Training-Development-Project in Reliance Money

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A

PROJECT STUDY REPORT

On

Training and Development

Taken At

Reliance Money

Submitted in partial fulfillment of the requirement for the

award of the degree of

Master of Business Administration

Submitted By: Submitted to:

Jyoti Deepika Shastri M.B.A. Department

M.B.A. IV Sem.

Session: 2008-2010

DEPARTMENT OF MANAGEMENT STUDIES

SOBHASARIA ENGINEERING COLLEGE, SIKAR


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ACKNOWLEDGEMENT

I take the opportunity to express our gratitude to all the concerned people who have

directly or indirectly contributed towards completion of this project. I extend my

sincere gratitude towards Reliance Money for providing the opportunity and

resources to work on this project.

I am extremely grateful to Mrs. Nafisa Sheikh, my mentor in Reliance for her

guidance and invaluable advice during the projects. Also to my guide, Mr.

Yogendra Singh whose insight encouraged me to go beyond the scope of the

project and this broadened me learning on this project.

I also want to show my gratitude to Dr. Surya Ramdas whose insight helped me to

complete this project.

Jyoti Deepika Shastri


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PREFACE

The global economy of the day has endangered the survival of every organization

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 of Superior Quality

Products which otherwise is the function of well-trained employees. Today

resources are scarce and have to be used carefully and trainers of all kinds are

required to justify their position and account for their activities. Training activities,

which are ill directed and inadequately focused, do not serve the purpose of the

trainers. The trainees or the organization hence identification of training needs

becomes the top priority of every progressive organization. Identification of training

needs, if done properly, provides the basis on which all other training activities can

be considered and will lead to multiskilling, fitting people to take extra

responsibilities increasing all round competence and preparing people to take on

higher level responsibility in future.


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EXECUTIVE SUMMARY

Every organization needs to have well trained and experienced people to perform

the activities that have to be done. If current or potential job occupants can meet

this requirement, training is not important. When this not the case, it is necessary to

raise the skill levels and increase the versatility and adaptability of employees.

It is being increasing common for individual to change careers several times during

their working lives. The probability of any young person learning a job to day and

having those skills go basically unchanged during the forty or so years if his career

is extremely unlikely, 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

organization must commit resources to if it is to maintain a viable and

knowledgeable work force.

The entire project talks 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 of training if we ever go for and

how can it be good to any organization in reaping the benefits from the money

invested in terms like (ROI) i.e. return on investment. What are the ways we can

identify the training need of any employee and how to know what kind of training he

can go for? Training being covered in different aspect likes integrating it with

organizational culture. The best and latest available trends in training method, the

benefits which we can derive out of it. How the evaluation should be done and how

effective is the training all together.

Some of the companies practicing training in unique manner a lesson for other to

follow as to how to train and retain the best resource in the world to reap the best

out of it.

Development is integral part of training if some body is trained properly and

efficiently the developments of that individual and the company for whom he is

working. Here we discussed about development of employee, how to identify the

needs, and after developing how to develop executive skill to sharpen there

knowledge. Learning should be the continuous process and one should not hesitate

to learn any stage. Learning and developing is fast and easy at Reliance Money.


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CONTENTS

TOPIC Page No.

1. Introduction to Reliance

2. (i) Introduction to Reliance

(ii) About the project

(iii) Training and Development

(iv) Importance of Training

(v) Objectives of Training

3. (i) Learning and Training

(ii) Training inputs

(iii) Benefits of training

(iv) Methods of training

(v) Training Design

(vi) Training method used in Reliance

4. (i) Methodology of the project

(ii) Data interpretation and analysis

(iii) Findings

(iv) Questionnaire

5: (i) Limitations

(ii) Suggestions

(iii) Conclusion

6. (i) Bibliography


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INTRODUCTION

TO

RELIANCE ANIL

DHIRUBHAIAMBANI GROUP


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INTRODUCTION TO RELIANCE ANIL DHIRUBHAI AMBANI

GROUP

The Reliance Anil Dhirubhai Ambani Group is among Indias top three private

sector business houses on all major financial parameters, with a group market

capitalization of Rs 200,000 crore (US$ 50 billion), and net worth to the tune of Rs

58,000 crore (US$ 13 Billion)

Across different companies, the group has a customer base of over 150 million, the

largest in India, and a shareholder base of over 12 million, among the largest in the

World.

Through its products and services, the Reliance - ADA Group touches the life of 1

in 8 Indians every single day. It has a business presence that extends to over 5000

towns and Cities in India, and served by 12,000 distribution outlets, 500,000

business partners and 30,000 strong motivated workforce.

The interests of the Group range from communications (Reliance Communications)

and Financial services (Reliance Capital Ltd), to generation, transmission and

distribution of Power (Reliance Energy), infrastructure, media and entertainment.

INTRODUCTION TO RELIANCE MONEY

Reliance Money provides investors with the facility of anytime-anywhere online

trading in all major asset classes, namely:

Equities, Equities and Commodity derivatives

IPOs, Mutual Funds

Life and General Insurance products

Foreign exchange derivatives

Money transfer, Money changing,

Precious metal retailing

Credit Cards


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Loans

Wealth Management products

Network of kiosks have been set up across the country to facilitate the above

trading activities

Reliance Money provides entire commodity related services such as broking

distribution and warehouse receipt financing

Expanded its presence to 20,000 touch points. It has 10,000 outlets across

5,000 towns and cities across India.

Currently 2200+ employees across 162 locations spread across the country.

The Corporate Office at Worli, Mumbai has approx 350 people belonging to

these various functions

Acquired 2.5 million customers

Accounts for daily traded volumes of over Rs 2,000 crore ( US$ 454 million ), or

3-4 % of the average daily volume of transactions logged on the stock

exchanges

Among the Top 3 private sector companies in financial services sector

Moved into International arena- West Asia, South East Asia, Africa and Europe.

Our Mission

. is to attract, nurture & retain a team of competitive, growth oriented talent who:-

consistently deliver share-holder returns of 20%+ year-on-year

are responsive to Employee Needs & achieving an employee satisfaction

index of 90%+ and

are committed to making Reliance Capital among the top 3 Best Employers

to work for in India through Transparent & Robust HR processes.


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Our Chairmans Vision

We live in a world where the young are reaching higher, dreaming bigger and

demanding more; a world that is challenging the limits of hope and possibility.

Nowhere is this more strikingly visible than in India a country that wakes up every

morning a little younger in age, but infinitely more ambitious in spirit.


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INTRODUCTION


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INTRODUCTION

Employee training tries to improve skills, or add to the existing level of knowledge

so that employee is better equipped to do his present job, or to prepare him for a

higher position with increased responsibilities. However individual growth is not and

ends in itself. Organizational growth need to be measured along with individual

growth.

Training refers to the teaching /learning activities done for the primary purpose of

helping members of an organization to acquire and apply the knowledge skills,

abilities, and attitude needed by that organization to acquire and apply the same.

Broadly speaking training is the act of increasing the knowledge and skill of an

employee for doing a particular job.

In todays scenario change is the order of the day and the only way to deal with it is

to learn and grow. Employees have become central to success or failure of an

organization they are the cornucopia of ideas. So it high time the organization

realize that train and retain is the mantra of new millennium.

SCOPE OF THE STUDY

The scope of the study covers in depth, the various training practices, modules,

formats being followed and is limited to the company Reliance Money and its

employees. The different training programmes incorporated/facilitated in Reliance

Money through its faculties, outside agencies or professional groups. It also judges

the enhancement of the knowledge & skills of employees and feedback on its

effectiveness.


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OBJECTIVE OF THE STUDY

The broad objective of the study of training policies in Reliance Money is to study

the impact of training on the overall skill development of workers. The specific

objectives of the study are:

1. To examine the effectiveness of training in overall development of skills of

workforce.

2. To examine the impact of training on the workers.

3. To study the changes in behavioral pattern due to training.

4. To measure the differential change in output due to training

5. To compare the cost effectiveness in implanting training programmes.


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ABOUT THE PROJECT

The duration of my project was of two months during these two months I did many

things regarding my project as I was also the part of operations I also understands

how the operations department works at Reliance money.How the shares of theclient are kept in electronic form in the clients account and how it is dematerialized

by operations department at Reliance money.


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TRAINING AND DEVELOPMENT

It is a subsystem of an organization. It ensures that randomness is reduced and

learning or behavioral change takes place in structured format.

TRADITIONAL AND MODERN APPROACH OF TRAINING AND

DEVLOPMENT

Traditional Approach Most of the organizations before never used to believe in

training. They were holding the traditional view that managers are born and notmade.

There were also some views that training is a very costly affair and not worth.

Organizations used to believe more in executive pinching. But now the scenario

seems to be changing.

The modern approach of training and development is that Indian Organizations

have realized the importance of corporate training. Training is now considered as

more of retention tool than a cost. The training system in Indian Industry has been

changed to create a smarter workforce and yield the best results.

TRAINING DEFINED

It is a learning process that involves the acquisition of knowledge, sharpening of

skills, concepts, rules, or changing of attitudes and behaviours to enhance the

performance of employees.

Training is activity leading to skilled behavior

Its not what you want in life, but its knowing how to reach it

Its not where you want to go, but its knowing how to get there

Its not how high you want to rise, but its knowing how to take off

It may not be quite the outcome you were aiming for, but it will be an

outcome


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Its not what you dream of doing, but its having the knowledge to do it

It's not a set of goals, but its more like a vision

Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current

situation looks) at present, and where you will be after some point of time.

Training is about the acquisition of knowledge, skills, and abilities (KSA) through

professional development.

Importance of Training and Development

Optimum Utilization of Human Resources Training and Development helps

in optimizing the utilization of human resource that further helps the

employee to achieve the organizational goals as well as their individual

goals.

Development of Human Resources Training and Development helps toprovide an opportunity and broad structure for the development of human

resources technical and behavioral skills in an organization. It also helps the

employees in attaining personal growth.

Development of skills of employees Training and Development helps in

increasing the job knowledge and skills of employees at each level. It helps

to expand the horizons of human intellect and an overall personality of the

employees


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Productivity Training and Development helps in increasing the productivity

of the employees that helps the organization further to achieve its long-term

goal

Team spirit Training and Development helps in inculcating the sense of

team work, team spirit, and inter-team collaborations. It helps in inculcating

the zeal to learn within the employees

Organization Culture Training and Development helps to develop and

improve the organizational health culture and effectiveness. It helps in

creating the learning culture within the organization.

Organization Climate Training and Development helps building the positive

perception and feeling about the organization. The employees get these

feelings from leaders, subordinates, and peers.

Quality Training and Development helps in improving upon the quality of

work and work-life.

Healthy work-environment Training and Development helps in creating the

healthy working environment. It helps to build good employee, relationship

so that individual goals aligns with organizational goal.

Health and Safety Training and Development helps in improving the health

and safety of the organization thus preventing obsolescence.

Morale Training and Development helps in improving the morale of the

work force.

Image Training and Development helps in creating a better corporate

image.

Profitability Training and Development leads to improved profitability and

more positive attitudes towards profit orientation.

Training and Development aids in organizational development i.e.

Organization gets more effective decision making and problem solving. It

helps in understanding and carrying out organizational policies.


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Training and Development helps in developing leadership skills, motivation,

loyalty, better attitudes, and other aspects that successful workers and

managers usually display.

TRAINING AND DEVELOPMENT OBJECTIVES

The principal objective of training and development division is to make sure the

availability of a skilled and willing workforce to an organization. In addition to that,

there are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives help employees in achieving their personal goals, which in

turn, enhances the individual contribution to an organization.

Organizational Objectives assist the organization with its primary objective by

bringing individual effectiveness.

Functional Objectives maintain the departments contribution at a level suitable to

the organizations needs.

Societal Objectives ensure that an organization is ethically and socially

responsible to the needs and challenges of the society.

Importance of Training Objectives

Training objective is one of the most important parts of training program. While

some people think of training objective as a waste of valuable time. The

counterargument here is that resources are always limited and the training

objectives actually lead the design of training. It provides the clear guidelines anddevelops the training program in less time because objectives focus specifically on

needs. It helps in adhering to a plan. Training objectives tell the trainee that what is

expected out of him at the end of the training program. Training objectives are of

great significance from a number of stakeholder perspectives.

1. Trainer

2. Trainee

3. Designer


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4. Evaluator

Trainer The training objective is also beneficial to trainer because it helps the

trainer to measure the progress of trainees and make the required adjustments.

Also, trainer comes in a position to establish a relationship between objectives andparticular segments of training.

Trainee The training objective is beneficial to the trainee because it helps in

reducing the anxiety of the trainee up to some extent. Not knowing anything or

going to a place which is unknown creates anxiety that can negatively affect

learning. Therefore, it is important to keep the participants aware of the

happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make

the training successful. The objectives create an image of the training program in

trainees mind that actually helps in gaining attention. Thirdly, if the goal is set to be

challenging and motivating, then the likelihood of achieving those goals is much

higher than the situation in which no goal is Set. Therefore, training objectives

helps in increasing the probability that the participants will be successful in training.

Designer The training objective is beneficial to the training designer because if

the designer is aware what is to be achieved in the end then hell buy the training


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package according to that only. The training designer would then look for the

training methods, training equipments, and training content accordingly to achieve

those objectives.

Furthermore, planning always helps in dealing effectively in an unexpected situation.

Consider an example; the objective of one training program is to deal effectively

with customers to increase the sales. Since the objective is known, the designer will

design a training program that will include ways to improve the interpersonal skills,

such as verbal and non verbal language, dealing in unexpected situation i.e. when

there is a defect in a product or when a customer is angry.

Therefore, without any guidance, the training may not be designed appropriately.

Evaluator It becomes easy for the training evaluator to measure the progress of

the trainees because the objectives define the expected performance of trainees.

Training objective is an important to tool to judge the performance of participants.

Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship

between the training function and other management activity is also changing. The

training and development activities are now equally important with that of other HR

functions. Gone are the days, when training was considered to be futile, waste of

time, resources, and money. Now-a-days, training is an investment because the

departments such as, marketing & sales, HR, production, finance, etc depends on

training for its survival. If training is not considered as a priority or not seen as a

vital part in the organization, then it is difficult to accept that such a company has

effectively carried out HRM. Training actually provides the opportunity to raise the

profile development activities in the organization

To increase the commitment level of employees and growth in quality movement

(concepts of HRM), senior management team is now increasing the role of training.

Such concepts of HRM require careful planning as well as greater emphasis on

employee development and long term education.

Training is now the important tool of Human Resource Management to control theattrition rate because it helps in motivating employees, achieving their professional


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and personal goals, increasing the level of job satisfaction, etc. As a result training

is given on a variety of skill development and covers a multitude of courses.

Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business;

the role of HR professionals in training has been widened. HR role now is:

1. Active involvement in employee education

2. Rewards for improvement in performance

3. Rewards to be associated with self esteem and self worth

4. Providing pre-employment market oriented skill development education and

post employment support for advanced education and training

5. Flexible access i.e. anytime, anywhere training.

Models of Training

Training is a sub-system of the organization because the departments such as,

marketing & sales, HR, production, finance, etc depends on training for its survival.

Training is a transforming process that requires some input and in turn it produces

output in the form of knowledge, skills, and attitudes (KSAs).

The Training System

A System is a combination of things or parts that must work together to perform a

particular function. An organization is a system and training is a sub system of the

organization. The System Approach views training as a sub system of an

organization.

System Approach can be used to examine broad issues like objectives, functions,

and aim. It establishes a logical relationship between the sequential stages in the

process of training need analysis (TNA), formulating, delivering, and evaluating.

There are 4 necessary inputs i.e. technology, man, material, time required in every

system to produce products or services. And every system must have some output


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from these inputs in order to survive. The output can be tangible or intangible

depending upon the organizations requirement. A system approach to training is

planned creation of training program. This approach uses step-by-step procedures

to solve the problems. Under systematic approach, training is undertaken on

planned basis. Out of this planned effort, one such basic model of five steps is

system model that is explained below.

Organization are working in open environment i.e. there are some internal and

external forces, that poses threats and opportunities, therefore, trainers need to be

aware of these forces which may impact on the content, form, and conduct of the

training efforts.

The internal forces are the various demands of the organization for a better

learning environment; need to be up to date with the latest technologies.

The three model of training are:

1. System Model

2. Instructional System Development Model

3. Transitional model

System Model Training

The system model consists of five phases and should be repeated on a regular

basis to make further improvements. The training should achieve the purpose of

helping employee to perform their work to required standards. The steps involved in

System

Model of training are as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job,

2. employees requirement, who needs training, what do they need to learn,

estimating training cost, etc The next step is to develop a performance

measure on the basis of which actual performance would be evaluated.

3. Design and provide training to meet identified needs. This step requires

developing objectives of training, identifying the learning steps, sequencing

and structuring the contents.
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4. Develop- This phase requires listing the activities in the training program that

will assist the participants to learn, selecting delivery method, examining the

training material, validating information to be imparted to make sure it

accomplishes all the goals & objectives.

5. Implementing is the hardest part of the system because one wrong step can

lead to the failure of whole training program.

6. Evaluating each phase so as to make sure it has achieved its aim in terms of

subsequent work performance. Making necessary amendments to any of the

previous stage in order to remedy or improve failure practices

Instructional System Development Model(ISD)ModelInstructional System Development model was made to answer the training

problems.

This model is widely used now-a-days in the organization because it is concerned

with the training need on the job performance.

Training objectives are defined on the basis of job responsibilities and job

description and on the basis of the defined objectives individual progress is

measured. This model also helps in determining and developing the favorable


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strategies, sequencing the content, and delivering media for the types of training

objectives to be achieved.

The Instructional System Development model comprises of five stages:

1. ANALYSIS This phase consist of training need assessment, job analysis,

and target audience analysis.

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

instructional objectives that measures behavior of a participant after the training,

types of training material, media selection, methods of evaluating the trainee,

trainer and the training program, strategies to impart knowledge i.e. selection of

content, sequencing of content, etc.

3. DEVELOPMENT This phase translates design decisions into training

material. It consists of developing course material for the trainer including

handouts, workbooks, visual aids, demonstration props, etc, course material for

the trainee including handouts of summary.

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

arranging speakers, equipments, benches, podium, food facilities, cooling,

lighting, parking, and other training accessories.

5. EVALUATION The purpose of this phase is to make sure that the training

program has achieved its aim in terms of subsequent work performance. This

phase consists of identifying strengths and weaknesses and making necessary

amendments to any of the previous stage in order to remedy or improve failure

practices.


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The ISD model is a continuous process that lasts throughout the training program.

It also highlights that feedback is an important phase throughout the entire training

program. In this model, the output of one phase is an input to the next phase.

Transitional model focuses on the organization as a whole. The outer loop

describes the vision, mission and values of the organization on the basis of which

training model i.e. inner loop is executed.

Vision focuses on the milestones that the organization would like to achieve after

the defined point of time. A vision statement tells that where the organization sees

itself few years down the line. A vision may include setting a role mode, or bringing

some internal transformation, or may be promising to meet some other deadlines

Mission explain the reason of organizational existence. It identifies the position in

the community. The reason of developing a mission statement is to motivate,

inspire, and inform the employees regarding the organization. The mission

statement tells about the identity that how the organization would like to be viewed

by the customers, employees, and all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It

reflects the deeply held values of the organization and is independent of current


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industry environment. For example, values may include social responsibility,

excellent customer service, etc.

The mission, vision, and values precede the objective in the inner loop. This model

considers the organization as a whole. The objective is formulated keeping thesethree things in mind and then the training model is further implemented.

TRAIN AND RETAIN TO STOP THE DRAIN

In todays competitive world, where margins are constantly under pressure, training

budgets are the first to axed. So it becomes imperative that the training model that

is evolved should be less capital intensive and not dependent upon profit margins

and profitability.

Although training needs are identified much before training programmed actually

commence but still some crucial points are left some un-addressed.

For example very little is done to know the opinion of the employee about training

need identified for him as to what he feels about the same .99% cases employee is

nominated by higher authorities instead of chance being given to volunteer

program under the notion that boss is always right and he knows the best off.

Taking this in context there are many organization where some employee who are

earmarked are regularly nominated to attend training program. He is stressed out,why dont pack him up for a training program approach.


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LEARNING AND

TRAINING


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LEARNING AND TRAINING

Irrespective of the type or method of training, a trainer has to keep in mind some of

the principles of learning or motivation, which would enhance internationalization of

what is taught.

Motivation

A trainee needs to have a desire to learn and benefit from the programme. If the is

not interested, or is de-motivated, the learning outcome is going to be insignificant

and the company will have spent its money badly. On the other hand, being too

intense about learning and outcome may result in setting over ambitious goals for

the individual.

Reinforcement

Following on the concept of motivation is that of reinforcement. For learning to take

place and be internalized to the desired extent, a trainee is rewarded or given some

encouragement. This reinforcement, or the acknowledgement that what has been

acquired is desirable, can be either an extrinsic or intrinsic reward-external praise

or some tangible reward, or the individuals feeling of a sense of progress. Current

stress is on positive support and helpful behavior, even when mistakes are made.

Feedback

During the training process, it is useful for the trainee to be told how he is

progressing. Several researchers have confirmed that knowledge of results is an

effective motivator. Constant and periodic feedback has positive effects on the

trainees learning. Unless the trainee knows how close his performance comes to

the desired standard, he will not have an opportunity to improve. Feedback

therefore provides a basis for correcting oneself. Secondly, feedback helps to

sustain the trainees interest in the task, or in each learning that is taking place, by


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bringing greater involvement with the learning process. If feedback is to be

meaningful, it should follow a learning segment as quickly as possible.

TransferofLearning

The maximum use of training can be made if the trainee is able to transfer his

learning to his actual work role. This is possible if identical elements are

incorporated in the training situation from the job role, either existing or proposed.

The more similar the learning situation is to the job situation, the higher the degree

of transfer the trainee can expect, and hence the grater the relevance of the

training programme.

Repetition

Repetition etches a pattern into our memory, e.g., when one studies for an examination,

it is necessary to repeatedly to over ideas so that they can be recalled later.

Relevance

Relevance relates to the meaningful fuse of material, which aids learning, e.g.,

trainers usually explain in the overall purpose of a job to trainees before assigning

them a particular task.

TRAINING INPUTS

There are three basic types of inputs;

(i)Skills

(ii)Attitude

(iii)Knowledge.

The primary purpose of training is to establishing a sound relationship is at its best

when the workers attitude to the job is right, when the workers knowledge of the jobis adequate, and he has developed the necessary skills.


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Training activities in an industrial organization are aimed at making desired

modifications in skills, attitudes and knowledge of employee so that they perform

their jobs most efficiently and effectively.

BEST TIME TO IMPART TRAINING TO EMPLOYEE

1. NEW RECRUITS TO THE COMPANY

These have a requirement for induction into the company as a whole in terms of its

business activities and personnel policies and provisions, the terms, conditions and

benefits appropriate to the particular employee, and the career and advancement

opportunities available.

2.TRANSFEREES WITHIN THE COMPANY

These are people who are moved from one job to another, either within the same

work area, i.e. the same department or function, or to dissimilar work under a

different management. Under this heading we are excluding promotions, which take

people into entirely new levels of responsibility.

3. PROMOTIONS

Although similar to the transferee 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

of supervisory or management responsibility. The change is usually too

important and difficult to make successfully to permit one to assume that the

promotes will pick it up as he goes along and attention has to be paid to training in

the tasks and the responsibilities and personal skills necessary for effective

performance.

4. NEW PLANT OR EQUIPMENT

Even the most experienced operator has everything to learn when a computer and

electronic controls replace the previous manual and electro-mechanical system on

the process plant on which he works. There is no less a training requirement for the


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supervisors and process management, as well as for technical service production

control and others.

5. NEW PROCEDURES

Mainly for those who work in offices in commercial and administrative functions but

also for those who we workplace is on the shop floor or on process plant on any

occasion on which there is a modification to existing paperwork or procedure for,

say the withdrawal of materials from stores, the control of customer credit the

approval of expense claims, there needs to be instruction on the change in the way

of working in many instances, a note bringing the attention of all concerned the

change is assume to be sufficient, but there are cases, such as when total new

systems in corporating IT up dates are installed, when more thorough training is

needed.

6. NEW STANDARDS, RULES AND PRACTICES

Changes in any one these are likely to be conveyed by printed note or by word of

mouth by the manager to his subordinates, and this can be the most satisfaction

way of dealing with the change from the point of view of getting those affected to

understand their new responsibility. However not all changes under this heading

can be left to this sort of handling. Even the simplest looking instruction may be

regarded as undesirable or impracticable by whoever has to perform it he may not

understand the purpose behind the change and lose confidence in a management

which he now believes to be messing about, or he may understand the purpose

and have a better alternative to offer if it is not too late.

7. NEW RELATIONSHIP AND AUTHORITIES

These can arise, as a result of management decisions, in a number of ways. In

examples, the recognition of the accounts department can result in a realization of

responsibilities between the section leaders of credit control, invoicing and

customer records, although there is no movement of staff between the sections (i.e.

no transfers). Although the change in work content for each clerk and supervisor is


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defined clearly for each person in the new procedures, there is nevertheless a need

for each person to know where he stands in the new set up, which is responsible

for what, and where to direct problems and enquiries as they arise in the future.

8. MAINTENANCE OF STANDARDS

We are here concerned with maintenance of standards through training, for it must

be remembered that supervision and inspection and qualify control are

continuously responsible for standards and exercise their own authorities to this

end. Although it is generally agreed that some retraining from time to time, taking

varied forms even for the on group of employees, does act as both a reminder and

a stimulus, there is not much agreement on the next frequency and form that such

retraining should take, of there is as yet little scientific knowledge on this subject

which is of much use in industrial situations.

9. THE MAINTENANCE OF ADAPTABILITY

Again, whilst there is little scientific study of the loss of ability to learn new skills in

those cases where people spend a long time without change, and without the need

to learn, there is increasing evidence in current experience to suggest that this is

the case in industrial employment. Add, of course, there is the inference arising

from the laboratory experiments of psychologists.

10. THE MAINTENANCE OF MANAGEMENT SKILLS & STANDARDS

Skills in supervising, employee appraisal, communications, leadership etc areimportant in all companies. Some of these skills are seen to be critical to major

developments in company organisation, culture, employee empowerment and so

on. Initial training in these skills is not uncommon in the largest companies on

appointment into management and supervision. But continuous training and

performance monitoring is rare, despite the common knowledge that standards are

as varied as human nature.


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11. RETIREMENT AND REDUNDANCY

Employees of any position in the company who are heading towards retirement will

benefit from learning about health, social life, work opportunities money

management etc. Internal or external courses are best attended a year or twobefore retirement date, in a few companies a member of Personnel will act as a

counselor as required.

Benefits of Training

Employees and the organization need to realize the importance of contribution and

learning for mutual growth and development. Training is the answer to deal withstagnation stage by constantly updating it in every field. Other benefits of training

include:

Hiring appeal: companies that provide training attract a better quality

Workforce.

Assessing and addressing any performance deficiency.

Enhancing workforce flexibility.Cross-cultural training is essential for them

for better adjustment in the new environment.

Increasing commitment: Training acts as a loyalty booster. Employee

motivation is also enhanced when the employee knows that the organization

would provide them opportunities to increase their skills and knowledge.

It gives the organization a competitive edge by keeping abreast of the latest

changes; it acts as a catalyst for change.

Higher customer satisfaction and lower support cost results through

improved service, increased productivity and greater sufficiency.

Training acts as benchmark for hiring promoting and career planning.

It acts act as a retention tool by motivating employee to the vast

opportunities for growth available in an organization.


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THE EVALUATION OF TRAINING

There are a number of expressions used to describe steps taken by management

and by training offices at the conclusion of training and during the days or weeks

afterwards. These expressions include validation, evaluation, follow-up and

implementation, as well as cost benefit, which have appeared in more recent years.

We are interested in all of these and have already tackled one of the,

implementation, and we start by giving our definitions in order to establish a clearer

picture of what each is, and how they relate to each other.

Evaluation of training, or, indeed of anything, consists simply of putting a value to it.

To evaluate training means undertaking a search for the effect that it has had on

the people and the situations, which it influences, and then trying to measure or

estimate whether this is advantageous or disadvantageous.

We shall see that at the level of pure training there is an evaluation to be made, but

that the principal evaluation is at a higher level in the chain.

First the chain of intentions is clear at the outset

1. The forecourt attendants were to receive training to a defined level of

competence.

2. They were then to apply their new capability correctly during the service that

they gave to motorists.

3. The motorists would respond to this with a reaction of pleasure and would

tend to use that particular station rather more, thus increasing the amount of

gasoline sold.

4. The increased sales, and negligible increased costs, would improve the

revenue and the profits.

A TRAINING TOOL: INSPIRING OTHERS

In the new era new era, challenges for the trainer are to create learning

environment. Trainer needs to innovate new ways design and deliver the training

inputs. Wide range of technique like interactive methods like teaching, experiential

learning cases inventories games, including humour. Where as we have the


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ancient way of story telling as a powerful tool to create learning for adult managers

of industry. Sharing ones own perception, experience and ideas learning value can

be increased exponentially.

METHODS OF TRAINING

There are various methods of training, which can be divided in to cognitive and

behavioral methods. Trainers need to understand the pros and cons of each

method, also its impact on trainees keeping their background and skills in mind

before giving training.

Cognitive methods are more of giving theoretical training to the trainees. Thevarious methods under Cognitive approach provide the rules for how to do

something, written or verbal information, demonstrate relationships among

concepts, etc. These methods are associated with changes in knowledge and

attitude by stimulating learning.

The various methods that come under Cognitive approach are:

LECTURES A Method of Training

It is one of the oldest methods of training. This method is used to create

understanding of a topic or to influence behavior, attitudes through lecture. A

lecture can be in printed or oral form. Lecture is telling someone about something.

Lecture is given to enhance the knowledge of listener or to give him the theoretical

aspect of a topic. Training is basically incomplete without lecture. When the trainer

begins the training session by telling the aim, goal, agenda, processes, or methodsthat will be used in training that means the trainer is using the lecture method. It is

difficult to imagine training without lecture format. There are some variations in

Lecture method. The variation here means that some forms of lectures are

interactive while some are not.

Straight Lecture: Straight lecture method consists of presenting information, which

the trainee attempts to absorb. In this method, the trainer speaks to a group about

a topic.
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However, it does not involve any kind of interaction between the trainer and the

trainees.

A lecture may also take the form of printed text, such as books, notes, etc. The

difference between the straight lecture and the printed material is the trainersintonation, control of speed, body language, and visual image of the trainer. The

trainer in case of straight lecture can decide to vary from the training script, based

on the signals from the trainees, whereas same material in print is restricted to

what is printed.

A good lecture consists of introduction of the topic, purpose of the lecture, and

priorities and preferences of the order in which the topic will be covered.

Main Features of Lecture Method

Some of the main features of lecture method are:

Inability to identify and correct misunderstandings

Less expensive

Can be reached large number of people at once

Knowledge building exercise

Less effective because lectures require long periods of trainee inactivity

Demonstration Training Method

This method is a visual display of how something works or how to do something. As

an example, trainer shows the trainees how to perform or how to do the tasks of the

job. In order to be more effective, demonstration method should be should be

accompanied by the discussion or lecture method.

To carry out an effective demonstration, a trainer first prepares the lesson plan by

breaking the task to be performed into smaller modules, easily learned parts. Then,

the trainer sequentially organizes those modules and prepares an explanation for

why that part is required. While performing the demonstration, trainer:

Demonstrates the task by describing how to do, while doing


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Helps the focusing their attention on critical aspects of the task

Tells the trainees what you will be doing so they understand what you will be

showing them

Explains why it should be carried out in that way

The difference between the lecture method and the demonstration method is the

level of involvement of the trainee. In the lecture method, the more the trainee is

involved.

The financial costs that occur in the demonstration method are as follows:

Cost of training facility for the program

Cost of materials that facilitate training

Food, travel, lodging for the trainees and the trainers

Compensation of time spent in training to trainers and trainees

Cost related to creating content, material

Cost related to the organization of the training

After completing the demonstration the trainer provide feedback, both positive and

or negative, give the trainee the opportunity to do the task and describe what he is

doing and why.

Discussion Training Method

This method uses a lecturer to provide the learners with context that is supported,

elaborated, explains, or expanded on through interactions both among the trainees

and between the trainer and the trainees. The interaction and the communication

between these two make it much more effective and powerful than the lecture

method. If the Discussion method is used with proper sequence i.e. lectures,

followed by discussion and questioning, can achieve higher level knowledge

objectives, such as problem solving and principle learning.

The Discussion method consists a two-way flow of communication i.e. knowledge

in the form of lecture is communicated to trainees, and then understanding is

conveyed back by trainees to trainer.


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Understanding is conveyed in the form of verbal and non-verbal feedback that

enables the trainer to determine whether the material is understood. If yes, then

definitely it would help out the trainees to implement it at their workplaces and if

not, the trainer may need to spend more time on that particular area by presenting

the information again in a different manner.

Questioning can be done by both ways i.e. the trainees and the trainer. When the

trainees ask questions, they explain their thinking about the content of the lecture.

A trainer who asks questions stimulates thinking about the content of the lecture.

Asking and responding questions are beneficial to trainees because it enhance

understanding and keep the trainees focused on the content. Besides that,

discussions, and interactions allow the trainee to be actively engaged in thematerial of the trainer. This activity helps in improving recall.

Computer-Based Training (CBT)

With the world-wide expansion of companies and changing technologies, the

demands for knowledge and skilled employees have increased more than ever,

which in turn, is putting pressure on HR department to provide training at lower

costs. Many organizations are now implementing CBT as an alternative to

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Some of the benefits of Computer-Based Training are:

According to a recent survey, about 75% of the organizations are providing trainingto employees through Intranet or Internet. Internet is not the method of training, but

has become the technique of delivering training. The growth of electronic

technology has created alternative training delivery systems. CBT does not require

face-to-face interaction with a human trainer. This method is so varied in its

applications that it is difficult to describe in concise terms.

The various methods that come under Cognitive approach are :

o INTELLEGENT TUTORIAL SYSTEM(ITS)

o PROGRAMMED INSTRUCTION (PI)

o VIRTUAL REALITY

Behavioral methods are more of giving practical training to the trainees. The

various methods under Behavioral approach allow the trainee to behavior in a real

fashion. These methods are best used for skill development.

The various methods that come under Behavioral approach are:
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GAMES AND SIMULATIONS

o BEHAVIOR-MODELING

o BUSINESS GAMES

o CASE STUDIES

o EQUIPMENT STIMULATORS

o IN-BASKET TECHNIQUE

o ROLE PLAYS

Both the methods can be used effectively to change attitudes, but through different

means.Another Method is MANAGEMENT DEVELOPMENT METHOD

COACHING

Coaching is one of the training methods, which is considered as a corrective

method for inadequate performance. According to a survey conducted by

International Coach Federation (ICF), more than 4,000 companies are using coach

for their executives. These coaches are experts most of the time outside

consultants.

A coach is the best training plan for the CEOs because

o It is one-to-one interaction

o It can be done at the convenience of CEO

o It can be done on phone, meetings, through e-mails, chat

o It provides an opportunity to receive feedback from an expert

o It helps in identifying weaknesses and focus on the area that needs

improvement This method best suits for the people at the top because if we

see on emotional front, when a person reaches the top, he gets lonely and it

becomes difficult to find someone to talk to.

It helps in finding out the executives specific developmental needs. The needs can

be identified through 60 degree performance review.
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PROCEDURE OF THE COACHING

The procedure of the coaching is mutually determined by the executive and coach.

The procedure is followed by successive counseling and meetings at the

executives convenience by the coach.

1. Understand the participants job, the knowledge, skills, and attitudes, and

resources required to meet the desired expectation

2. Meet the participant and mutually agree on the objective that has to be

achieved

3. Mutually arrive at a plan and schedule

4. At the job, show the participant how to achieve the objectives, observe theperformance and then provide feedback

5. Repeat step 4 until performance improves.

For the people at middle-level management, coaching is more likely done by the

supervisor; however experts from outside the organization are at times used for up-

and-coming managers. Again, the personalized approach assists the manger focus

on definite needs and improvement

Mentoring

Mentoring is an ongoing relationship that is developed between a senior and junior

employee. Mentoring provides guidance and clear understanding of how the

organization goes to achieve its vision and mission to the junior employee.

The meetings are not as structured and regular than in coaching. Executive

mentoring is generally done by someone inside the company. The executive can

learn a lot from mentoring. By dealing with diverse mentees, the executive is given

the chance to grow professionally by developing management skills and learning

how to work with people with diverse background, culture, and language and

personality types.

Executives also have mentors. In cases where the executive is new to the

organization, a senior executive could be assigned as a mentor to assist the newexecutive settled into his role. Mentoring is one of the important methods for


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preparing them to be future executives. This method allows the mentor to

determine what is required to improve mentees performance. Once the mentor

identifies the problem, weakness, and the area that needs to be worked upon, the

mentor can advise relevant training. The mentor can also provide opportunities to

work on special processes and projects that require use of proficiency.

Some key points on Mentoring

Mentoring focus on attitude development

Conducted for management-level employees

Mentoring is done by someone inside the company

It is one-to-one interaction

It helps in identifying weaknesses and focus on the area that needs improvement

Job Rotation

For the executive, job rotation takes on different perspectives. The executive is

usually not simply going to another department. In some vertically integrated

organizations, for example, where the supplier is actually part of same organization

or subsidiary, job rotation might be to the supplier to see how the business

operates from the supplier point of view. Learning how the organization is

perceived from the outside broadens the executives outlook on the process of the

organization. Or the rotation might be to a foreign office to provide a global

perspective.

For managers being developed for executive roles, rotation to different functions in

the company is regular carried out.

This approach allows the manger to operate in diverse roles and understand the

different issues that crop up. If someone is to be a corporate leader, they must

have this type of training. A recent study indicated that the single most significant

factor that leads to leaders achievement was the variety of experiences in different

departments, business units, cities, and countries.

An organized and helpful way to develop talent for the management or executivelevel of the organization is job rotation. It is the process of preparing employees at


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a lower level to replace someone at the next higher level. It is generally done for

the designations that are crucial for the effective and efficient functioning of the

organization.

Benefits of Job Rotation

Some of the major benefits of job rotation are:

It provides the employees with opportunities to broaden the horizon of

knowledge, skills, and abilities by working in different departments, business

units, functions, and countries

Identification of Knowledge, skills, and attitudes (KSAs) required

It determines the areas where improvement is required

Assessment of the employees who have the potential and caliber for filling

the position

OFF THE JOB TRAINING

There are many management development techniques that an employee can take

in off the job. The few popular methods are:

SENSITIVITY TRAINING

TRANSACTIONAL ANALYSIS

STRAIGHT LECTURES/ LECTURES

SIMULATION EXERCISES

Case Study on Training Methods

SALES TRAINING AT ABC COMPANY

Few years ago, ABC Company developed a training strategy for training its global

sales force. An important feature of the strategy was to create a master training

plan for each year. The organizations strategic plans, objectives, and functionaltactics would drive this plan. Once an initial procedure was designed it was
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then evaluated and critiqued the top management, different units, and training

council. The input from these take holders would be summarized and

transferred into a master training Plan.

The major question that was asked by the designers of training program was, whatresults do we want from salespeople after the training program is over?

Answer to this question becomes the objective of the training program.

Then training content was designed, videos were made. The videos took 3 to 6

months to produce. Video contains live production plants, clients offices,

partner offices, suppliers, manufacturers locations, and other locations.

Videos were used to train sales people in various areas, such as:

Market information i.e. about customer profile, market updates, and

computer integrated manufacturing applications, etc

Sales Process i.e. how to deal in the situation of conflicts with customer,

coaching on undesirable behavior, supplement skills developed during live

courses

Product information, such as, product usage, applications, system

description, product description, comparison with competitors products, etc

Policies and procedures, i.e. about sales contests, incentive plans on

achieving targets, annual bonuses, winners receiving the best salesperson

award to motivate the sales force

Representatives then watch video, follow the directions, and refer to the material if

faces any problem. When salespeople feel they have mastered the.

Around thousands of sales persons were getting a specific video training. The salespeople were getting training material along with the video. Sales material, they

would take an exam and call a toll-free number to transmit responses to exam.

Salespeople who successfully passed an exam were factored into performance and

merit reviews as well as promotional opportunities. Those who couldnt pass

the exam were asked to go through the material and video again before

retaking the exam. If the salesperson failed an exam again, the reporting

manager was notified.

This case gives rise to few important questions. These questions are:


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In todays technological world, is video still the best way to deliver training?

Is video the most effective way to achieve training objectives?

What role did cost of development, cost of delivery, and other constraints

play in selection of video delivery system?

Training Need Analysis (TNA)

An analysis of training need is an essential requirement to the design of effective

training. The purpose of training need analysis is to determine whether there is a

gap between what is required for effective performance and present level of

performance.

Why training need analysis?

Training need analysis is conducted to determine whether resources required are

available or not. It helps to plan the budget of the company, areas where training is

required, and also highlights the occasions where training might not be appropriate

but requires alternate action.


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Corporate need and training need are interdependent because the organization

performance ultimately depends on the performance of its individual employee and

its sub group.

Organizational Level Training need analysis at organizational level focuses

on strategic planning, business need, and goals. It starts with the assessment of

internal environment of the organization such as, procedures, structures, policies,

strengths, and weaknesses and external environment such as opportunities and

threats.

After doing the SWOT analysis, weaknesses can be dealt with the training

interventions, while strengths can further be strengthened with continued training.

Threats can be reduced by identifying the areas where training is required. And,

opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires to

be involved in strategic planning. In this planning, HR develops strategies to be

sure that the employees in the organization have the required Knowledge, Skills,

and Attributes (KSAs) based on the future KSAs requirements at each level

Individual Level Training need analysis at individual level focuses on each

and every individual in the organization. At this level, the organization checks

whether an employee is performing at desired level or the performance is below

expectation. If the difference between the expected performance and actual

performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The

methods that are used to analyze the individual need are:

Appraisal and performance review

Peer appraisal

Competency assessments

Subordinate appraisalClient feedback


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Customer feedback

Self-assessment or self-appraisal

Operational Level Training Need analysis at operational level focuses on the

work that is being assigned to the employees. The job analyst gathers the

information on whether the job is clearly understood by an employee or not. He

gathers this information through technical interview, observation, psychological test;

questionnaires asking the closed ended as well as open ended questions, etc.

Today, jobs are dynamic and keep changing over the time. Employees need to

prepare for these changes. The job analyst also gathers information on the tasks

needs to be done plus the tasks that will be required in the future. Based on the

information collected, training Need analysis (TNA) is done.

Training-Design

The design of the training program can be undertaken only when a clear training

objective has been produced. The training objective clears what goal has to be

achieved by the end of training program i.e. what the trainees are expected to be

able to do at the end of their training. Training objectives assist trainers to design

the training program.

The trainer Before starting a training program, a trainer analyzes his technical,

interpersonal, judgmental skills in order to deliver quality content to trainers

The trainees A good training design requires close scrutiny of the trainees and

their profiles. Age, experience, needs and expectations of the trainees are some of

the important factors that affect training design.

Training climate A good training climate comprises of ambience, tone,

feelings, positive perception for training program, etc. Therefore, when the climate

is favorable nothing goes wrong but when the climate is unfavorable, almost

everything goes wrong.


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Trainees learning style the learning style, age, experience, educational

background of trainees must be kept in mind in order to get the right pitch to the

design of the program

Training strategies Once the training objective has been identified, the

trainer translates it into specific training areas and modules. The trainer prepares

the priority list of about what must be included, what could be included.

Training topics After formulating a strategy, trainer decides upon the content

to be delivered. Trainers break the content into headings, topics, ad modules.

These topics and modules are then classified into information, knowledge, skills,

and attitudes.

Sequence the contents Contents are then sequenced in a following manner:

From simple to complex

Topics are arranged in terms of their relative importance

From known to unknown

From specific to general

Dependent relationship

Training tactics Once the objectives and the strategy of the training program

becomes clear, trainer comes in the position to select most appropriate tactics or

methods or techniques. The method selection depends on the following factors:

Trainees background

Time allocated

Style preference of trainer

Level of competence of trainer

Availability of facilities and resources, etc


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Support facilities It can be segregated into printed and audio visual. The

various requirements in a training program are white boards, flip charts, markers,

etc.

Constraints The various constraints that lay in the trainers mind are:

Time

Accommodation, facilities and their availability

Furnishings and equipments

Budget

Design of the training, etc


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Training Implementation

To put training program into effect according to definite plan or procedure is called

training implementation. Training implementation is the hardest part of the system

because one wrong step can lead to the failure of whole training program. Even the

best training program will fail due to one wrong action.

Training implementation can be segregated into:

Practical administrative arrangements

Carrying out of the training

Implementing Training

Once the staff, course, content, equipments, topics are ready, the training is

implemented.

Completing training design does not mean that the work is done because

implementation phase requires continual adjusting, redesigning, and refining.

Preparation is the most important factor to taste the success. Therefore, following

are the factors that are kept in mind while implementing training program:

The trainer The trainer need to be prepared mentally before the delivery of

content.

Trainer prepares materials and activities well in advance. The trainer also set

grounds before meeting with participants by making sure that he is comfortable with

course content and is flexible in his approach.

Physical set-up Good physical set up is pre-requisite for effective andsuccessful training program because it makes the first impression on participants.

Classrooms should not be very small or big but as nearly square as possible. This

will bring people together both physically and psychologically. Also, right amount of

space should be allocated to every participant.

Establishing rapport with participants There are various ways by which a trainer

can establish good rapport with trainees by:

Greeting participants simple way to ease those initial tense moments


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Encouraging informal conversation

Remembering their first name

Pairing up the learners and have them familiarized with one another

Listening carefully to trainees comments and opinions

Telling the learners by what name the trainer wants to be addressed

Getting to class before the arrival of learners

Starting the class promptly at the scheduled time

Using familiar examples

Varying his instructional techniques

Using the alternate approach if one seems to bog down

Reviewing the agenda At the beginning of the training program it is very

important to review the program objective. The trainer must tell the participants the

goal of the program, what is expected out of trainers to do at the end of the

program, and how the program will run. The following information needs to beincluded:

Kinds of training activities

Schedule

Setting group norms

Housekeeping arrangements

Flow of the program

Handling problematic situations

Training Evaluation

The process of examining a training program is called training evaluation. Training

evaluation checks whether training has had the desired effect. Training evaluation


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ensures that whether candidates are able to implement their learning in their

respective workplaces, or to the regular work routines.

Purposes of Training Evaluation

The five main purposes of training evaluation are:

Feedback: It helps in giving feedback to the candidates by defining the objectives

and linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge,

transfer of knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not

effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee)

uses the evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are

aligned with the expected outcomes.


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Process of Training Evaluation

Before Training: The learners skills and knowledge are assessed before the

training program. During the start of training, candidates generally perceive it as a

waste of resources because at most of the times candidates are unaware of the

objectives and learning outcomes of the program. Once aware, they are asked to

give their opinions on the methods used and whether those methods confirm to the

candidates preferences and Learning style.

During Training: It is the phase at which instruction is started. This phase

usually consist of short tests at regular intervals

After Training: It is the phase when learners skills and knowledge are assessed

again to measure the effectiveness of the training. This phase is designed to

determine whether training has had the desired effect at individual department and

organizational levels.

There are various evaluation techniques for this phase.

Techniques of Evaluation

The various methods of training evaluation are:

Observation

Questionnaire


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Interview

Self diaries

Self recording of specific incidents

Quality

Particularly in those industries, which have to compete in international markets, the

management made clear links between training policies and the quality of work.

Change in Corporate culture

Continuous training was used to transmit new business strategies and new

organization culture.

Organizational Development

In some organization where financial responsibilities were being decentralized, the

training function was also getting decentralized. In other training dept was

abolished altogether and all managers were made responsible for instruction and

training.

Flexible working practices

Company made a major training program after making two third work forces

redundant. This involved both vocational training and encouraging employee to

take educational courses in their free time.

Training and employment package

In certain companies training formed part of the pay packet offered to employees. It

also had a bearing on the Lab our turnover percentage of employee. In other way

we can say its like cost to company.

Corporate structure

In some instances I became difficult for managers to meet business objectives

because they had in sufficient control over recruitment and training decision. In

some other cases rivalries between different divisions of same company, prevented

the integration of coherent training and personal policies at central level.


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The role of professional trainers

The findings suggest that the role of the professional trainer had undergone

significant changes. He is today not only a mere provider or organiser of training

but also is being seen as an agent or facilitator of change. This because today the

management is integrating training into the very culture of their organisation. In

some organisation the trainers now have access to key decision-makers and have

established greater legitimacy for training and development activities.

Corporate and individual training needs

Evidence suggests that numbers of organisation are effectively integrating their

training and business strategies and progress has been made in training for

organisational development.

Although the need for continuing training of manager and professional is being

assessed on a more systematic basis this has not been extended more widely.

TYPES OF TRAINING METHODS ADOPTED BY RELIANCE

MOBILE

The training methods which are generally used in an organization are classified into

two i.e.

1) On the job:

On-the-job training places the employees in an actual work situation and makes

them appear to be immediately productive. It is learning by doing. For jobs, that

either are difficult to simulate or can be learn quickly by watching and doing on-the-

job training makes sense.

One of the drawbacks to on-the-job training can be low productivity while the

employees develop their skills. Another drawback can be the errors made by the

trainees while they learn. However, when the damage the trainees can do is

minimal, where training facilities and personnel are limited or costly, and where it is

desirable for the workers to learn the job under normal working conditions, the

benefits of on-the-job training frequently offset its drawbacks.


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(ii) Job Instruction Training:

JIT consists of four basic steps:

(a) Preparing the trainees by telling them about the job and over coming their

uncertainties

(b) Presenting the instruction, giving essential information in a clear manner;

(c) Having the trainees try out the job to demonstrate their understanding; and

(d) Placing the workers into the job, on their own, with a designated resource

person to call upon should they need assistance.

2) Off the job: Off-the-job training covers a number of techniques classroom

lectures, films, demonstrations, case studies and other simulation exercises, and

programmed instruction. The facilities needed for each of these techniques vary

from a small make shift classroom to an elaborate development center with large

lecture halls, supplemented by small conference rooms with sophisticated

audiovisual equipment, two-way mirrors, and all the frills.

(i) Classroom lectures/conferences: The lecture or conference approach is

well adapted to conveying specific information rules, procedures, or methods.The use of audiovisuals or demonstrations can often make a formal classroom

presentation more interesting while increasing retention and offering a vehicle for

more interesting while increasing retention and offering a vehicle for clarifying more

difficult points. The lectures liabilities include possible lack of feedback and the lack

of active involvement by the trainees.

(ii) Simulation exercises: Any training activity that explicitly places the trainee

in an artificial environment that closely mirrors actual working conditions can beconsidered a simulation. Simulation activities include case exercises, experimental

exercises, complex computer modeling, and vestibule training.

(iii)Vestibule training: In vestibule training, employees learn their jobs on the

equipment they will be using, but the learning is conducted away from the actual

work floor. In the 1980s many large retail chains train cashiers on their new

computer cash registers which are much more complex because they control

inventory and perform other functions in addition to ringing up orders in specially

created vestibule labs that simulated the actual checkout-counter environment.


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Training, as a process of long tem learning is essentially a developmental tool.. By

effectively utilizing this tool, the organization expects to achieve career objectives.

Contribute towards the career progressions of the employees by importing

knowledge of an additional or reinforcing nature, developing skills and

bringing about desired attitudinal changes among them. This would not

merely prove effective in assisting them to achieve organizational goals but

also enable enhancement of their self esteem and self confidences to face

external challenges.

Ours is a changing and dynamic organization 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

external and internal demands and pressures.

Training of employees is not merely the responsibility of the management or the

training cell alone, but the responsibility of department managers as well. The

human resource department must enable the involvement of the department

managers in the process of employee training and development.

ASSESSMENT OF TRAINING NEEDS

There are five steps towards the assessment and analysis of training and

development of the organization.

Collection of information through interviewing and discussing with key

personnel both inside and outside the organization or specific departments;

observing the work place, working conditions, processes and outcomes;

examining records, other written information and annual employee appraisal.

Compare performances of each department and each employee against

objectives, targets and standards set for them and keeping in mind future

work requirements in the organization.

Identify cause of problems faced by the organization to enable the

management to train the employees in handling the problems as well as

solving the problem in a satisfactory manner.


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Segregate identified problems into problems requiring staff development

action such as training and into problems requiring other management

actions, so that these problems are accurately addressed.

Prioritize training actions in accordance to where the training need is more

urgent.

Documents

Training-Development-Project in Reliance Money