The objective and scope of the training should be defined at the very outset of the programme

9. Attempts should be made to employ tested principles of learning

10. Training should be imparted in the real work environment

11. Lastly everything should be measured and the proper yardstick standard time cost etc should be developed

SUMMARY: ESSENTIALS OF TRAINING

To conclude there are four essential s for effective training namely:

a) Stimulus

b) Response

c) Motivation

d) Reward and incentives

STIMULUS: The trainers communication must be scientific and to the point The trainee should understand what he is going to learn The instructor must use all or at least most of the sense organs of the trainee so as to get maximum possible participation

RESPONSE: The trainer must observe the responses of the trainees as well as the result of his stimuli The responses of the trainees can be observed either by asking questions or allowing him to do the job according to his directions The instructor should allow the repetition of the correct response and encourage the trainees to retain the improved behaviour

MOTIVATION: The trainee must be motivated to learn Unless the trainee is motivated and interested in learning, even a good instructor cannot train him Thus a positive attitude towards learning must be inculcated in the trainee

REWARDS AND INCENTIVES: Rewards and incentives act as a stimulus for the trainee to satisfy his need for social approval For any effective training programme the management must have a provision for the trainees The management must give sufficient information about the reward whether in the form of financial or non financial benefits to the trainees who will come out successfully of the training programme

At present there is no systematic standardization of the different training programmes in India Each organization has developed its own method of training both for workers and supervisors However management must consider a systematic training to improve the efficiency and morale of the employees systematic training programme will help the management to standardize the job performance as well as the selection and placement programme As already specified for the success of any training programme the selection of trainer is of prime importance The trainer must be picked from the immediate supervisors in case of on the job training programme Secondly the statues of the training in charge should be equivalent to that of the personal manager in the organization Thirdly the needs of training should be based on organizations needs The last but not the least important point is the importance of human relations for the development of an effective organization Training in good human relations means training good leadership and developing sound relationship among people in the organization

CATAGORIES OF TRAINING NEEDS ANALYSIS

A TNA can be categorized based upon whether it is reactive or proactive

A reactive (i.e. remedial) TNA occurs when the perceived performance deficiency is a discrepancy between perceived and expected performance for the employees current job A proactive TNA is conducted to respond to the perception that current job behavior reflects an inability to meet future standards or expectations There are two variants of the proactive TNA namely:

Preventive approach

Developmental approach

The preventive approach is designed to assure that an employee will be able to meet future expectations for his or her current job The developmental approach is conducted when current job behavior leads to the perception that the individual has the potential but is not yet ready to perform at a higher level position A proactive TNA rests on the ability of someone to predict or anticipate a future problem

Any well done TNA is time consuming and costly ,it may seem logical that many organizations do not conduct a TNA prior to training

TNA increases the probability of a successful training effort by determining if and how training can help to solve a particular problem It is impossible for trainers to prove that their training activity caused an improvement in job performance without conducting a TNA

HOW SHOULD A TNA BE CONDUCTED

To pinpoint the range of training needs and define their content, the HR department uses different approaches to need assessment It may survey potential trainees to identify specific topics about which they want to learn more Another HR led approach is task identification Trainers begin by evaluating the job description to identify the salient task that the job requires Trainers are also alert to others sources of information that may indicate a need for training such as production records quality control reports grievances, safety reports, absenteeism and turnover statistics and exit interviews of departing employees may reveal problems that should be addressed through training and development efforts Training needs may also become apparent from career planning discussions or performance appraisal reviews Supervisors see employees on daily basis and thus are another source of recommendation for training The HR department also reviews self nominations to learn whether training is actually needed Self nominations appears to be less common for training situations but more common for developmental activities

KEY STEPS INVOLVED IN CONDUCTING A TNA

Defining the perceived performance deficiency

Prioritizing the problem

Identifying the job requirements, trainees skills and abilities and environmental constraints on correcting the deficiency

Developing the behavioral description of the need

These steps are explained as under:

Ask questions about the job

Training committees and conferencesInputs from several view points can often reveal training needs

Analysis of the operating problemIndicators of task interference environmental factors

Card sortUtilized in training conferences how to statements sorted by training importance

1. PERSON ANALYSIS

A person analysis compares the individual with the task requirements The individual must have the necessary KSA as well as the motivation and the opportunity to perform the task Training the incumbent can typically rectify the deficiencies that are due to lack of skill or knowledge To ascertain whether a lack of KSA is the cause of the performance deficiency the incumbent must be asked to perform the desired behavior

2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS

The first step in the diagnostic process is to clearly define the deficiency in the behavioral terms, that needs to be corrected In a reactive TNA the problem is typically identified as a result of the performance appraisal Problem identification for a proactive TNA stems from performance appraisal in conjunction with a planning process Whatever be the source or type, there is often a tendency to state the problem in terms of the perceived solutions rather than in behavioral terms According to Mager and Pipe one way of removing the problem is to ask the individual defining the problem what specific behaviors are not taking place that should be Without a specific behavioral description of the problem an accurate TNA is highly improbable.

3.PRIORTIZE ORGANISATIONAL GOALS

Since organizations have limited resources all problems cannot be handled simultaneously An organizational analysis asks what problem should be solved to provide the greatest organizational benefit

The answer to this question will depend upon the following three criteria:

ORGANISATIONAL GOALS: The extent to which the performance deficiency hinders the attainment of organizational goals

RESOURCES: The capacity to take corrective action must also be considered Just as any individual has strengths and weaknesses so to do training departments (and immediate supervisors) differ in their abilities to rectify the performance problems These along with other resource limitations (such as budget and time constraints must be considered)

PROBABILITY OF SUCCESS: The objective of training is to improve performance by changing behavior Even if a training need is accurately identified and the correct timing is effectively administered there are still a variety of factors that may inhibit behavioral change One such factor is the particular climate/culture of the organization Orientation towards development is a dimension of climate that has been identified by several researchers The table on the next page lists a variety of resources that can be used in organizational analysis.

DATA SOURCE RECOMMENDEDTRAINING NEED IMPLICATION

Organizational goals and objectivesWere the training emphasis can and should be placed These provide normative standards of both direction and expected impact which can highlight deviations from objective and performance problems

Manpower inventoryWhere training is needed to fill the gaps caused by retirement turnover age etc This provides an important demographic data base regarding possible scope of the training programme

Skill inventoryNumber of employees in each skill group, knowledge and skill level training time per job etc This provides an estimate of the magnitude of the specific training needs Useful in cost benefit analysis of training projects

Organizational climate indicesThese quality of working life indicators at the organizational level may help focus on problems that have training components

Analysis of effective indicesCost accounting concepts may represent ratio between actual performance and the standard or desired

Changes in system or subsystemNew or changed equipment may present training problems

Management requests or interrogationOne of the most commom techniques of TNA

Exit interviewsOften information not otherwise available can be obtained in these problem areas and supervisory training needs specially

MBO or Work Planning and Review systemsProvides performance review potential review and long term business objective Provides actual performance data on recurring basis so that base line measurement may be known subsequently improvements may be made

Of all the sources listed the most useful for an organizational analysis is the organizations goal and objectives In larger organizations a formal strategic document exists which the trainer should not only read but analyze to get the true feeling for the direction in which the organization is headed

3. JOB TASK AND WORK ENVIRONMENT ANALYSIS

As part of TNA a job analysis should focus on what the trainee needs to be able to do, to perform the job satisfactorily In TNA a job analysis should take both worker and task oriented approach A worker oriented approach focuses on the skill knowledge and abilities to perform the job These might include elementary notions, job demand and the specific human behavior involved such as decision making, communicating etc A task oriented approach focuses on a description of the work activities performed These involve a description of how where why a worker performs an activity The table below specifies the data sources for job analysis

TECHNIQUES FOR OBTAINING JOB DATATRAINING NEEDS IMPLICATIONS

Job descriptionOutlines the job in terns of typical duties and responsibilities but is not meant to be all inclusive Helps define performance discrepancies

Job specifications or task analysisList specified tasks require for each job More specific than job descriptions Specifications may extend to judgment of the reqd knowledge and skills

Performance standardsObjectives of the task of the job and standards by which they are judged This may include base line data as well

Perform the jobMost effective way o determining specific tasks but has serious limitations the higher the level of job the greater is the gap between performance and result outcomes

Observe job work sampling

Review literature concerning the jobPossibly useful in comparison analysis of job structure but far removed from unique aspect of the job structure within any specific organization

4. WORK ENVIRONMENT ANALYSISEven if the KS is acquired there is no guarantee that the deficiency will be eliminated Training can only rectify a deficiency which is due to the lack of KS.However, the capacity to perform will not result in performance if the other two variables are not present analysis The assessment of whether these variables are present is referred to as work environment

DEVELOP OBJECTIVES

The information obtained in the job, person and work environment analysis is used to develop the training objectives Many advocate this approach while others have questioned its value. Critics have typically stated that behavioral objectives are rigid and fail to consider individual learning styles

Training may be classified lucidly as given by Yoder into the following categories

1. General training methods

2. Rank and file job training methods

3. Craft training method

4. Executive training method

5. Special training method

The second classification can be on the basis where the training takes place i.e.

1. On the job training

2. Off the job training

TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE CLASIFICATION

INDUCTION OR ORIENTATION TRAINING

Induction or orientation training may be defined as a process of guiding and counseling the employee to familiarize him with the job situation The induction process accomplishes several objectives including formation of a favorable impression and attitude, development of a feeling of belongingness and felicitation of learning and teamwork on part of the employees content of the induction programme should be predetermined in the form of a checklist specifying the topics to be covered Attempts are to be made to follow up and assess the programme by interviewing the new employees as a measure to correct the gaps in the knowledge and attitude of the employees

RANK AND FILE JOB TRAINING

This is based on similarities in training on several specific jobs This type of training can either be imparted in a class room or on the job It is performed by foreman or a group leader Its advantages arise in so far as it is realistic and economical and does not hamper production as well as necessitate transition from classroom to job situations Its limitations include

1. The trainer may be an incompetent teacher

2. The shop floor maybe busy

3. There may arise heavy production losses

SUPERVISORY TRAINING Supervisory training needs reveal utmost divergence in view of the divergent duty of the supervisor Employee attitude survey s help in finding areas of supervisory training Likewise supervisors themselves may be requested to indicate the areas where they need training Frequently these surveys indicate that supervisors need training in human relations, production control, company policies and how to instruct Supervisory courses consist of Job method training (JMT) and Job relations training (JRT)

The JMT helps the supervisors to improve methods in their departments, while the JRT helps them in handling human relations problems in their departments

ON THE JOB TECHNIQUES

As the name suggests on the job techniques are conducted in the real job settings On the job methods usually involve training in the total job These methods are typically conducted by individuals, workers or supervisors The main advantage is that the trainees learn while actually performing the job which may minimize the training costs They also learn in the same physical and social environment in which they will be working once the normal training period is completed However this method has its limitations It does happen sometimes that the supervisors and coworkers are not interested in training new employees This becomes a problem particularly when the trainers believe that their job security may be threatened by training the new comers

JOB INSTRUCTION TRAINING

Job instruction training (JIT) is received directly on the job, and is so often called on the job training It is primarily used to teach workers how to do their current jobs In this the worker learns to master the operations involved on the actual job situation under the supervision of his immediate boss who has to carry the primary burden of conducting this training Usually no equipment or space is needed, since new employees are trained in the actual job location

The trainer may be a skilled workman He may be a superior who breaks in the new man and then turns him over to the skilled workman who continues to guide the learner

JIT may include the following steps

1. The trainee receives an overview of the job, its purpose and its desired outcomes with an emphasis on the relevance of the training

2. The trainer demonstrates the job to give the employees a model to

Copy.

3. The trainee then mimics the trainers example

4. Demo by the trainer and practice by the trainees is continued till the job is mastered

5. On the above basis a continuous feedback is received

6. Finally the employee performs the job without supervision, although the trainer may visit the employee to see if there are any lingering questions

JOB ROTATION

To cross train employees in a variety of jobs, some trainers move a trainee from job to job by job instruction training This is a method of training wherein workers rotate through a variety of jobs, thereby providing them a wider exposure Trainees are placed in different jobs in different parts of the organization for a specified period of time They may spend several days or even years in different company locations In this way they get an overall perspective of the organization Besides giving workers variety in their jobs it helps the organizations in vacations ,absences downsizing or when resignations occur It helps workers to sharpen their skills and is used to develop people for higher level positions by exposing them to a wide range of experience in a relatively short span of time It is used for both blue collared as well as white collared positions

APPRENTICESHIP

Apprenticeship training is ancient device An apprentice is a worker who is learning a trade but who has not reached the state where he is competent to work without supervision It is particularly common in the skilled trades. Organizations that employ skilled trade people such as plumbers, carpenters, masons, printers and sheet metal workers may develop journeymen by conducting formal apprentices programmes A new worker is tutored by a established worker An apprenticeship lasts 2 to 5 years Classroom instructions are imparted typically in the evenings for 144 or more hours per year Each apprentice is usually given a workbook consisting of reading material, tests to be taken and practice problems to be solved The apprentice serves as an assistant and learns the craft by working with a fully skilled member of the trade called a Journeyman This training is used in such trades ,crafts and technical fields in which proficiency can be acquired after a relatively long period of direct association with the work and under the direct supervision of experts At the end of apprenticeship programme ,the person is promoted to journeyman

COACHING

At management levels, coaching of immediate subordinates by their managers is common Coaching is similar to apprenticeships because the coach attempts to provide a model for the trainee to copy It tends to be less formal than an apprenticeship programme because there are few formal classroom sessions and because it is provided when needed rather than being part of a carefully planned programme Coaching is almost always handled by the supervisor or the manager not by the HR department

VESTIBULE TRAINING

To keep instructions from disrupting normal operations, some organizations use vestibule training This type of training is often used in production work A vestibule consists of training equipment that is set up a short distance from actual production line The method is good for promoting practice a learning principle involving the repetition of behavior These special training areas are used for skilled and semiskilled jobs particularly those involving technical equipment

OFF THE JOB TRAINING TECHNIQUES

Off the job methods are those training and development programmes that take place away from the daily pressures of the job and are conducted by highly competent outside resource people who often serve as trainers, which is one of the main advantages of this method Such people include technicians, consultants and university faculty Its major drawback is the transfer problem Too often trainees learn new facts and principles at lectures workshops and conferences but have no idea how to apply them, once they are back in their jobs

LECTURES

The lecture method is a popular form of instruction in educational institutions Even though the effectiveness of the lecture method is often questioned many instructors find themselves 30%-50% of their time lecturing It is also used in industry Lectures consist of meeting in which one or a small number of those present actually play an active part The lecturer may be a member of the company or a guest speaker Before preparing a lecture the following 4 questions must be considered

Who is your audience?

What is your audience?

What is the available time?

What is the subject matter?

Besides the following points must be considered:

It should be brief and to the point, presenting the theme of the subject in a manner that arouses the interest of the audience from the start

The speaker must poised courteous and sincere

Simple language must be used

The method is generally used when:

1. Basic theoretical knowledge has to be built up before actual practice

2. When the summary of some research work has to be communicated

3. With a more homogeneous audience a trainer can direct the lecture to specific topics and techniques which is often more beneficial than using some broad based material

AUDIO VISUAL TECHNIQUES:

Audiovisual techniques cover an array of training techniques, such as films slides and videotapes. It allows participants to see while listening and is usually quite good at capturing their interests These allow a trainers message to be uniformly given to numerous organizational locations at one time and to be reused as often as required It is important to note that people remember 20%of what they hear, 30% of what they see and 50% of what they see and hear

AVAILABLE DEVICES

Blackboard: It is inexpensive and is available in all lecture halls Its use require no prior preparation is very useful for demonstrating calculations and formulations One of the major disadvantages of using a blackboard is that the speaker has to turn away from the audience

Flip chart: It can replace the blackboard with the advantage that no erasing is required It is especially useful for single presentations which may not justify the designing of costly visuals Limitation of space is a major disadvantage Drawings have to be stored away flat to avoid damage

OVERHEAD PROJECTOR: It projects large size transport images onto a screen under normal lighting conditions

CONFERENCE METHOD: It is also known as the discussion method It encourages the participation of all members of a group in an exchange of opinions, ideas and criticism It is a small group discussion in which the leader plays a neutral role providing guidances and feed back In spite the intention to encourage general participation, the conferences are dominated by a few, with the majority no more active than, had they been facing a lecture This is particularly effective if the ratio of trainees to trainers is not very large This method is useful when the material needs clarification and elaboration or where a lively discussion would facilitate understanding

OBJECTIVES OF THE CONFERENCE METHOD:

1. Developing the decision the decision making and problem solving skills of the personnel

2. Presenting new and complicated material

3. Changing and modifying attitudes

Sometimes the lecture method may be followed by a conference, giving the participants a chance to share opinion about the material An effective trainer can get all the participants involved even the less vocal ones The success of this method depends largely on the skills personality and education of the discussion leader

The conference method can draw on the learning principles of motivation and feedback

ROLE PLAYING:

Role playing believes that learning is facilitated by active participation rather than passive reception This is a training method often aimed at enhancing either human relations, skills or sales techniques Role playing can be defined as an educational or therapeutic technique in which some problems involving human interaction, real or imaginary is presented and then spontaneously acted out Participants suggest how the problem can be handled more effectively in the future The acting is followed by discussion and analysis to determine what happened and why and if necessary how the problem can be handled in the future Role playing is less structured than acting, where performers have to say lines on cue Participants are assigned different roles in the scenario to be enacted so in this way it is a device that forces trainees to assume different identities Usually participants exaggerate each others behaviour Ideally ,they get to see themselves as others see them The experience may create greater empathy and tolerance of individual differences and is therefore well suited to diversity training which aims to create a work environment conducive to a diverse workforce The unique values of role playing include the following

It requires a person to carry out a thought or decision he may have reached Role playing experience demonstrates the gap between thinking and doing

It permits the practice of carrying out an action and make it clear that good human relations require skills

Attitudinal change is effectively accomplished by placing the person in the specified role

It trains a person to be aware of, and be sensitive to others feelings The information serves as feedback of the effect his behaviour has on other people

A fuller appreciation of the important part played by feelings in determining behaviour in social situations is developed

Each person is able to discover his own personal faults

It permits training in control of feelings and emotions

The two important types of role-plays are

Structured role play is characterized by use of written cases selected from text or written to meet organizational training objectives It can further be subdivided into three types

Single role play consists of two or three playing out roles in front of a class

POST ENACTMENT:

In conducting post enactment discussion, reaction to role-play should be obtained from the people who have acted a role-play

ROLE PLAY HAS BEEN SHOWN TO BE EFFECTIVE IN

a. Studying small group leadership skills

b. Increasing sensitivity to the motivation of others

c. Improving interviewing skills

d. Enhancing ability to develop innovative solutions to the human relations problem

CASE STUDY:

By studying the case, trainees learn about real or hypothetical circumstances and the action s others take under those circumstances Besides learning the content of the case a person can develop decision making skills particularly the analytical skills

According to KR Andrews business case is a written description of an actual situation in business which provokes in the reader the need to decide what is going on what the situation really is or what the problems are and what can and should be done

Cases are organized around one or more problems or issues that are confronted by an organization Cases are designed primarily to illustrate problem issues rather than to portray success stories Cases can range in length from one page to over fifty pages The method calls for language skills But many people are sent to case study courses primarily because they lack communication skills

ADVANTAGES

When cases are meaningful and similar to work related situations there is some transference

There also is the advantage of participation through discussion of the case It improves participants skills in problem analysis, communication and particularly brings home to the participant that nothing is absolutely right or wrong in the field of human behaviour

DISADVANTAGES

Feed back and reception are usually lacking

One inherent difficulty is personal bias

According to Castore trainees may grow tired of case study after being exposed to it for awhile and find other methods more involving and more interesting

Survey results indicate that the case method is considered by the training directors to be the best method of developing problem solving skills

SIMULATION

Simulation is an approach that replicate certain essential characters of the real world organization so that the trainees can react to it as if it were the real thing and then consequently transfer what has been learned from the to their job As the name implies, simulation training is based on a reproduction of some aspect of job reality

Coppard defines simulation as a representation of a real life situation which attempts to duplicate selected components of the situation along with their interrelationships in such a way that it can be manipulated by the user Simulation usually enhances cognitive skills, particularly decision making Avery popular training technique for higher level jobs in which the employees must process large amounts of information

Simulation have many forms some use expensive technical instruments while others are far less costly Some simulations need only one participant, while others may involve as many as 15 to 20 people working together as a team Simulations are broad based training techniques that can be adapted to suit a companys need By using equipment simulators workers can practice new behaviour and operate certain complex equipment free of danger to themselves Equipment simulators can range from simple mock ups to computer based simulations of complete environments Some of them are utilized to train a single individual and others are used for team training

A.IN BASKET EXERCISE

It simulates how managers make decision an the allocated time The name is derived from the famous IN and OUT trays found on the table of executives These trays are more prominent in the case of government officials and public sector managers

The managers proceeds through the line basket and makes decision about the matters that need attention Usually there are 12-15 items in the basket IN basket; the entire exercise may take 2-3 hours to be completed Problem from various management field may be put in the form of letters memos and memoranda in the IN basket of the participant The participant is required to respond to these items as he might do on the job Judges unconstructively observe and evaluate the participants performance along certain dimensions such as the quality and quantity of work accomplishes

B.BUSINESS GAMES:It is described as a dynamic training exercise utilizing a model of a business situation This trains the employee in certain skills within the rules of the game participants try to meet the stated objectives of the exercise Participants may be divided into various teams which are placed in competition to each other in resolving some problem information which may be supplied to all the teams The game illustrates the value of analytic technique such as use of mathematical model to arrive at the optimal solution

Business games are developed to simulate interpersonal relations problems, financial, budgeting and resource allocation problems It is a simulation which consists of a sequential decision making exercise structured around the hypothetical model of an organizations operations in which the participants assume roles in managing the simulated operations It attempts to reproduce the social psychological and economic dynamics or organizational behaviour in an artificial setting Participants are told about the objective of the game and evaluated on the basis of how far they are able to meet the objectives

PROGRAMMED INSTRUCTION

It is a training approach which makes the advantage of private tutoring available to large group of students being trained in new skills Programmed instruction is one of the innovations used in teaching technology developed in recent years but its origin goes to the research of learning theorist BF Skinner The method involves an actual piece of equipment usually called the Teaching machine or a specially constructed paper booklet In either case, the method has three characteristics:

The participants are active and they determine their own learning pace

What is to be learned involves many discrete pieces of material, and the participants get immediate feedback on whether they have learned each piece

The material to be learned is prepared in such a way that it can be presented to the learner in a series of sequential steps These steps progress from simple to more complex level of instruction The information to be taught is presented in the form of a programme The person who writes the programme is is called the programmer and the people for whom the programme is being written is referred to as the target population

There are three kinds of programmed instructions: LINEAR PROGRAMMING :In this method which was developed by Skinner, the student works through all the sequences of a book in a straight path from the first page to the last He is given feedback in every step

INTRINSIC OR BRNDING PROGRAMMING: This form developed by Dr Crowder makes the student work through the programme by one of the several paths or branches according to the response he chooses

ADAPTIVE PROGRAMMING: Developed by Gordon Pask these programmes can only be presented in machines which adapt to the trainees This form makes allowance for more variations in student ability

COMPUTER AIDED INSTRUCTION

It is one of the newest developments in instructional methodology It is a logical extension of programmed instruction and shares many of its benefits

SYNDICATE METHOD:Working in small groups to achieve a particular purpose is described as Syndicate method The essence of this method is that the participants learn from each other and contribute their own experience to the fullest The syndicate method is designed to provide the participant an environment that would help him to reflect critically on his own work and experience; to update his knowledge of new concepts and techniques with the help of other co participants to develop sound judgment through greater insight into the human behaviour The method is suitable for training and development of executives with considerable experience It is not useful in the case of management students without any experienceThe participants are divided into groups consisting of about eight to ten participants These groups are called syndicates Each syndicate functions as a team that can represent various functions as well as interest areas The syndicates are given assignments which have to be furnished and a report submitted by specific date and time By rotation each member of the syndicate becomes the leader for completing the specific task Each assignment to the syndicate is given in the form of a brief This is a carefully prepared document by the faculty Generally each syndicate is required to submit a report which is circulated to other syndicates for critical evaluation

BEHAVIOUR MODELLING:According to social learning theory, most human behaviour is learnt observationally through modeling When social learning theory is applied to industrial training programme it is commonly referred to as behaviour modeling It is generally used to improve the interpersonal and communication skills of supervisors in dealing with the subordinates

There are a number of training sessions and each session follows the same format The topic is first introduced by the trainer and then a film is shown depicting the supervisor model effectively handling a situation followed by asset of three to six learning parts that are shown in the film immediately before and after the model is presented A group discussion is held in which the effectiveness of the method is discussed After this the practice session starts in which one of the trainee assumes the role of an employee And then feedback from the training class is given on the effectiveness of each trainee in demonstrating the desired behaviour

At the end of each training session the trainees are given copies of the learning points and are asked to try and apply them to their job in the following week It has been found that this programme has had desirable effects on learning behaviour and performance criteria

Employees may learn a new behaviour by observing and then imitating the new behaviour recreation of the behaviour may be videotaped so that the trainer and the trainee can review it When watching the ideal behaviour the trainee also gets to see negative consequences of not following the right behaviour By observing the positive and negative consequences the employee receives enforcement that enables him to correct the behaviour This approach has been successful in teaching supervisors how to discipline employees and is particularly common in athletics

SENSTIVITY TRAINING:

It provides the participants with an opportunity to actually experience some concept of management just as a manager would experience them in his organizational situation Sensitivity training purports to develop awareness and sentiments to ones own and others behavioral patterns is a group training method that uses intensive participation and immediate feedback for self analysis and change The method provides face to face learning of on going behaviour within a small group and lacks structure In this the participants remain involved and enthusiastic This attempts to develop the diagnostic ability of the participants the ability to perceive reality The individual is made more aware of himself and his impact on others At a group level one learns about normative structures and authority relationships leading to better team work It increases sensitivity and awareness towards others and their styles It helps to understand how conflicts arise and are resolved

Obviously the learning is at an emotional rather than at an intellectual level Being an emotional experience the degree of change depends on the amount of emotional involvement A predominant problem with the effectiveness of sensitivity training is the transfer problem that is the inability of the participant to apply concepts and awareness gained in the laboratory or group to his job

ROLE OF THE TRAINER

The trainer acts as the facilitator to obtain the feed back and check severe psychological damage to the participants He is responsible for creating an environment with time and space in which learning can take place He should focus on the discussion and group learning for constructive purposes It allows the participants to form their own conclusion based on HERE AND NOW i.e. learning from the interactions with the group

GOALS OF SENSTIVITY TRAINING

Introspection or awareness, the ability to reflect on feelings and ideas within oneself

Awareness of feelings: developing a high regard for the significance of feelings in working and living situations

Recognition of and concern about feelings, behaviour discrepancies: developing an ability to diagnose the relationship between how one feels and how it is shown in behavioral terms This helps in moving towards greater congruence between the two

Flexibility: developing skills in behaving in new and different ways

Thus sensitivity training is aimed at developing the entire person and not just a particular skill The method is likely to increase managerial sensitivity and trust and enhance respect for the contribution of others However the method has not received proper recognition in the business world

TYPES OF SENSTIVITY TRAINING

T-GROUP

One of the significant and repeated methods of sensitivity training is the Tgroup T group leads to understanding of self and contribute towards organizational change and development through training in attitudinal change in the participants and create better team work

Campbell, Dunnette, Lawler and Weick have summarized the main goals of T GROUP as follows

To give the trainee an understanding of how and why he acts towards other people as he does and of the way in which he affects them

To provide some insights into why people act the way they do

To teach the participants how to listen i.e. actually hear what other people are saying rather than concentrating on a replay

To provide insights concerning how groups operate and what sorts of processes groups go under certain conditions

To foster tolerance and understanding of the behaviour of others

To provide a setting in which an individual can try new ways of interacting with people and receive feedback as to how these new ways affect them

T-groups are classified as:

STRANGER GROUPS: Participants in this group have no prior knowledge of on another The advantage of such a group is that the members can express and involve himself or herself without fear or retaliation

FAMILY GROUPS: Participants in this group belong to the same department or hierararchical level and have knowledge of one another The disadvantage is that the members may shy away from giving feedback, may dilute it or may not disclose themselves in the fear of it being used against them

COUSIN GROUPS: Persons are from the same organization or institution but not in the same department or hierarchical level They are quite independent of one another

TRANSACTIONAL ANALYSIS:

He basic philosophy and approach to TA was developed by Dr Eric Berne, a psychologist searching for alternatives to Freudian therapeutic procedure she realized that all of us have one of three operating ego states Parent adult or child at any given time

TA can be used to eradicate or minimize the dysfunctional aspect of the personality The dysfunctional aspect of ones personality develop from cultural assumptions assimilated during childhood, the ways in which we are supposed to control and nurture others and the way in which we have to learn to deal with our own feelings

The TA programme can vary from one day capsule to a five day programme It involves sharing of concepts and knowledge of TA, playing structural exercises and games leading the participants to assess their own personalities

FISHBOWL METHOD

It is essentially used in providing skills for understanding human behaviour It effectively uses group interaction to develop in the participants a degree of self awareness The primary objective of this method is to inculcate in the participants the discipline of observing others and on the basis of this provide feedback to learn about ones behaviour and personality as seen through the eyes of others

Fish bowl can be effectively used in developing:

Individual and group behaviour

Content of communication

Role that an individual plays in-group activities

Resolving intergroup conflict level of participation

Dynamics of group problem solving

Decision making; and

Interpersonal relations

METHODOLOGY:

The exercise can involve up to 25 participants seated in 2 circles one inner and one outer The inner group is the target group, members of this group will either discuss a preselected topic or move towards the completion of a group task After the discussion by the members of the inner group the outer group is asked to comment on the content and more importantly the dynamics and processes of the inner group members Feedback may be obtained by one of the following methods:

Each member of the outer group observes all the members of the inner group on a specific dimension of the group process

Each member of the outer group observes one member of the inner group on all the dimensions of group activity

Participants must learn to provide feedback with clarity and precision Feedback must never be critical or lose its constructive nature After one cycle is completed the outer circle changes places with the inner circle and the cycle repeated

NON-GROUP METHODS:

Under this method the assessment is made on an individual basis It is of three types:

Counseling

Understudy system

Special projects

COUNSELING: It helps the trainees to observe their weaknesses and involve measures to overcome them It is related to periodic appraisal or rating Specific counseling purports to help the subordinates to do their job better picture of how they are doing their job build strong personal relationships and eliminate or minimize anxiety

UNDERSTUDIES SYSTEM: In this the trainees work directly with individuals whom they are likely to replace However ,it is disappointing as a training method because of the likelihood of imitation of week and strong points of the seniors

SPECIAL PROJECT ARRANGEMENTS: These are likely to be highly effective training systems In these systems a task force is built representing varied functions in the company The special projects enable the trainees to achieve knowledge of the subject assigned as well as to learn how to deal with others who have varied view points

Some of other methods of training that can be useful particularly for management students and beginners are

Field trips

Prescribed reading

Distance learning

Induction training

CONCLUSION:

Of all the methods mentioned above none can be quoted as the best A combination of methods can be used or it can be changed according to the changing circumstances

ADVANTAGES AND DISADVANTAGES OF ON THE JOB AND OFF THE JOB TECHNIQUES

ON THE JOB METHODADVANTAGES

No special facilities needed

No additional staff needed

Real life situation, not simulated productive in terms of departments work

Trainee can establish work relationship from the start

Learning can be controlled

No off the job cost involved

No transferability of trainee required

DISADVANTAGES

Cost lost in departmental budget

Risk to machine, equipment etc and increase in scrap due to lack of experience

Part time instructor may lack training skills

Lack of time due to pressures of production

Difficulty in accommodating trainee idiosyncrasies

Psychological pressures on trainee due to exposure before experienced workers

OFF THE JOB TECHNIQUE

ADVANTAGES

Away from work and home pressures

More time available

Trainee specific difficulty can be easily sorted

Relaxed atmosphere more conducive to learning

Under this method trainee attention can be obtained more easily as the distraction is minimum

Enables testing of hypothesis and ideas in low risk environment

Improves morale and motivation for self development

DISADVANTAGES

Cost of external facilities

Artificial sheltered environment

Difficulty of simulating work problems

Difficulty of transferring learning to work situation

Resistance of trainees being away from home

Difficulty of transferring learning to work situation

Generally more time consuming

Often involves traveling costs and inconvenience

EVALUATION OF TRAINING AND DEVELOPMENT

It basically involves the following steps:

Setting the evaluation criteria

Selecting the trainees to be tested

Testing on the basis of set criteria

Finding out the gap between the actual and set standard performance

Giving feedback, showing the path to improvement

Transfer to the job

Follow up studies

REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS /WHY TRAINING RESULTS ARE NOT EVALUATED

Many training directors dont have the proper skills to conduct a rigorous evaluation research

Some managers are just reluctant to evaluate something which they have already convinced themselves is worthwhile

Many organizations carry out training because their competitors are doing so or the unions are demanding it

Training is in itself expensive, evaluation adds up to the cost

Some training cannot be evaluated because of the complexity of the behaviour being taught

BENEFITS OF TRAINING

Leads to improved profitability and or more positive attitude towards profit orientation

Improves the job knowledge and skills at all levels of an organization

Improve the morale of the workplace

Helps create a better corporate image

Helps people identify with organizational goals

Foster authenticity, openness and trust

Improves the relationship between boss and subordinates

Aids in organizational development

The organization may learn from the inputs given by the trainees

Helps prepare guidelines for work

Aids in understanding and carrying out organizational responsibilities

Provides information for future needs in all areas of the organization

Helps employees adjust to change

Aids in improving organizational communication

SECONDARY DATA ON TRAINING NEEDS IDENTIFICATION IN INDIAN INDUSTRIES

A few years ago a survey was conducted to identify the training needs in Indian industry I have included this to get a better view of the the overall picture

SAMPLE

The questionnaire was distributed to 1000 executives of which about 400 completed forms were received This sample of companies was drawn up on the basis of three criteria

Adequate representation of various industry groups

Enough common ground to allow meaningful comparison between companies

All core aspects of management were covered i.e. Production, Marketing Finance, Personnel, Systems etc

TOOL

The data was collected through as structured questionnaire namely Training Needs Assessment Questionnaire developed by Pattanayak and Dhar, 1996 The questionnaire comprised of 44 items is designed to elicit detailed information with respect to the assessment of training needs

PROCEDURE

The questionnaire was distributed to the executives both personally and through post and later on collected The participants for the various Executive Development Programmes (EDP) at NITIE were also contacted and they filled questionnaires

The TNA variables were evaluated on the pre decided scale as shown

Strongly agree - 5 points

Agree - 4 points

Neutral - 3 points

Disagree - 2 points

Strongly disagree - 1 point

The executives were broadly classed as those working in the

Public sector

Private sector

They were further classified as

Senior level

Middle level

Junior level; in each category

ANALYSIS

On the basis of data collected under the structured questionnaire the analysis was drawn on statistical packages and the various graphs and charts were obtained to draw out results

CONCLUSION OF THE STUDY

Statements for the training needs were classified into three categories namely personal, development, organizational development and customer relationship development based on the following criteria:

1. Personal development related statements are those which primarily target individual growth and development Statements under this category include training needs to improve personal performance, promote positive attitude facilitate individual growth and development, acquisition of new skills, learning and practice of ethical values, increased awareness of safety measures, updating technical skills and general knowledge, shaping creative potentials, development and managing self etc

2. Organizational development training need s are those which when imparted, improve organizational efficiency and effectiveness by understanding organizational climate and job requirements Statements under this include understanding quality requirements of the job, enhancing organizational effectiveness minimizing gap between planning and implementation, increasing job involvement, professional management, learning MIS, managing conflict etc

3. Customer development specific needs include training to serve customer needs in terms of delivery, complaint settlement, quality of product and service, understanding of needs and expectations These are required to improve the external image of the company

Based on the survey conducted, the results were analyzed and inferences drawn from senior, middle and junior level executives of public and private sectors

1. SENIOR LEVEL EXECUTIVES

a) PUBLIC SECTOR: The questions which received the maximum waitage pertained to:

Understanding the quality requirements of the job

Enhancing organizational effectiveness

Acquiring new skills in general

Improving the decision making skills

Increasing the managerial/supervisory effectiveness

Enriching the job knowledge

Senior level executives of public sector laid almost equal stress on all the facets of development with a marginally extra importance to personal development (34%) and organizational development (34%) followed by customer development (33%)

b) PRIVATE SECTOR: the points which received the maximum support by senior executives of private sector organizations were:

Improving their performance

Enhancing organizational effectiveness

Learning cost effectiveness techniques

Involving decision-making skills

Increasing the managerial/supervisory effectiveness

Updating technical skills

Executives have laid maximum stress on the organizational development (35%) followed by personal development (33%) and customer relationship development (32%) This can be attributed to the fact that these personnel that have gone through severe screening procedure and have grown up with customer relations related education passed on to them quite early Moreover, maximum needs is realized for organizational development so as to increase effectiveness in an increasing competitive scenario

2. MIDDLE LEVEL EXECUTIVES

a) PUBLIC SECTOR: Maximum training needs were identified in the areas such as:

Improving their performance

Enhancing organizational effectiveness

Facilitating growth and development of the individual

Increasing job satisfaction

Improving their decision making skills

Increasing the managerial/supervisory effectiveness

Whereas relatively lesser response was received from areas such as ethical values, middle level public sector employees were sensitive to training in areas of personal development (34%) and organizational development (34%), which is marginally ahead of customer development needs (32%)

b) PRIVATE SECTOR: For this segment training needs were maximum for:

Improving their performance

Understanding the quality requirements of their jobs

Increasing the managerial/supervisory effectiveness

Learning and developing the MIS

Promoting a positive attitude in general

Enhancing organizational effectiveness

Whereas fairly average response was received for training on ethical values, occupational health, etc importance to organizational development and personal development related training needs was 2%ahead of customer development needs (32%) We observe similarity between public and private sector in middle level executive category This shows equal concern for improvement in personal performance

3.JUNIOR LEVEL EXECUTIVES

a) PUBLIC SECTOR: Maximum training needs are felt for:

Improving performance

Understanding the quality requirements of their jobs

Promoting a positive attitude in general

Facilitating growth and development of the individual

Familiarizing them to new job related technique

Enriching their job knowledge

However a mediocre response was received in the field of learning and practicing the ethical values Personal development needs (34%) are a slightly more than customer development needs (33%) and organizational development needs (33%)

b) PRIVATE SECTOR: Maximum training needs were:

Improving performance

Understanding the quality requirements of their jobs Facilitating growth and development of the individual

Familiarizing them to new job related technique

Preparing themselves for meeting the challenges of global competition

Facilitating rapid organizational growth and development

However a lesser need was felt for training in serving the customer in terms of quality of product or service, and enrichment of the organizational culture Overall organizational development (34%) was felt slightly more compared to the need for personal development (33%) and customer development (33%)

SUMMARY

Cumulative results of the senior level executives surveyed showed that they had greater concern for training needs in the areas as organizational and personal development Cumulative results of the middle were also along the pattern of senior level executives with greater emphasis on personal and organizational development

Junior survey differ from senior and middle level executives survey who identified maximum training needs for organizational development

There are certain areas in which almost all level executives both public and private sector wanted some sort of training, which varied with individual requirements

1) Performance improvement

2) Quality of work life improvement

3) Quality improvement of the job itself

4) Managing organization professionally

5) Improving presentation and communicational skills

Some of the areas which remained untouched i.e. in which they remain least bothered are:

1) Increasing ethical values in business

2) Commitment to organization

3) Increasing awareness about occupational health

PROBLEM

DESCRIPTION:

How to design the entire training process and identifying the training needs of the employees.

OBJECTIVE OF THE RESEARCH

To understand the entire training process and identifying the training needs of the employees at the Kotak Mahindra Limited.

RESEARCH METHODOLOGY

RESEARCH DESIGN: DESCRIPTIVE AND EXPLORATORYThe information was basically obtained from two sources

1. PRIMARY DATA: Informal conversations were the source of information regarding the training methods already followed and identification of the training needs of the workers

2. SECONDARY DATA: Information regarding the new methods that can be implemented was collected on the basis of book research.

SAMPLE TYPE: Random

SAMPLE: Sample collected from Kotak Mahindra Ltd The history of the company can be divided into two parts, which are company before independence and company after independence.

INSTRUMENT USED: QUESTIONNAIRE AND INTERVIEWS.After analysis of data obtained, report is prepared.RESULTS

Graphical presentation of the findings is as follows:

SWOT ANALYSIS OF THE COMPANYSTRENGTHS:

Talented human resources

Financially secure company

WEAKNESS

Training not conducted on a regular basis

OPPURTUNITIES

Huge potential for growth in the market because of excellent process operations

All round improvement assured if training is conducted on a regular basis

THREATS

Irregularity in training can de motivate the employees leading to failure and downfall

CONCLUSION

Thus to sum up success is a journey and not a destination Likewise its true for an organization as well In order to enable continuous improvement a continuous training programme must be carried out An organization is like a sapling, if it receives regular care and nutrition then it grows to provide shelter and food else in adverse circumstances it vanes and dies out

The success of an organizations plans for the future depends largely on a sound training strategy In the face of continuous technological innovation higher