Final Project On Training and Development

TRAINING AND DEVELOPMENT
CHAPTER I INTRODUCTION
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.
Kc College of Engg. &IT Nawanshahr
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 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.
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.
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.
CHAPTER - II REVIEW OF LITERATURE

This literature review was undertaken to provide a conceptual basis for developing a framework for measuring internal training. To this end, the section considers information from literature on definitions of training, various ways of categorizing training and measurement issues. It also outlines briefly some key findings about training from the literature. Optimum utilization of Human Resource Management helps the organization to achieve its goals. It also helps to enhance the productivity, team spirit, organization culture and profitability of the organization. One of the important ways of doing this is providing training activities. Training is a process of increasing the knowledge and skills for doing a particular job. It is an organized procedure by which people learn knowledge and skill for a definite purpose. The purpose of training is basically to bridge the gap between job requirements and present competence of an employee. Training is aimed at improving the behavior and performance of a person. It is a never ending or continuous process. Kirkpatrick (1994) has developed a model for evaluating the effectiveness of training within organization. It has four levels: Level 1: reaction- a measure of how participants feel about various aspects of the program. Level 2: learning- a measure of the knowledge acquired, skills improved or attitudes changed during training. Level 3: behavior - a measure of the extent to which participants change their behavior because of training and
TRAINING AND DEVELOPMENT Level 4: results- a measure of the final results for the organization that occur due to training, including increased sales, higher productivity, and reduced employee turnover. The difficulty of standardizing measurement increases from the level on the Kirkpatrick scale. The American society of Training and Development (ASTD) benchmarking survey also includes questions around initial skill change as result of training, and follow-up evaluation of performance on course objectives (with assessments being obtained from participants and supervisors).These measures are similar but not identical to levels one and three on Kirkpatricks scale for measuring training effectiveness. Various correlations between learning effectiveness and institutional factor and learning effectiveness and organization outcomes may then be examined (Bassi & Ahlstrand, 2000. p12-13) According to Casse and Banahan (2007), the different approaches to training and development need to be explored. It has come to their attention by their own preferred model and through experience with large Organisations. The current traditional training continuously facing the challenges in the selection of the employees, in maintaining the uncertainty related to the purpose and in introducing new tactics for the environment of work and by recognizing this, they advising requirement for flexible approach. Usually the managers have the choice to select the best training and development programme for their staff but they always have to bear in mind that to increase their chances of achieve the target they must follow the five points highlighted by Miller and Desmarais (2007). According to Davenport (2006), mentioned in his recent studies that its easy to implement strategy with the internet supported Some of the Training theories can be effective immediately on the future of the skill and developments. The content and the on all the problems, which reiterates the
TRAINING AND DEVELOPMENT access are the actual factors for the process. It is a representation itself by the Access on main aspect what is effective to the adopted practice in training development. As per the recent theories to access the knowledge is changing from substantial in the traditional to deliver the knowledge for the virtual forms to use the new meaning of information with electronic learning use. There is a survey confirmation for using classroom to deliver the training would drop dramatically, (Meister, 2001). A manager is that what the other members of the organization wants them to be because it is a very popular trend of development training for the managers in the training for the management (Andersson, 2008, Luo, 2002).

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 not made. There were also some views that training is a very costly affair and not worth. Organizations used to believe more in executive pinching. But now the scenario seems to bechanging. 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 one want in life, but its knowing how to reach it Its not where one want to go, but its knowing how to get there Its not how high one want to rise, but its knowing how to take off Kc College of Engg. &IT Nawanshahr 7
TRAINING AND DEVELOPMENT It may not be quite the outcome ones were aiming for, but it will be an outcome Its not what one 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 one set, but its what one need to achieve it Training is about knowing where one stand (no matter how good or bad the current situation looks) at present, and where one 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 to provide 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 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. Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.
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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 and develops 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 Kc College of Engg. &IT Nawanshahr 11
TRAINING AND DEVELOPMENT 3. Designer 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 and particular segments of training. Beneficiaries of Training Objectives:
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.
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TRAINING AND DEVELOPMENT 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 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 Kc College of Engg. &IT Nawanshahr 13
TRAINING AND DEVELOPMENT 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 the attrition rate because it helps in motivating employees, achieving their professional 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 Flexible access i.e. anytime, anywhere 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 he 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. Kc College of Engg. &IT Nawanshahr 15
TRAINING AND DEVELOPMENT Secondly, feedback helps to sustain the trainees interest in the task, or in each learning that is taking place, by bringing greater involvement with the learning process. If feedback is to be meaningful, it should follow a learning segment as quickly as possible.
Transfer of Learning 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 job is adequate, and he has developed the necessary skills.
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TRAINING AND DEVELOPMENT 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 Kc College of Engg. &IT Nawanshahr 17
TRAINING AND DEVELOPMENT process plant on which he works. There is no less a training requirement for the 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 defined clearly for each person in the new procedures, there is nevertheless a need for each person to know where he stands Kc College of Engg. &IT Nawanshahr 18
TRAINING AND DEVELOPMENT 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 are important 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. 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.
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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. Types of Training Need Analysis
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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
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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 appraisal Client feedback Customer feedback
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 NEEDS PROCESS There are five steps towards the assessment and analysis of training and development of the organization.
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TRAINING AND DEVELOPMENT 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. 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.
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. The various 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:
1. 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 Kc College of Engg. &IT Nawanshahr 23
TRAINING AND DEVELOPMENT incomplete without lecture. When the trainer begins the training session by telling the aim, goal, agenda, processes, or methods that will be used in training that means the trainer is using the lecture method. It is 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. 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 trainers intonation, 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
2. 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 Kc College of Engg. &IT Nawanshahr 24
TRAINING AND DEVELOPMENT 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

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.
3. DISCUSSION TRAINING METHOD
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TRAINING AND DEVELOPMENT 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. 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 the material of the trainer. This activity helps in improving recall.
4. 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 classroom based training to accomplish those goals. Some of the benefits of Computer-Based Training are:
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According to a recent survey, about 75% of the organizations are providing training to 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 o o
INTELLEGENT TUTORIAL SYSTEM(ITS) PROGRAMMED INSTRUCTION (PI) VIRTUAL REALITY
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TRAINING AND DEVELOPMENT 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: 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.
5. 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 It is one-to-one interaction It can be done at the convenience of CEO It can be done on phone, meetings, through e-mails, chat It provides an opportunity to receive feedback from an expert It helps in identifying weaknesses and focus on the area that needs improvement. 28
TRAINING AND DEVELOPMENT 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.
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 the performance 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-andcoming managers. Again, the personalized approach assists the manger focus on definite needs and improvement
6. 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 Kc College of Engg. &IT Nawanshahr 29
TRAINING AND DEVELOPMENT 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 new executive settled into his role. Mentoring is one of the important methods for 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
7. 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.
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TRAINING AND DEVELOPMENT 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 executive level of the organization is job rotation. It is the process of preparing employees at 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 31
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NEW ELECTRONIC TECHNOLOGIES IN TRAINING
1) Interactive computer video technology: The use of computers and videotapes in the field of training is now well established. Some leading institution like MANAGE, Hyderabad is using this technology in training programme.
2) Broadcast television / cable television: Televisions system in which programme is sent out by radio wave and are seen on television. Indira Gandhi National Open University (IGNOU) is very well using this technology its educational and training programme.
3) Computer aided instruction: An educational concept which places the student in a conversational mode with a computer which has programmed study plan. The programmed course selects the next topic or phase of study according to previous responses from the student allowing each student to progress at pace directly to his or her learning capability.
4) Interactive video /interactive compute: The phrase interactive video refers to a video programme with which user (trainee) can interact. Interactivity takes place between user and the system, some thing for IC also, the system composed of four basic components (1) monitor or video display unit (2) video tape or video disc (3) a computer
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TRAINING AND DEVELOPMENT (4) a disc drive, the computer controls the video or video disc. Disc drive loads a programme into the computer.
5) Tele-conferencing: A two way audio and one way video system. It is used nowadays by many institutions for education and training purpose.
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TYPES OF TRAINING METHODS ADOPTED BY RELIANCE MONEY

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.
(i) 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
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TRAINING AND DEVELOPMENT 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 be considered 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. 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.
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TRAINING AND DEVELOPMENT 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.
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.
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.
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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.
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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
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:
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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 and successful
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 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
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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 be included: 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 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. Kc College of Engg. &IT Nawanshahr 42
TRAINING AND DEVELOPMENT Purpose of Training Evaluation:
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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TRAINING EFFECTIVENESS
Cutting edge of competition today demands every organization, to measure its activities in terms of effectiveness, efficiency, excellence (triple E). To achieve this triple C a lot of investment is made by the organization but the sword of sure short success hangs on the head of the HRD manager, this is because he has to handle the most complex resource i.e. human resource. The next toughest thins is to maintain is the ROI (return on investment) of training and development. It is not only the ROI but the performance management, retention level, motivation, morale, creativity, innovation conflicts, loyalty and commitment etc. of the manpower which are not easy to handle. Keeping all these factors in mind the focus of vision falls on training and development. The training effectiveness is obviously in terms of enhanced skill and knowledge to achieve the present goals, through the increased learnt behavior. In the process of training effectiveness is the most important /vital area, where by the individual and organizational goals are integrated to bring about the desired performance levels. How to reduce the gap?
Training skill & communication
Job performance
Trainer Trainee Learning ability
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CHAPTER-3 RESEARCH METHODOLOGY
METHODOLOGY OF THE PROJECT
Preparation of the summary expressed Recommendation of fall back site Questionnaire design
RESEARCH DESIGN Descriptive Design.
Sample Size: To understand the training and development scenario at Reliance Money and what the trainee really feels about the training they have undergone and further what kind of training they look for. Do they really look for any kind of training or not? To study the above aspect we covered almost about 25 people at of the company Reliance Money. TOOLS USED FOR DATA COLLECTION Primary data collected through questionnaires. Secondary data collected through magazines, journals, websites.
PROCEDURE FOR DATA COLLECTION. Communication, asking questions and receiving a response in person 45
TRAINING AND DEVELOPMENT Visiting the organizations, libraries, internet and also preparation of the questionnaire with the help of the project guide.
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 in the company. 3. To study the important barriers in training in company. 4. To study the training criteria in the company.
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LIMITATIONS OF THE STUDY

Every scientific study has certain limitations and the present study is no more exception. These are: 1. The terminology used in the subject is highly technical in nature and creates a lot of ambiguity. 2. All the secondary data are required were not available. 3. Respondents were found hesitant in revealing opinion about supervisors and management.
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CHAPTER-4 DATA ANALYSIS AND INTERPRETATIONS

1. TABLE SHOWING RESPONDENTS OPINION ABOUT TRAINING IS A PART OF THE ORGANIZATIONAL STRATEGY Response Agree Disagree Partly Agree Cant Say Total No. Of Respondants 13 1 4 7 25 52 4 16 28 100 Percentage
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INTERPRETATION:The above graph indicates that Organization considers training as a part of organizational strategy. 2. TABLE SHOWING ATTENDENCE OF RESPONDENTS IN TRAINING PROGRAMMES Response Less than 10 10 20 20 40 More than 40 Total No. of respondants 14 2 6 3 25 Percentage 56 8 24 12 100
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INTERPRETATION:The above chart indicates that less training programmes are held in the organization.
3. TABLE SHOWING TO WHOM THE TRAINING IS GIVEN MORE Response Senior staff Junior staff New staff Based on requirement Total No. of respondants 3 5 6 13 25 Percentage 12 20 24 52 100
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INTERPRETATION:Training is provided on the basis of requirement.
4. TABLE SHOWING THE IMPORTANT BARRIERS TO TRAINING & DEVELOPMENT Response Time Money Lack of interest by staff Non-availability trainer Total of No. of respondents 5 4 6 skilled 10 25 Percentage 20 16 24 40 100
52
INTERPRETATION:The above graph indicates that the important barriers to Training and Development in the organization is Non-availability of skilled trainers.
5. TABLE SHOWING THE RESPONDENTS OPINION ABOUT STATEMENT ENOUGH PRACTICE IS GIVEN FOR DURING TRAINING SESSION Respondants Strongly Agree Agree Somewhat agree Disagree Total No. of respondants 14 2 6 3 25 Percentage 56 8 24 12 100
53
INTERPRETATION:This graph indicates that enough practice is given for employees during training sessions.
6. TABLE SHOWING THE RESPONDENTS OPINION ABOUT THE STATEMENT THE TRAINING SESSIONS CONDUCTED IN YOUR ORGANIZATION IS USEFUL Respondants Strongly agree Agree Somewhat Disagree Total No. of respondants 15 5 5 0 25 Percentage 60 20 20 0 100 54
INTERPRETATION:The above graph indicates that the training sessions conducted in the organization is useful.
7. TABLE SHOWING THE OPINION ABOUT THE STATEMENT EMPLOYEES ARE GIVEN APPRAISAL IN ORDER TO MOTIVATE THEM TO ATTEND THE TRAINING Respondants Strongly Agree Agree Somewhat Disagree Total No. of respondants 14 6 3 2 25 Percentage 56 24 12 8 100
55
INTERPRETATION:The above graph shows that Employees are given appraisal in order to motivate them to attend the training.
8. TABLE SHOWING THE SKILLS THAT THE TRAINER SHOULD POSSESS TO MAKE THE TRAINING EFFECTIVE Respondants Technical skills People skills or Soft skills Generalist Personnel makes managers No. of respondants 8 6 better 6 than 5 20 Percentage 32 24 24
Specialist Fond of talking to people
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TRAINING AND DEVELOPMENT Total 25 100
INTERPRETATION:The above graph indicates that the trainer should possess technical skills to make the training effective
9. TABLE SHOWING THE GENERAL COMPLAINTS ABOUT THE TRAINING SESSION Respondants No. of respondants Percentage 25 40 15 20
Take away precious time of 4 employees Too many gaps between the 10 sessions Training sessions are unplanned 6 Boring and not useful 5
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TRAINING AND DEVELOPMENT Total 25 100
INTERPRETATION:The above graph indicates that there are too many gaps between the training sessions.
10. TABLE SHOWING THE REASON FOR SHORTAGE OF SKILLED MAN POWER AT WORKPLACE ARE Respondents Lack of planning No. of respondants 5 Percentage 20 40 32 8 100
Lack of support from senior 10 staff Lack of proper guidance and 8 training at workplace Lack of quality education at 2 primary and secondary level Total 25
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INTERPRETATION:The above graph indicates that reason for shortage of skilled man power at workplace are lack of support from senior staff.
FINDINGS
1. The training is provided to those employees who need it. 2. The barriers to Training and Development in the organization are Non-availability of skilled trainers. 3. Enough practice is given for employees during training sessions. 4. There are gaps between the training sessions organized by the company that is why trainees lost touch with that. 5. As the work load is much on employees therefore less attention is given to the training sessions by the employees.
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RECOMMENDATION/ SUGGESTIONS
Under noted few suggestions cum conclusion can be taken as for implementation to reap furthers benefits. Making training and development process and entirely in house activity to reduce cost. The maximum emphasis is given to job instruction methods where the trainee are made to understand their job thoroughly and the role they are going to play in performing their job. Lecture as well as the presentation is the major part of imparting the education and training them. The training objective are in keeping with needs and abilities of the trainee and it is this that proves to be the major reason for success of the training as whole... Kc College of Engg. &IT Nawanshahr 60
TRAINING AND DEVELOPMENT The trainee fill the feedback form and from time to time test are conducted to know the gauge the effectiveness of training to employee to check their memory if they retain anything or not. We think that time management is one of the thing on which Reliance Money team must emphasis so that there employee can be more productive as it was found during the visit to the corporate office people they lack in managing themselves. Stress management training is more important for employee as it was observe that people are all the time in tension like situation as to how to do what to do when to do, no time and things like that which kept them tensed all time. Last but not least behavioural training is more important as while doing the study it was found that people are less cooperative and outgoing to help out.
BIBLIOGRAPHY
BOOKS: David A. Decenzo/Stephen P. Robins (2004) Personal and Human Resource Management
Mamoria C.B.,Personnel Management, 1998, Himalaya Publishing House, Mumbai. Tripathi P.C., Human Resource Development, 2002, Sultan Chand & Sons, New Delhi. Kothari C.R., Research Methodology, 1999, Wishwa Prakashan, New Delhi.
WEBSITES: Kc College of Engg. &IT Nawanshahr 61
TRAINING AND DEVELOPMENT www.Reliancemoney.com www.naukrihub/training and development.com
ANNEXURE
K. C. COLLEGE OF ENGG. & IT. NAWAN SHAHAR (Approved by AICTE) (Affiliated to Punjab Technical University, Jalandhar) QUESTIONNAIRE SUBJECT:- Project on Training and Development. Developed By:- Nidhi Sharma Please give the following information:Name:-______________________ Kc College of Engg. &IT Nawanshahr Date of Birth:- ____________________ 62 (MBA. 4th Sem.)
TRAINING AND DEVELOPMENT Place of Birth:- ____________________ Residence:- (Urban/ Semi-Urban/ Rural) PresentResidentialAddress:___________________________________________________ Contact No. (Optional):- ______________ Respondent Signature:-_____________ Male/Female:- ____________________ Working or not:- __________________
Married/Unmarried:- ________________ No. of Children:- __________________ Academic/ProfessionalsQualifications:_______________________________________
SPECIAL INSTRUCTION:The object of this study is to collected Primary data from the respondents. Following pages contain number of questions on various aspects of the above issues. Each question carries a number of alternatives. Please read the questions carefully and indicates your attitude by marking (Not at all true, some but true, true to great extent, A little true, very true) in the cell of only one alternatives that is most appropriate for you . There is no right or wrong answer and be sure to answer to all questions without omitting any. Yours answer shall be treated as STRICTLY CONFIDENCIAL. You should finish this questionnaire with in half an hour approximately.
QUESTIONNAIRE
Q1. Your Organization considers training as a part of organizational strategy. Do you agree with this statement? o Strongly agree o Agree o Somewhat agree o Disagree Q2. How many training programmes will you attend in a year? o Less than 10 o 10-20 Kc College of Engg. &IT Nawanshahr 63
TRAINING AND DEVELOPMENT o 20-40 o More than 40 Q3. To whom the training is given more in your organization? o Senior staff o Junior staff o New staff o Based on requirement Q4. What are all the important barriers to Training and Development in your organization? o Time o Money o Lack of interest by the staff o Non-availability of skilled trainer
Q5. Enough practice is given for us during training session? Do you agree with this statement? o Strongly agree o Agree o Somewhat agree o Disagree Q6. The training sessions conducted in your organisation is useful. Do you agree with this statement? o Strongly agree o Agree o Somewhat agree Kc College of Engg. &IT Nawanshahr 64
TRAINING AND DEVELOPMENT o Disagree Q7. Employees are given appraisal in order to motivate them to attend the training. Do u agree with this statement? o Strongly agree o Agree o Somewhat agree o Disagree Q8. What are the skills that the trainer should possess to make the training effective? o Should possess only Technical skills o Should possess only Technical skills o Generalist makes better Personnel managers that Specialist o Fond of talking to people
Q9. What are the general complaints about the training session? o Take away precious time of employees o Too many gaps between the sessions o Training sessions are unplanned o Boring and not useful
Q10. Reasons for shortage of skilled man power at workplace are: o Lack of planning o Lack of support from senior staff o Lack of proper guidance and training at workplace o Lack of quality education at primary and secondary level Kc College of Engg. &IT Nawanshahr 65
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TRAINING AND DEVELOPMENT

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

INTRODUCTION TO RELIANCE MONEY

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

CHAPTER - II REVIEW OF LITERATURE

Kc College of Engg. &IT Nawanshahr

Kc College of Engg. &IT Nawanshahr

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

TRAINING AND DEVELOPMENT

TRADITIONAL AND MODERN APPROACH OF TRAINING AND DEVLOPMENT

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

IMPORTANCE OF TRAINING AND DEVELOPMENT

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

TRAINING AND DEVELOPMENT OBJECTIVES

IMPORTANCE OF TRAINING OBJECTIVES

Kc College of Engg. &IT Nawanshahr

Training and Human Resource Management

Role of HRD Professionals in Training

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

LEARNING AND TRAINING

Kc College of Engg. &IT Nawanshahr

BEST TIME TO IMPART TRAINING TO EMPLOYEE

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

TRAINING NEED ANALYSIS (TNA)

Why training need analysis?

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

Organizational Level Training need analysis at organizational level focuses on

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

Kc College of Engg. &IT Nawanshahr

1. LECTURES A Method of Training

2. DEMONSTRATION TRAINING METHOD

3. DISCUSSION TRAINING METHOD

Kc College of Engg. &IT Nawanshahr

4. COMPUTER-BASED TRAINING (CBT)

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

INTELLEGENT TUTORIAL SYSTEM(ITS) PROGRAMMED INSTRUCTION (PI) VIRTUAL REALITY

Kc College of Engg. &IT Nawanshahr

Kc College of Engg. &IT Nawanshahr

PROCEDURE OF THE COACHING

Kc College of Engg. &IT Nawanshahr

Benefits of Job Rotation

OFF THE JOB TRAINING

Sensitivity Training Transactional Analysis Straight lectures/ lectures Simulation Exercises 31

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

Kc College of Engg. &IT Nawanshahr

TRAINING AND DEVELOPMENT

NEW ELECTRONIC TECHNOLOGIES IN TRAINING

Kc College of Engg. &IT Nawanshahr

Married/Unmarried:- No. of Children:- Academic/ProfessionalsQualifications:_________________________