PROJECT REPORT ON JOB SATISFACTION

IN

Reliance Capital Co. Pvt Ltd

Submitted in Partial Fulfillment of the Requirement for the award of the degree of MBA MASTER OF BUSINESS ADMINISTRATION PUNJAB TECHNICAL UNIVERSITY, JALANDHAR.

SUBMITTED BY:

Reena Gaur

Session 2010- 2012

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 am extremely grateful to Dr. R.C .AGGARWAL my guide for his guidance and invaluable advice during the project. Also, I extend my thanks to, Mr. NAVEEN KHURANA Sales 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 my friends whose insight helped me to Complete this project.

Reena Gaur

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.

CONTENTS
TOPIC CHAPTER 1: (i)Introduction (ii)Scope and Objectives (iii)Executive Summary CHAPTER 2: (i)Introduction to Reliance (ii)About the project (iii)Training and Development (iv)Importance of Training (v)Objectives of Training CHAPTER 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 CHAPTER 4 Research Methodology of project : (i)Methodology of the project (ii)Data interpretation and analysis (iii)Findings (iv) Recommendations (v) Limitations (vi) Conclusion (vii) Bibliography Page no. 5 6-7 8 9 10-11 12 13 14-22 23 24-27 28-36 37-50 51-60 61-66 67 67 68-77 78 79 79 80 81

Annexure

82-83

CHAPTER-1

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 Capital and its employees. The different training programmes incorporated/facilitated in Reliance Capital through its faculties, outside agencies or professional groups. It also judges the enhancement of the knowledge & skills of employees and feedback on its effectiveness.

OBJECTIVE OF THE STUDY

The broad objective of the study of training policies in Reliance Capital 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 study the changes in behavioral pattern due to training. 3. To measure the differential change in output due to training 4. To compare the cost effectiveness in implanting training programmes.

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 today 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.

CHAPTER-2 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 Capital

Reliance Capital 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 Capital 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

10

 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.

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.

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.

11

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 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 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.

12

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.

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. 13

 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.

14

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.

15

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 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.

16

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 17

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

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

18

developing objectives of training, identifying the learning steps, sequencing and structuring the contents.

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)Model

19

Instructional 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 he 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 strategies, sequencing the content, and delivering media for the types of training objectives to be achieved.

20

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 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 21

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

22

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 .

23

CHAPTER-3 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 program me. 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

24

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 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 programs me.

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.

25

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. 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 26

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 on the 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 27

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 in the new set up, which is responsible for what, and where to direct problems and enquiries as they arise in the future.

28

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 organization, culture, employee empowerment and so on. Initial training in these skills is not uncommon in the largest companies on appointment into management

29

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 etc. Internal or external courses are best attended a year or two before retirement date, in a few companies a member of Personnel will act as a counselor as required.

30

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 with

stagnation 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 t 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

31

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:

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 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.

32

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.

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

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

33

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

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. 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

34

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.

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

35

Some

of

the

benefits

of

Computer-Based

Training

are:

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 :

36

o o o

INTELLEGENT TUTORIAL SYSTEM(ITS) PROGRAMMED INSTRUCTION (PI) 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:

GAMES AND SIMULATIONS

o o o o o o

BEHAVIOR-MODELING BUSINESS GAMES CASE STUDIES EQUIPMENT STIMULATORS IN-BASKET TECHNIQUE ROLE PLAYS

Both the methods can be used effectively to change attitudes, but through different means. Another Method is MANAGEMENT DEVELOPMENT METHOD

37

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.

A coach is the best training plan for the CEOs because -to-one interaction

-mails, chat

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.

38

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

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 upand-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

39

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 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

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

40

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.

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

41

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

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.

Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group. 42

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.

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.

43

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 allocate

44

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.

45

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:

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 46

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

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 47

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.

48

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.

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

49

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 Interview 50

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 organisation culture.

Organisational 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.

51

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 organizer 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 organization. In some organization 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 organization are effectively integrating their training and business strategies and progress has been made in training for organizational 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.

52

TYPES OF TRAINING METHODS ADOPTED BY RELIANCE

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-thejob 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.

(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.

53

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, twoway 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.

3.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

54

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. 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.

55

TYPES OF TRAINING ADRESSING VARIOUS TRAINING NEEDS;

Entry training involving new recruits and employees required to take a new job. Problem resolution training to meet a shortfall or deficiency in job performance. Training for change to prepare employees for job identified in near future. Development to equip employees to meet organizational changes in future.

Training in Global Business World

With the expansion of the organization, Human Resource job in no longer limited to their native country but has extended worldwide. Localization is a key to successful expansion that helps in improving upon workforce connections, doing the work effectively and efficiently, and reducing global turnover. As the organizations are expanding globally, training has become quite an essential ingredient to improve performance. However, unavailability of budget necessary to achieve goals results the training function to be at the bottom of priority list. Besides that, managers do not fully adapt according to the local environment for the transfer of training. Very often, managers use minimum of locally suitable resources or the most critical material like employee handbooks. Training success in various countries requires cross cultural literacy i.e. understanding of how cultural differences across nations can affect the way training is given. At the same time, different cultures may or may not be supportive in the transfer of training, in the sense that cultural factor may lower or raise the cost of training. 56

Culture - Factor in Global Training Program

Communicating the information to different people from different cultures and different nationalities can give rise to many problems. Many simple things that seem simple and straightforward to communicate become difficult when it comes to communicating in different environment. Giving training in ones own culture is quite different from giving training in different culture. Being a good trainer is not the only requirement but understanding socio-economic and cultural backgrounds has now become an important part.

Language Problem in International Training and Development Programs

Language comprises of both spoken and unspoken means of communication. Besets of the best training program will fail if trainer is not well versed in communicating trainees language. Language is one of the most important ingredients of culture.

Spoken Language Trainees receiving training prefer to speak in their own language
and trainer being able to speak the local language can help establishing rapport among trainees, which may be very important for the transfer of training. Language is one of the major barriers when it comes to giving training in cross-cultural environment. Chinese is the mother tongue of the largest number of people (shown below), followed buy English and Hindi.

57

Global Training Class Social Structure

Social Structure refers to basic social organization. It consists of many aspects such as, the degree to which the social organization laid emphasis on the individual, as opposed to the group.

Individualism
Some countries emphasizes on individual achievement. Western countries emphasize on individual performance, this in turn, leads to high level of creativity, high degree of managerial mobility, entrepreneurial activity, etc. On the other hand, encouraging individualism also make it difficult to work in teams. It may be difficult for them to cooperate which may serve as an obstruction in smooth flow of training. Group In most of the countries, group is the primary unit of organizations. Like in Japan, the social status of an individual is determined as much as in by standing of the group. This may lead to better cooperation; on the other hand it suppresses entrepreneurial activity, individual creativity, etc. This in turn, may result, in loss of 58

recognition of individual achievement at work after training.

Therefore, trainer has to keep in mind the factor of the individual and the group while giving training because encouraging a particular individual in Japan might be considered as impolite or vice-versa Assumptions We all make assumptions every day. It may be positive or negative, good or bad. Assumptions influence our attitudes, perceptions. Most people see what they want to see and believe what they want to believe. It some times leads to coinciding and some time clashes. This tendency to make assumptions and forming attitudes regarding certain things can be a big problem in a cross-cultural training. Differences in assumptions can some times be very problematic. As an example, trainer may believe that if the trainees do not question, they understand the content. On the other hand, trainees may believe that if they will ask question, the trainer might think they are dull. Presumptions can sometimes result in disrespect, distrust or resistance to change behavior after training. For instance, trainees might misinterpret trainer because of his different accent, appearance, style, or anything. Lack of interest of trainees de motivates trainer to transfer expertise and skills. This can lead to discomfort and misjudging the others motives and goals It is important to analyze the audience on the factors of customs, values, and language in case of cross-cultural training.

59

Stakeholders in Training
There are three major stakeholders in training program 1. The Organization 2. The Trainee 3. The Trainer Stakeholders in the training take a training plan forward, perhaps over a period of one year, and sets parameters and priorities for the implementation stage. General Questions, which are asked in relationships to the training systems, are: What type of training is required? Why the training is required? What is the budget of the training? What are the most sensitive and critical areas? How the training will be carried out? By whom the training program will be carried out? Where and when will the training program be carried out?

Role of Organization in Training and Development

60

Questionnaire on Study on Effectiveness of Training & Development

An organization has a very close relationship with the trainee and the trainer because it is the first contact for both. The demand for the training in the organization increases when the organization wants: To hire new people training as a means of training new recruits To Expand When the company wants to increase its headcount To increase certain number of staff (in position) by a certain date

61

Demand for training also increases when there is change in the nature of job, change in taste of consumer, change in methods of product development, etc. The organization goes through the following steps for the transfer of training to the field.

Trainee Role of Trainee in Transfer of Training

But the problem arises when the organization outsource the training process. In this situation the organization assumes that the trainer must be aware of the type of training need s of the participants and their organization and their content will meet those needs. This leads to failure of the program, which results in collusion. Therefore, its a foremost duty of the organization to make the trainer and their organization aware of their culture, climate, responsibilities of organization, etc.

62

Importance of Trainer, Role of Trainer

The effective transfer of training depends a lot on the trainer because it is the trainer only who can remove the mental block of trainee, motivate the trainee to learn, delete the negative perception of the trainee regarding the training. Besides all that, a lot depends on personality of trainer also. The major competencies that are required to be present in a trainer are: Presentation Skills Business Skills i.e. budgeting, time management, negotiation, etc. Content Development i.e. material production, graphics, layouts, etc Self development i.e. interpersonal skills, good listening skills, flexible, accepting the share of accountability, etc Trainers Skills The skills that need to be present in a trainer are: Training Design Evaluating the training program Training need analysis Worksheet design Exercises design

63

Facilitation Of Training
Facilitation of Transfer of Training through Focus on Trainee and Organization Intervention Focus on Trainee Focus on Organization Intervention Focus on Trainee Training is successful not only with good training design and training objectives but also with the readiness and willingness of the trainees. For the training to be successful, three things are required, 1. Motivation 2. Knowledge, Skills, and Attitudes (KSAs) 3. Expectations towards TrainingExpected Performance is directly proportional to the multiplication of motivation, required KSAs, and expectations towards training i.e.

64

Motivation If the trainee is not motivated to learn, no learning is likely to

occur no matter how good the training methods are, or how talented the trainees are. Therefore, it is important to intervene before training and provide them the information about the learning outcome that they can expect and how the learning outcome will help in achieving the objectives. This increases the motivation to learn and to be successful in training.

Expectations Positive expectations matter a lot in a training program. If the

trainee perceives the training as waste of time, and waste of resources, no learning is likely to occur. No learning is possible with negative perception. On the other hand, if the trainee believes and expects that the training would help him to improve upon his professional skills and would further help him in achieving his personal goals, the probability of training to meet the objective increases.

Knowledge, Skills, and Attitudes (KSAs) It is important that the selected

trainees should have the right KSAs for the training because even if the methods and contents of the training is good but the candidates do not have the right KSAs, the training program will fail. Also the training methods would not be effective if the candidates are lacking the desired skills. Therefore, proper selection technique is must that would ensure that hired have the requisite KSAs to be successful in training.

65

Facilitation of Training Through Organization Intervention

Failure of training is not always because of lack of KSAs but sometimes it is because of the organizational forces also. These forces also hold back the transfer of training, and learning. Therefore, it is important to keep in check those forces. For the successful transfer of training, it is necessary to have supervisor support, trainer support, peer support, reward system, climate and culture.

PEERS SUPPORT Peer support can also help in transfer of training, for
example, if the trainee is the only one who is receiving training in the department then probably the experienced peers might put pressure on trainee to forget the training and work. However, this situation can be avoided by involving the entire department in training , also by encouraging the learning culture in the organization.

66

SUPERVISOR SUPPORT can affect their employees learning in number of ways,

for example, if the trainee is motivated to learn and receives full support from their supervisor, then this support in turn encourages the employee to learn as much as possible. Also, supervisor can also reduce the negative factors of training, such as, the work that piles up during training that makes the employee uncomfortable and employees negative perception about the training program.

TRAINER SUPPORT can also have a positive impact on the transfer of

training. Gone are the days, when the trainers role used to get over once the training program is done. Trainers role is now extended to the work place also. Besides training, trainers role is to keep a check on how trainees are performing and help them and discuss with them if they encounter any problem in the workplace.

CLIMATE
Climate factor also comprises of company polices, attitude of upper management towards employee, towards training. If these factors are positive then the climate will also support the transfer of training. It is the organizations foremost duty to make the employees realize through these factors that adequate amount of time and resources are spent on them for their professional and personal development.

CULTURE also have the impact over the transfer of training. If the culture of
the organization provides enough opportunities to its employees to implement what they have learnt in the workplace and provide them variety of others factors such as, social support, challenging jobs, etc then the likelihood of the transfer of training increases.

67

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.

Training skill & communication

Job performance

Trainer Trainee

68

CHAPTER-4

METHODOLOGY OF THE PROJECT

Interview 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 Mobile 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 40 people from almost all the department at of the company Reliance Mobile

69

TOOLS USED FOR DATA COLLECTION

Primary data collected through questionnaires and informal interviews. Secondary data collected through magazines, journals, websites, and other corporate publications

PROCEDURE FOR DATA COLLECTION.

Communication, asking questions and receiving a response in person Visiting the various organizations, libraries, internet and also preparation of the questionnaire with the help of the project guide.

70

DATA ANALYSIS AND INTERPRETATIONS

Q1.Your Organization considers training as a part of organizational strategy. Do you agree with this statement? Response Agree Disagree Partly Agree Cant Say Total No. Of Respondents 13 1 4 7 25 52 4 16 28 100 Percentage

60 50 40 30 20 10 0 AGREE DISAGREE PARTLY AGREE CANT SAY

Series1

Interpretation:The above graph indicates that Organization considers training as a part of organizational strategy.

71

Q 2. How many training programmes will you attend in a year? Response Less than 10 10 20 20 40 More than 40 Total No. of respondents 14 2 6 3 25 Percentage 56 8 24 12 100

60 50 40 30 20 10 0

Series1

79

LESS THAN 10

10 20

20 - 40

MORE THAN 40

INTERPRETATION:The above chart indicates that less training programmes are held in the organization.

72

Q 3. To whom the training is given more in your organization? Response Senior staff Junior staff New staff Based on requirement Total No. of respondents 3 5 6 13 25 Percentage 12 20 24 52 100

60 50 40 30 Series1 20 10 0 SENIOR JUNIOR NEW STAFF BASED ON REQMT.

INTERPRETATION:Training is provided on the basis of requirement.

73

Q 4. What are all the important barriers to Training and Development in your organization? Response Time Money Lack of interest by staff No. of respondents 5 4 6 Percentage 20 16 24 40 100

Non-availability of skilled 10 trainer Total 25

INTERPRETATION:The above graph indicates that the important barriers to Training and Development in the organization is Non-availability of skilled trainers.

74

Q 5. Enough practice is given for us during training session? Do you agree with this statement? Respondents Strongly Agree Agree Somewhat agree Disagree Total No. of respondents 14 2 6 3 25 Percentage 56 8 24 12 100

60 50 40 30 Series1 20 10 0 STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE

INTERPRETATION:This graph indicates that enough practice is given for employees during training sessions.

75

Q6. The training sessions conducted in your organization is useful. Do you agree with this statement? Respondents Strongly agree Agree Somewhat Disagree Total No. of respondents 15 5 5 0 25 Percentage 60 20 20 0 100

70 60 50 40 30 20 10 0 STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE Series1

INTERPRETATION:The above graph indicates that the training sessions conducted in the organization is useful.

76

Q7. Employees are given appraisal in order to motivate them to attend the training. Do u agree with this statement?

Respondents Strongly Agree Agree Somewhat Disagree Total

No. of respondents 14 6 3 2 25

Percentage 56 24 12 8 100

60 50 40 30 Series1 20 10 0 STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE

INTERPRETATION:The above graph shows that Employees are given appraisal in order to motivate them to attend the training

77

Q8. What are the skills that the trainer should possess to make the training effective? Respondents Technical skills People skills or Soft skills No. of respondents 8 6 Percentage 32 24 24

Generalist makes better 6 Personnel managers than Specialist Fond of talking to people 5 Total
35 30 25 20 15 10 5 0 TECH. SKILLS SOFT SKILL GENERALIST TALKATIVE

20 100

25

Series1

INTERPRETATION:The above graph indicates that the trainer should possess technical skills to make the training effective

78

Q9. What are the general complaints about the training session? Respondents Take away precious time of employees Too many gaps between the sessions Training sessions are unplanned Boring and not useful Total No. of respondents 4 10 6 5 25 Percentage 25 40 15 20 100

45 40 35 30 25 20 15 10 5 0 Take away Too many gaps precious time of between the employees sessions Training sessions are unplanned Boring and not useful Series1

INTERPRETATION:The above graph indicates that there are two many gaps between the training sessions.

79

Q10. Reason for shortage of skilled man power at workplace are : Respondents Lack of planning No. of respondents 5 Percentage 20 40 32

Lack of support from 10 senior staff Lack of proper guidance 8 and training at workplace Lack of quality education 2 at primary and secondary level Total 25

100

45 40 35 30 25 20 15 10 5 0 Lack of planning Lack of support Lack of proper Lack of quality from senior staff guidance and education at training at primary and workplace secondary level Series1

INTERPRETATION:The above graph indicates that reason for shortage of skilled man power at workplace are lack of support from senior staff.

80

FINDINGS

1. The firms follow an effective training process.

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

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

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

5. As the work load is much on employees therefore less attention is given to training sessions by the employees.

6. The Organization also appoints trainers from outside or from different firms to ensure better training to its employees.

81

RECOMMENDATIONS
Under noted few suggestions cum conclusion can be taken as for implementation to reap furtherest benefits. Making training and development process and entirely in house activity to reduce cost. It is found that the average age group of trainees are in their twenties or early thirties which signifies that the consumer durable industry need more of young blood as enthusiasm is an integral part of the industry. 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... 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 Mobile team 82

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 observed 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 behavioral training is more important as while doing the study it was found that people are less cooperative and outgoing to help out.

LIMITATIONS
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.

83

CONCLUSION

The Project report on Training and Development at Reliance Money has given me an exposure to the real working in the company. I feel privileged to get practical exposure to various aspects of Human Resource Management such as functions of HR, records, joining formalities, induction program etc. Before starting my summer project I had an idea of conducting Training and Development only on the functions of Human Resource Management. But the company and especially Mrs.Nafisa Sheikh and Mr.Puneet Goyal provided me the entire universe to conduct the Training process. There were no restrictions on me for visiting any department or talking to any employee in the company regarding my project. All files and records were available, which helped me a lot in my project. This was a very live project for me because carrying out the entire process at my own gave me a great insight to learn various aspects of Training and Development process in the company. I have gained a lot of knowledge during my tenure of two months at Reliance Money.

84

BIBLIOGRAPHY

BOOKS:
David A. Decenzo/Stephen P. Robins (2004) Personal and Human Resource Management A. Monappa (2004), Personal Management

Allan Pepper (1999) A Handbook on Training and Development

WEBSITES:
www.Reliancecapital.com www.wikipedia.org www.naukrihub/training and development.com

85

ANNEXURE

I am Reena Gaur pursuing MBA from PTU. I am doing a project on

TRAINING AND DEVLOPMENT IN

Please help me while filling this questionnaire & providing me the required information. Name__________________ Designation_____________ Phone no:_______________

86

Q1.Your Organization considers training as a part of organizational strategy. Do you agree with this statement? Q 2. How many training programmes will you attend in a year? Q 3. To whom the training is given more in your organization? Q 4. What are all the important barriers to Training and Development in your organization? Q 5. Enough practice is given for us during training session? Do you agree with this statement? Q6. The training sessions conducted in your organization is useful. Do you agree with this statement? Q7. Employees are given appraisal in order to motivate them to attend the training. Do u agree with this statement? Q8. What are the skills that the trainer should possess to make the training effective? Q9. What are the general complaints about the training session? Q10. Reason for shortage of skilled man power at workplace are

87