trainind and development in reliance money
TRANSCRIPT
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ACKNOWLEDGEMENT
I take the opportunity to express our gratitude to all the concerned people who have
directly or indirectly contributed towards completion of this project. I extend my sincere
gratitude towards Reliance Money for providing the opportunity and resources to work
on this project.
I am extremely grateful to Mrs. NAFISA SHEIKH, my mentor in Reliance for her
guidance and invaluable advice during the projects. Also to my guide, Mr
____________ insight encouraged me to go beyond the scope of the project and this
broadened me learning on this project.I also want to show my gratitude to Dr. _______________ whose insight helped me tocomplete this project
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PREFACE
The global economy of the day has endangered the survival of every organization and
in particular those who want to have a competitive edge over the others. The
competitive edge may be a distant dream in the absence of Superior Quality Products
which otherwise is the function of well-trained employees. Today resources are scarce
and have to be used carefully and trainers of all kinds are required to justify their
position and account for their activities. Training activities, which are ill directed and
inadequately focused, do not serve the purpose of the trainers. The trainees or the
organization hence identification of training needs becomes the top priority of every
progressive organization. Identification of training needs, if done properly, provides the
basis on which all other training activities can be considered and will lead to multi
skilling, fitting people to take extra responsibilities increasing all round competence and
preparing people to take on higher level responsibility in future.
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Content
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:
(i)Methodology of the project
(ii)Data interpretation and analysis
(iii)Findings
(iv)Questionnaire
CHAPTER 5:
(i) Limitations
(ii) Suggestions
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(iii) Conclusion
CHAPTER 6: (i) Bibliography
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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.
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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 inReliance 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
Work force.
2. To examine the impact of training on the workers.
3. To study the changes in behavioral pattern due to training.
4.To measure the differential change in output due to training
5.To compare the cost effectiveness in implanting training programmes.
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 probabilities 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 is good to any organization in reaping the benefits from the money
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invested interms like (ROI) i.e. return on investment. What are the ways we can
identify the training need of any employee and how to know what kind of training
he can go for? Training being covered in different aspect likes integrating it with
organizational culture. The best and latest available trends in training method,
The benefits which we can derive out of it. How the evaluation should be done
and how
Effective is the training all together.
Some of the companies practicing training in unique manner a lesson for other to
follow as to how to train and retain the best resource in the world to reap the
best out of it.
Development is integral part of training if somebody is trained properly and
efficiently the developments of that individual and the company for whom he is
working. Here we discussed about development of employee, how to identify the
needs, and after developing how to develop executive skill to sharpen their
knowledge. Learning should be the continuous process and one should not
hesitate to learn any stage. Learning and developing is fast and easy at Reliance
Money.
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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.
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Introduction to Reliance Money
Reliance Money provides investors with the facility of anytime-anywhereonline 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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Our Mission
. is to attract, nurture & retain a team of competitive, growth oriented talentwho:-
consistently deliver share-holder returns of 20%+ year-on-year
are responsive to Employee Needs &achieving an employee satisfaction index of
90%+ and
are committed to making Reliance Capital among the top 3 Best Employers to
work for in India through Transparent & Robust HR processes.
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Our Chairmans Vision
We live in a world where the young are reaching higher, dreaming biggerand demanding more; a world that is challenging the limits of hope and
possibility.
Nowhere is this more strikingly visible than in India a country that wakes up
every morning a little younger in age, but infinitely more ambitious in spirit.
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About The Project
The duration of my project was of two months during these two months Idid many things regarding my project as I was also the part of operations Ialso
understands how the operations department works at Reliance money.How the
shares of the client are kept in electronic form in the clients account and how it is
dematerialized by operations department at Reliance money.
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TRAINING AND DEVELOPMENT
It is a subsystem of an organization. It ensures that randomness is reducedand 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 approachof training and development is that Indian
Organizations have realized the importance of corporate training. Training is now
considered as more ofretention tool than a cost. The training system in Indian
Industry has been changed tocreate a smarter workforce and yield the best
results.
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TRAINING DEFINED
It is a learning process that involves the acquisition of knowledge,sharpening of skills, concepts, rules, or changing of attitudes and behaviors to
enhance the performance of employees.
Training is activity leading to skilled behavior
Its not what you want in life, but its knowing how to reach it
Its not where you want to go, but its knowing how to get there
Its not how high you want to rise, but its knowing how to take off
It may not be quite the outcome you were aiming for, but it will be an outcome
Its not what you dream of doing, but its having the knowledge to do it
It's not a set of goals, but its more like a vision
Its not the goal you set, but its what you need to achieve it
Training is about knowing where you stand (no matter how good or bad thecurrent
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Situation looks) at present, and where you will be after some point of time.
Training is about the acquisition of knowledge, skills, and abilities (KSA) through
professional development
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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 ofhuman 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 ofthe 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 thelearning culture within the organization.
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Organization Climate Training and Development helps building the positive
perception and feeling about the organization. The employees get these feelings
from leaders, subordinates, and peers.
Quality Training and Development helps in improving upon the quality of work
and work-life.
Healthy work-environment Training and Development helps in creating the
healthy working environment. It helps to build good employee, relationship so
that individual goals aligns with organizational goal.
Health and Safety Training and Development helps in improving the health
and safety of the organization thus preventing obsolescence.
Morale Training and Development helps in improving the morale of the work
force.
Image Training and Development helps in creating a better corporate image.
Profitability Training and Development leads to improved profitability and
more positive attitudes towards profit orientation.
Training and Development aids in organizational development i.e. Organization
gets more effective decision making and problem solving. It helps in
understanding and carrying out organizational policies.
Training and Development helps in developing leadership skills, motivation,
loyalty, better attitudes, and other aspects that successful workers and managers
usually display.
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TRAINING AND DEVELOPMENT OBJECTIVES
The principal objective of training and development division is to make sure
the availability of a skilled and willing workforce to an organization. In addition to
that, there are four other objectives: Individual, Organizational, Functional, and
Societal.
Individual Objectives help employees in achieving their personal goals, which in
turn, enhances the individual contribution to an organization.
Organizational Objectives assist the organization with its primary objective by
bringing
individual effectiveness.
Functional Objectivesmaintain 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.
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Importance of Training Objectives
Training objective is one of the most important parts of training program.
While some people think of training objective as a waste of valuable time. The
counterargument here is that resources are always limited and the training
objectives actually lead the design of training. It provides the clear guidelines and
develops the training program in less time because objectives focus specifically on
needs. It helps in adhering to a plan.
Training objectives tell the trainee that what is expected out of him at the end of
the training program. Training objectives are of great significance from a number
of stakeholder perspectives.
1. Trainer
2. Trainee
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.
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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 placewhich is unknown creates anxiety that can negatively affect
learning. Therefore, it isimportant to keep the participants aware of the
happenings, rather than keeping it surprise.
Secondly, it helps in increase in concentration, which is the crucial factor to make
the training successful. The objectives create an image of the training program in
trainees mind that actually helps in gaining attention.
Thirdly, if the goal is set to be challenging and motivating, then the likelihood of
achieving those goals is much higher than the situation in which no goal is
Set.
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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.
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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.
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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
6.Flexible access i.e. anytime, anywhere training.
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Models of Training
Training is a sub-system of the organization because the departments suchas, 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).
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THE TRAINING SYSTEM
A System is a combination of things or parts that must work together to
perform a particular function. An organization is a system and training is a sub
system of the organization. The System Approach views training as a sub system
of an organization.
System Approach can be used to examine broad issues like objectives, functions,
and aim. It establishes a logical relationship between the sequential stages in the
process of training need analysis (TNA), formulating, delivering, and evaluating.
There are 4 necessary inputs i.e. technology, man, material, time required in
every system to produce products or services. And every system must have some
output from these inputs in order
to survive. The output can be tangible or intangible depending upon the
organizations requirement. A system approach to training is planned creation of
training program. This approach uses step-by-step procedures to solve the
problems.
Under systematic approach, training is undertaken on planned basis. Out of this
planned effort, one such basic model of five steps is system model that isexplained below.
Organization are working in open environment i.e. there are some internal and
external forces, that poses threats and opportunities, therefore, trainers need to
be aware of these forces which may impact on the content, form, and conduct of
the training efforts.
The internal forces are the various demands of the organization for a better
learning environment; need to be up to date with the latest technologies.
The three model of training are:
System Model Instructional System Development Model
Transitional model
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System Model Training
The system model consists of five phases and should be repeated on a
regular basis to make further improvements. The training should achieve the
purpose of helping employee to perform their work to required standards. The
steps involved in System
Model of training are as follows:
1.Analyze and identify the training needs i.e. to analyze the department, job,
2. Employees requirement, who needs training, what do they need to
learn,estimating training cost, etc The next step is to develop a performance
measure on the basis of which actual performance would be evaluated.
3. Design and provide training to meet identified needs. This step
requiresdeveloping 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
trainingmaterial, validating information to be imparted to make sure it
accomplishes allthe goals & objectives.
5. Implementing is the hardest part of the system because one wrong step can
lead to the failure of whole training program.
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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 practice transformation, or
may be promising to meet some other deadlines
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Instructional System Development Model(ISD)Model
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 the training need on the job performance.
Training objectives are defined on the basis of job responsibilities and job
description and on the basis of the defined objectives individual progress is
measured. This model also helps in determining and developing the
favorable strategies, sequencing the content, and delivering media for the types
of training objectives to be achieved.
The Instructional System Development model comprises of five
stages:
1.A NA LY SI S This phase consist of training need assessment, job
analysis, and target audience analysis.
2.PLA N NI N G This phase consist of setting goal of the learning outcome,
instructional objectives that measures behavior of a participant after the training,
types of training material, media selection, methods of evaluating the trainee,
trainer and the training program, strategies to impart knowledge i.e. selection of
content, sequencing of content, etc.
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3.D EV ELOPMEN T This phase translates design decisions into training
material.
It consists of developing course material for the trainer including handouts,
workbooks, visual aids, demonstration props, etc, course material for the trainee
including handouts of summary.
4.EX ECU TI ON This phase focuses on logistical arrangements, such as
arranging speakers, equipments, benches, podium, food facilities, cooling,
lighting, parking,and other training accessories.
5.EV A LU A TI ON The purpose of this phase is to make sure that the
training program has achieved its aim in terms of subsequent workperformance.
This phase
consists of identifying strengths and weaknesses
and making necessary amendments to any of the previous stage in order
to remedy or improve failure practices.
The ISD model is a continuous process that lasts throughout the training program.
Italso highlights that feedback is an important phase throughout the entirtraining
program. In this model, the output of one phase is an input to the next phase.
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Transitional model focuses on the organization as a whole. The outer loop
describes thevision, mission and values of the organization on the basis of which
training model i.e.inner loop is executed.
V I S I O N 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
M I S S I O N 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 identitythat how the organization would like to
be viewed by the customers, employees, and allother stakeholders.
V A L U E S 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
considers the organization as a whole. The objective is formulated keeping thesethree things in mind and then the training model is further implemented.
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TRAIN AND RETAIN TO STOP THE DRAIN
In todays competitive world, where margins are constantly under pressure,
trainingbudgets are the first to axed. So it becomes imperative that the training
model that isevolved should be less capital intensive and not dependent upon
profit margins andprofitability.
Although training needs are identified much before training programmed
actually commence but still some crucial points are left some un-addressed.
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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 authoritiesinstead of chancebeing given to
volunteer program under the notion that boss is always right and he knows the
best off. Taking this in context there are
many organization where some employee who are earmarked are regularly
nominated to attend training program. He is stressed out, why dont pack him up
for a training program approach.
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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 programme.
If the is notinterested, or is de-motivated, the learning outcome is going to be
insignificant and thecompany will have spent its money badly. On the other hand,
being too intense aboutlearning 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 takeplace and be internalized to the desired extent, a trainee is
rewarded or given someencouragement. This reinforcement, or the
acknowledgement that what has been acquiredis desirable, can be either an
extrinsic or intrinsic reward-external praise or some tangiblereward, or the
individuals feeling of a sense of progress. Current stress is on positivesupport 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
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effective motivator.Constant and periodic feedback has positive effects on the
trainees learning. Unless thetrainee knows how close his performance comes to
the desired standard, he will not havean 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 learningthat is taking place, by
bringing greater involvement with the learning process. Iffeedback 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 tohis actual work role. This is possible if identical elements are
incorporated in the trainingsituation from the job role, either existing or
proposed. The more similar the learningsituation 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.
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Relevance
Relevance relates to the meaningful fuse of material, which aids learning,
e.g., trainersusually explain in the overall purpose of a job to trainees before
assigning them aparticular 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.
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.
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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.P ROMOTIONS
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 thepromotes will pick it up ashe goes along and attention has to be paid to training in
the tasks and the responsibilities and personal skills necessary for effective
performance.
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4. NEW PLANT OR EQUIPMENT
Even the most experienced operator has everything to learn when a
computer and electronic controls replace the previous manual and electro-
mechanical system on the process plant on which he works. There is no less atraining 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 functionsbut 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, atone 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 changesunder 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
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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
We shall see that at the level of pure training there is an evaluation to be
made, but that
the principal evaluation is at a higher level in the chain.
First the chain of intentions is clear at the outset
1. The forecourt attendants were to receive training to a defined level of
competence.
2. They were then to apply their new capability correctly during the service that
they gave to motorists.
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3. The motorists would respond to this with a reaction of pleasure and would
tend to use that particular station rather more, thus increasing the amount of
gasoline sold.
4.The increased sales, and negligible increased costs, would improve the revenue
and the profits.
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A TRAINING TOOL: INSPIRING OTHERS
In the new era new era, challenges for the trainer are to create learning
environment.Trainer needs to innovate new ways design and deliver the training
inputs. Wide range oftechnique like interactive methods like teaching,
experiential learning cases inventoriesgames, including humour. Where as we
have the ancient way of story telling as apowerful tool to create learning for adult
managers of industry. Sharing ones ownperception, experience and ideas learning
value can be increased exponentially.
Methods of Training
There are various methods of training, which can be divided in to cognitive
and behavioral methods. Trainers need to understand the pros and cons of each
method, also its impact on trainees keeping their background and skills in mind
before giving training.
Cognitive methods are more of giving theoretical training to the trainees. Thevarious methods under Cognitive approach provide the rules for how to do
something, written or verbal information, demonstrate relationships among
concepts, etc.
These methods are associated with changes in knowledge and attitude by
stimulating learning. The various methods that come under Cognitive approach
are:
LECTURES A Method of Training
It is one of the oldest methods of training. This method is used to create
understanding of a topic or to influence behavior, attitudes through lecture. A
lecture can be in printed or oral form. Lecture is telling someone about
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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.
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
differencebetween 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.
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Main Features of Lecture Method
Some of the main features of lecture method are:
Inability to identify and correct misunderstandings
Less expensive
Can be reached large number of people at once
Knowledge building exercise
Less effective because lectures require long periods of trainee inactivity
Demonstration Training Method
This method is a visual display of how something works or how to do something.
As an example, trainer shows the trainees how to perform or how to do the tasks
of the job. In order to be more effective, demonstration method should be should
be accompanied by the discussion or lecture method.
To carry out an effective demonstration, a trainer first prepares the lesson plan by
breaking the task to be performed into smaller modules, easily learned parts.
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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
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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 whathe is doing and why.
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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 ifnot, 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.
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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:
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 doesnot require face-to-face interaction with a human trainer. This method is so
varied in its applications that it is difficult to describe in concise terms.
The various methods that come under Cognitive approach are :
O INTELLEGENT TUTORIAL SYSTEM(ITS)
O PROGRAMMED INSTRUCTION (PI)
O VIRTUAL REALITY
Behavioral methods are more of giving practical training to the trainees.
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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:
various methods that come under Behavioral approach are:
GAMES AND SIMULATIONS
O BEHAVIOR-MODELING
O BUSINESS GAMES
O CASE STUDIES
O EQUIPMENT STIMULATORS
O IN-BASKET TECHNIQUE
O ROLE PLAYS
Both the methods can be used effectively to change attitudes, but through
different means.
..
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Another Method is MANAGEMENT DEVELOPMENT METHOD
C O A C H I N G
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
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
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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
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up-
and-coming managers. Again, the personalized approach assists the manger focus
on
definite needs and improvement
Mentoring
Mentoring is an ongoing relationship that is developed between a senior
and junior employee. Mentoring provides guidance and clear understanding of
how the organization goes to achieve its vision and mission to the junior
employee
The meetings are not as structured and regular than in coaching. Executivementoring is generally done by someone inside the company. The executive can
learn a lot from mentoring. By dealing with diverse mentees, the executive is
given the chance to grow professionally by developing management skills and
learning how to work with people
with diverse background, culture, and language and personality types
Executives also have mentors. In cases where the executive is new to theorganization, 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
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Mentoring focus on attitude development
Conducted for management-level employees
Mentoring is done by someone inside the company
It is one-to-one interaction
It helps in identifying weaknesses and focus on the area that needs improvement
Job Rotation
For the executive, job rotation takes on different perspectives. The executive is
usually not simply going to another department. In some vertically integrated
organizations,
For example, where the supplier is actually part of same organization or
subsidiary, job rotation might be to the supplier to see how the business operates
from the supplier point of view. Learning how the organization
is perceived from the outside broadens the executives outlookon the process of
the organization. Or the rotation might be to a foreign office to provide a global
perspective.
For managers being developed for executive roles, rotation to different functions
in the company is regular carried out.
This approach allows the manger to operate in diverse roles and understand the
different issues that crop up. If someone is to be a corporate leader, they must
have this type of training. A recent study indicated that the single most significant
factor that leads to leaders achievement was the variety of experiences in
different departments, business units, cities, and countries.
An organized and helpful way to develop talent for the management or 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
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for the designations that
are crucial for the effective and efficient functioning of the organization.
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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
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OFF THE JOB TRAINING
There are many management development techniques that an employee
can take in off the job. The few popular methods are:
SENSITIVITY TRAINING
TRANSACTIONAL ANALYSIS
STRAIGHT LECTURES/ LECTURES
SIMULATION EXERCISES
Case Study on Training Methods
SALES TRAINING AT ABC COMPANY
Few years ago, ABC Company developed a training strategy for training its global
sales force. An important feature of the strategy was to create a master training
plan for each year. The organizations strategic plans, objectives, and functional
tactics would drive t
this plan.
Once an initial procedure was designed it was then evaluated and critiqued the
top management, different units, and training council. The input from these
stake holders would be summarized and transferred into a master training Plan.
The major question that was asked by the designers of training program was,
what results do we want from salespeople after the training program is over?
Answer to this
question becomes the objective of the training program.
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Then training content was designed, videos were made. The videos took 3 to
6months to produce. Video contains live production plants, clients offices,
partner offices, suppliers, manufacturers locations, and other locations.
Videos were used to train sales people in various areas, such as:
Market information i.e. about customer profile, market updates, and
computer integrated manufacturing applications, etc
Sales Process i.e. how to deal in the situation of conflicts with customer,
coaching on undesirable behavior, supplement skills developed during live
courses
Product information, such as, product usage, applications, system
description, product description, comparison with competitors products, etc
Policies and procedures, i.e. about sales contests, incentive plans on
achieving targets, annual bonuses, winners receiving the best salesperson award
to motivate
the sales force
Representatives then watch video, follow the directions, and refer to the material
if faces any problem. When salespeople feel they have mastered the
Around thousands of sales persons were getting a specific video training. The
sales people were getting training material along with the video. Sales
material, they would take an exam and call a toll-free number to transmit
responses to exam.
Salespeople who successfully passed an exam were factored into performance
and merit reviews as well as promotional opportunities. Those who couldnt pass
the exam were asked to go through the material and video again before retaking
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the exam. If the salesperson failed an exam again, the reporting manager was
notified.
This case gives rise to few important questions. These questions are:
In todays technological world, is video still the best way to
deliver training?
Is video the most effective way to achieve training objective
?
What role did cost of development cost of delivery, and other
constraints play in selection of video delivery system?
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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.
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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.
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Threats can be reduced by identifying the areas where training is required. And,
opportunities can be exploited by balancing it against costs.
For this approach to be successful, the HR department of the company requires to
be
involved in strategic planning. In this planning, HR develops strategies to be sure
that the employees in the organization have the required Knowledge, Skills, and
Attributes (KSAs) based on the future KSAs requirements at each level
Individual Level Training need analysis at individual level focuses on each and
every individual in the organization. At this level, the organization checks whether
an
employee is performing at desired level or the performance is below expectation.If
the difference between the expected performance and actual performance comes
out
to be positive, then certainly there is a need of training.
However, individual competence can also be linked to individual need. The
methods
that are used to analyze the individual need are:Appraisal and performance review
Peer appraisal
Competency assessments
Subordinate appraisal
Client feedback
Customer feedback
Self-assessment or self-appraisal
Operational Level Training Need analysis at operational level focuses on the
work
that is being assigned to the employees. The job analyst gathers the information
on
whether the job is clearly understood by an employee or not. He gathers this
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information
through technical interview, observation, psychological test; questionnaires
asking the
closed ended as well as open ended questions, etc. Today, jobs are dynamic and
keep
changing over the time. Employees need to prepare for these changes. The job
analyst
also gathers information on the tasks needs to be done plus the tasks that will be
required in the future. Based on the information collected, training Need analysis
(TNA) is done.
Training-Design
The design of the training program can be undertaken only when a clear training
objective has been produced. The training objective clears what goal has to be
achieved
by the end of training program i.e. what the trainees are expected to be able todo 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,
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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 trainertranslates 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.
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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
raining 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
systembecause 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.
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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 setgrounds
before meeting with participants by making sure that he is comfortable with
course content and is flexible in his approach.
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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 peopletogether
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
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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
Purposes of Training Evaluation
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:
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Control: It helps in controlling the training program because if the training is not
effective, then it can be dealt with accordingly.
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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
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
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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
Self diaries
Self recording of specific incidents
Quality
Particularly in those industries, which have to compete in international markets, the
management made clear links between training policies and the quality of work.
Change in Corporate culture
Continuous training was used to transmit new business strategies and new organisation
culture.
Organisational Development
In some organisation where financial responsibilities were being decentralized, thetraining
function was also getting decentralized. In other training dept was abolishedaltogether 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 educationalcourses in their
free time.
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Training and employment package
In certain companies training formed part of the pay packet offered to employees. It alsohad a
bearing on the Lab our turnover percentage of employee. In other way we can sayits like cost tocompany.
Corporate structure
In some instances I became difficult for managers to meet business objectives becausethey had
in sufficient control over recruitment and training decision. In some other casesrivalries
between different divisions of same company, prevented the integration ofcoherent training
and personal policies at central level.
The role of professinal trainers
The findings suggest that the role of the professional trainer had undergone significantchanges.
He is today not only a mere provider or organiser of training but also is beingseen as an agent
or facilitator of change. This because today the management isintegrating training into the very
culture of their organisation. In some organisation thetrainers now have access to key decision-
makers and have established greater legitimacyfor training and development activities.
Corporate and individual training needs
Evidence suggests that numbers of organisation are effectively integrating their trainingand
business strategies and progress has been made in training for organisationaldevelopment.
Although the need for continuing training of manager and professional is being assessed
on a more systematic basis this has not been extended more widely.
TYPES OF TRAINING METHODS ADOPTED BY
RELIANCE MOBILE
The training methods which are generally used in an organization are classified into two
i.e.
1) On the job: On-the-job training places the employees in an actual work situation
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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
employeesdevelop their skills. Another drawback can be the errors made by the trainees while
theylearn. However, when the damage the trainees can do is minimal, where training
facilitiesand personnel are limited or costly, and where it is desirable for the workers to learn
thejob under normal working conditions, the benefits of on-the-job training frequently offsetits
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.
2) Off the job: Off-the-job training covers a number of techniques classroom
lectures, films, demonstrations, case studies and other simulation exercises, andprogrammed
instruction. The facilities needed for each of these techniques vary from asmall make shift
classroom to an elaborate development center with large lecture halls,supplemented by small
conference rooms with sophisticated audiovisual equipment, two-way mirrors, and all the frills.
(i) Classroom lectures/conferences: The lecture or conference approach is well
adapted to conveying specific information rules, procedures, or methods. The use
ofaudiovisuals or demonstrations can often make a formal classroom presentation
moreinteresting while increasing retention and offering a vehicle for more interesting
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whileincreasing retention and offering a vehicle for clarifying more difficult points. Thelectures
liabilities include possible lack of feedback and the lack of active involvementby 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 asimulation. 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 workfloor. In
the 1980s many large retail chains train cashiers on their new computer cashregisters which
are much more complex because they control inventory and performother functions in addition
to ringing up orders in specially created vestibule labs thatsimulated 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 careerobjectives.
Contribute towards the career progressions of the employees by importingknowledge of an
additional or reinforcing nature, developing skills andbringingabout desired attitudinal changes
among them. This would not merely proveeffective in assisting them to achieve organizationalgoals but also enableenhancement of their self esteem and self confidences to face external
challenges.
Ours is a changing and dynamic organization which has to pay considerableemphasis on
training and retraining its employees to enable them to be competent,committed and has the
capacity to change according to the external and internaldemands and pressures.
Training of employees is not merely the responsibility of the management orthe 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.
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ASSESSMENT OF TRAINING NEEDS
There are five steps towards the assessment and analysis of training and development of
the organization.
Collection of information through interviewing and discussing with keypersonnel 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 againstobjectives, targets and
standards set for them and keeping in mind future workrequirements in the organization.
Identify cause of problems faced by the organization to enable themanagement to train the
employees in handling the problems as well as solvingthe problem in a satisfactory manner.
Segregate identified problems into problems requiring staff developmentaction such as training
and into problems requiring other management actions, sothat these problems are accurately
addressed.
Prioritize training actions in accordance to where the training need is more urgent
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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.
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Case Study A very brilliant marketing professional went to Arab for the sale of his
Companys soft drink. But he came back with no results. When asked about the failure o fhe
mission, he answered that he prepared three cartoons. Cartoon-1- Displaying a man
looking exhausted and tired, is walking in desert in scorching heat. Cartoon-2- Displaying
the same man opening bottle and drinking the soft drink. Cartoon-3- Displaying the man
feeling alive and refresh again. Though, his strategy was good, unfortunately fails
because he was unaware that Arab people read from right to left. Moral here is
localization is a key to success.
There are some major barriers in the transfer of training when it comes to giving training
in other countries.
Culture
1.Values and Norms
2. Attitude
3.Age, Gender, and Professional Status
Language1. Spoken
2. Unspoken
Social Structure
1. Individual
2. Assumptions
3. Group
Culture - Factor in Global Training Program
Communicating the information to different people from different cultures and
differentnationalities can give rise to many problems. Many simple things that seem simple
andstraightforward 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.
Values, norms, attitude are the building blocks of culture. Values means what a group of
people believes to be good, bad, right, or wrong. Norms means the social rules and
guidelines that prescribe appropriate behavior. Attitude disposes a person to act in a
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certain way toward something in certain situation. A trainer giving training in different
culture has to keep these things in mind before delivering content.
Instances: A good case that concerns attitude towards time in different cities: People are
very punctual in United States.
People from US tend to come little early for any meeting, or when invited for dinner,
party to someones home because in their culture it is considered to be polite to arrive on
time. In Great Britain, people tend to come late for any appointment. If called at 5 P.M.,
that means come at 5.30 or 6 P.M. Even for Argentineans, coming on exact time is far too
early. For instance, In US, if the trainer gets late for a scheduled training session it is
treated as a breach of etiquette. And it may result in loss of trainers respect and failure in
transfer of training.
Age, Gender, and Professional Status Different cultures give different regard to age,
gender, and professional qualification. For example, in Japan, people give high regard to
older people. Older people are regarded as having greater knowledge, skills, wisdom, and
abilities. Respect in the sense that people are more willing to listen to and seriously
consider the information. In such a culture, a young trainer might have to work harder to
gain attention and face problems in executing the program and transfer of training.
Similarly, some countries are also biased about the gender. Like in Gulf countries,
womens role is limited to households only. In such a culture, it is not possible for
women trainers to undergo training programs because people will not be as receptive as
in other culture.
Same is with high professional status- the higher the qualification of the trainer, the more
will be the importance attached to the information.
Language Problem in International Training and Development
Programs
Language comprises of both spoken and unspoken means of communication. Bestest ofthe best
training program will fail if trainer is not well versed in communicating traineeslanguage.
Language is one of the most important ingredients of culture.
Spoken LanguageTrainees 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.
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Percentage of the people speaking their first language
Unspoken Language means non-verbal communication, a very important part of
communication. It is a communication that uses body movements and gestures such as,
raising eyebrows, smiling, hand movements, facial expressions, etc. A failure tounderstand unspoken language can lead to a failure of communication because body
language is not the same in every culture.
For instance, raising eyebrows is a sign of recognition in most cultures, but in some
cultures, its not. Similarly, making a circle with the thumb and forefinger is a friendly
gesture in the US, but it is obscene invitation in Turkey and Greece. Also, thumbs-up
gesture is used to indicate that its fine in the US and Europe, but it is vulgar gesture in
Greece.
Another case of unspoken language is the amount of distance between the persons talking
to each other. In Latin America, the distance adopted by parties in a business discussion
is 3 to 5 feet while in the US,