final project on training and development

7/28/2019 Final Project on Training and Development

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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 1


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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.



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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.



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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



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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 ofwork and by recognizing this, they advising on all the problems, which reiterates the

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



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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).



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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 intraining. 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



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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.



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IMPORTANCE OF TRAINING AND DEVELOPMENT

Optimum Utilization of Human Resources Training and Development helps inoptimizing 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.



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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 trainingprogram. Training objectives are of great significance from a number of stakeholder

perspectives.

1. Trainer

2. Trainee



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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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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



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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.



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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 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 responsibilitiesand 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



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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 orimpracticable 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



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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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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

http://traininganddevelopment.naukrihub.com/methods-of-training/lectures.htmlhttp://traininganddevelopment.naukrihub.com/methods-of-training/lectures.html


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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



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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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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 INTELLEGENT TUTORIAL SYSTEM(ITS)

o PROGRAMMED INSTRUCTION (PI)

o VIRTUAL REALITY

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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.

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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-and-

coming 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



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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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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

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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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(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 theiruncertainties

(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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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 audiovisualsor 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 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.



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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 onthe 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 toachieve 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?

Learning ability


Training skill & communication

Trainer

Trainee

Job performance


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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.

PR OCEDURE FOR DATA COLLECTION.

Communication, asking questions and receiving a response in person



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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 No. Of Respondants Percentage

Agree 13 52

Disagree 1 4

Partly Agree 4 16

Cant Say 7 28

Total 25 100



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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 No. of respondants Percentage

Less than 10 14 56

10 20 2 8

20 40 6 24

More than 40 3 12

Total 25 100



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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 No. of respondants Percentage

Senior staff 3 12

Junior staff 5 20

New staff 6 24

Based on requirement 13 52

Total 25 100



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INTERPRETATION:-

Training is provided on the basis of requirement.

4. TABLE SHOWING THE IMPORTANT BARRIERS TO TRAINING &

DEVELOPMENT

Response No. of respondents Percentage

Time 5 20

Money 4 16

Lack of interest by staff 6 24

Non-availability of skilled

trainer

10 40

Total 25 100



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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 No. of respondants Percentage

Strongly Agree 14 56

Agree 2 8

Somewhat agree 6 24

Disagree 3 12

Total 25 100



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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


Strongly agree 15 60

Agree 5 20

Somewhat 5 20

Disagree 0 0

Total 25 100



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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


Strongly Agree 14 56

Agree 6 24

Somewhat 3 12

Disagree 2 8

Total 25 100



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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


Technical skills 8 32

People skills or Soft skills 6 24

Generalist makes better

Personnel managers than

Specialist

6 24

Fond of talking to people 5 20



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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


Take away precious time of

employees

4 25

Too many gaps between the

sessions

10 40

Training sessions are unplanned 6 15

Boring and not useful 5 20



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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 No. of respondants Percentage

Lack of planning 5 20

Lack of support from senior

staff

10 40

Lack of proper guidance and

training at workplace

8 32

Lack of quality education at

primary and secondary level

2 8

Total 25 100



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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 theirjob.

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...



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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:



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www.Reliancemoney.com

www.naukrihub/trainingand 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 (MBA. 4th Sem.)

Please give the following information:-

Name:-______________________ Date of Birth:- ____________________

http://www.naukrihub/traininghttp://www.naukrihub/traininghttp://www.naukrihub/training


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Place of Birth:- ____________________ Male/Female:- ____________________

Married/Unmarried:- ________________ No. of Children:- __________________

Residence:- (Urban/ Semi-Urban/ Rural) Working or not:- __________________

Academic/ProfessionalsQualifications:_______________________________________

PresentResidentialAddress:-

___________________________________________________

Contact No. (Optional):- ______________ Respondent Signature:-_____________

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



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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



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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



66/66


final project on training and development

Documents