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HDFC Standard Life is one of Indias leading private life insurance companies, which offers a range of individual and group insurance solutions. It is a oint venture !etween Housing Development Finance"HDFC#, Indias leading housing finance institution and Standard Life plc, a leading provider of financial services in the $nited %ingdom. HDFC Standard Lifes product portfolio comprises solutions, which meet various customer needs such as &rotection, &ension, Savings, Investment, and Health. Customers have the added advantage of customi'ing their &lans, !( adding optional !enefits called riders, at a nominal price. )he compan( currentl( has *+ retail and , group products in its portfolio, along with five optional rider !enefits catering to the savings, investment, protection and retirement needs of customers. HDFC Standard Life continues to have one of the widest reaches among new insurance companies through a networof +.+ offices serving over /*0 cities and towns across the countr(. )he compan( has also increased its depth in e1isting mar-ets with a strong !ase of more than *0/,000 Financial Consultants.

1.1 HDFC Limited HDFC Limited has set !enchmar-s for the Indian housing finance industr(. 2ecognition for the service to the sector has come from several national and international entities including the 3orld 4an- that has lauded HDFC as a model housing finance compan( for the developing countries. HDFC has underta-en a lot of consultancies a!road assisting different countries

including 5g(pt, 6aldives, and 4angladesh in the setting up of housing finance companies.

Customer Service and satisfaction has !een the main sta( of the organi'ation. HDFC Limited has assisted more than 7.7 million families own a home, since its inception in 1.// across *,00 cities and towns through its networ- of over *+0 offices. It has international offices in Du!ai, London and Singapore with service associates in Saudi 8ra!ia, 9atar, %uwait and :man to assist ;2Is and &I:s to own a home !ac- in India. 1.2 Business Objectives )he primar( o! ective of HDFC is to enhance residential housing stoc- in the countr( through the provision of housing finance in a s(stematic and professional manner, and to promote home ownership. 8nother o! ective is to increase the flow of resources to the housing sector !( integrating the housing finance sector with the overall domestic financial mar-ets. 1.7 Organizational Goals HDFC<s main goals are to a# Develop close relationships with individual households, !# 6aintain its position as the premier housing finance institution in the countr(, c# )ransform ideas into via!le and creative solutions, d# &rovide consistentl( high returns to shareholders, and e# )o grow through diversification !( leveraging off the e1isting client !ase.

1.4 tandard Li!e Grou" )he Standard Life =roup has !een loo-ing after the financial needs of customers for over 1>0 (ears. It currentl( has a customer !ase of around / million people who rel( on the compan( for their insurance, pension, investment, !an-ing and health?care needs. Its investment manager currentl( administers @1*+ !illion in assets. It is a leading pensions provider in the $%, and rated !( Standard A &oor as Bstrong with a rating of 8C and as Bgood with a rating of 81 !(

Standard Life was awarded the B4est &ension &rovider in *00,, *00+ and *00D at the 6one( 6ar-eting 8wards, and it was voted a + star life and pension provider at the Financial 8dviser Service 8wards for the last 10 (ears running. )he B+ Star accolade has also !een awarded to Standard Life Investments for the last 10 (ears, and to Standard Life 4an- since its inception in 1..>. Standard Life 4an- was awarded the B4est Fle1i!le 6ortgage Lender at the 6ortgage 6aga'ine 8wards in *00D.

1.# HDFC tandard Li!e HDFC Standard Life is one of Indias leading private life insurance companies, which offers a range of individual and group insurance solutions. It is a oint venture !etween Housing Development Finance Corporation Limited"HDFC#, Indias leading housing finance institution and Standard Life plc, a leading provider of financial services in the $nited %ingdom HDFC Standard Lifes product portfolio comprises solutions, which meet various customer needs such as &rotection, &ension, Savings, Investment, and Health. Customers have the added advantage of customi'ing their &lans, !( adding optional !enefits called riders, at a nominal price. )he compan( currentl( has *+ retail and , group products in its portfolio, along with five optional rider !enefits catering to the savings, investment, protection and retirement needs of customers. HDFC Standard Life continues to have one of the widest reaches among new insurance companies through a networ- of +.+ offices serving over /*0 cities and towns across the countr(. )he compan( has also increased its depth in e1isting mar-ets with a strong !ase of more than *0/,000 Financial Consultants.

1.$ %ision & %alues

'() %ision B)he most successful and admired life insurance compan(, which means that we are the most trusted compan(, the easiest to deal with, offer the !est value for mone(, and set the standards in the industr(. B)he most o!vious choice for all.

'B) %alues E Integrit( E Innovation E Customer centric E &eople Care F:ne for all and all for oneG E )eam worE Ho( and Simplicit(

1.* Board o! Director

Mr. Deepak S Parekh is the Chairman of the Compan(. He is also the 51ecutive Chairman of Housing Development Finance Corporation Limited "HDFC Limited#. He oined HDFC Limited in a senior management position in 1./>. He was inducted as a whole?time director of HDFC Limited in 1.>+ and was appointed as its 51ecutive Chairman in 1..7. He is the Chief 51ecutive :fficer of HDFC Limited. 6r. &are-h is a Fellow of the Institute of Chartered 8ccountants Mr. Keki M Mistry oined the 4oard of Directors of the Compan( in Decem!er, *000. He is currentl( the 6anaging Director of HDFC Limited. He oined HDFC Limited in 1.>1 and !ecame an 51ecutive Director in 1..7. He was appointed as its 6anaging Director in ;ovem!er, *000. 6r. 6istr( is a Fellow of the Institute of Chartered 8ccountants of India and a mem!er of the 6ichigan 8ssociation of Certified &u!lic 8ccountant. Mr. Alexander M Crombie oined the 4oard of Directors of the Compan( in 8pril, *00*. He has !een with the Standard Life =roup for 7, (ears holding various senior management positions. He was appointed as the =roup Chief 51ecutive of the Standard Life =roup in 6arch *00,. 6r. Crom!ie is a fellow of the Facult( of 8ctuaries in Scotland. Ms. Marcia D Campbell is currentl( the =roup :perations Director in the Standard Life group and is responsi!le for =roup :perations, 8sia &acific Development, Strateg( A &lanning, Corporate 2esponsi!ilit( and Shared Services Centre. 6s. Camp!ell oined the 4oard of Directors in ;ovem!er, *00+. Mr. Keith N Sketch is currentl( the Chief 51ecutive in Standard Life

Investments Limited and is responsi!le for overseeing Investment &rocess A Chief 51ecutive :fficer Function. &rior to this, 6r. S-etch was wor-ing with 6Is. Hames Chapel A Co. holding the positions of $% 5conomist, Chief 5conomist, 51ecutive Director, Director of Controls and Strateg( HS4S Securities and 6anaging Director International 5Juities. He was also responsi!le for 5conomic and Investment research produced on a worldwide !asis. 6r. S-etch oined the 4oard of Directors in ;ovem!er, *00+. Mr. Gautam R Divan is a practising Chartered 8ccountant and is a Fellow of the Institute of Chartered 8ccountants of India. 6r. Divan was the Former Chairman and 6anaging Committee 6em!er of 6isdeal =roup International, an International 8ssociation of Independent 8ccounting Firms and has authored several papers of professional interest. 6r. Divan has wide e1perience in auditing accounts of large pu!lic limited companies and nationalised !an-s, financial and ta1ation planning of individuals and limited companies and also has su!stantial e1perience in structuring overseas investments to and from India. Mr. Ran an Pant is a glo!al 6anagement Consultant advising C5:I4oards on Strateg( and Change 6anagement. 6r. &ant, until *00* was a &artner A Kice? &resident at 4ain A Compan(, Inc., 4oston, where he led the worldwide $tilit( &ractice. He was also Director, Corporate 4usiness Development at =eneral lectric headJuarters in Fairfield, $S8. 6r. &ant has an 648 from )he 3harton School and 45 "Honours# from 4irla Institute of )echnolog( and Sciences. Mr. Ravi Narain is the 6anaging Director A C5: of ;ational Stoc- 51change of India Limited. 6r. 2avi ;arain was a mem!er of the core team to set?up the Securities A 51change 4oard of India "S54I# and is also associated with various committees of S54I and the 2eserve 4an- of India "24I#.

Mr. Deepak M Sat!alekar is the 6anaging Director and C5: of the Compan( since ;ovem!er, *000. &rior to this, he was the 6anaging Director of HDFC Limited since 1..7. 6r. Satwale-ar o!tained a 4achelors Degree in )echnolog( from the Indian Institute of )echnolog(, 4om!a( and a 6asters Degree in 4usiness 8dministration from )he 8merican $niversit(, 3ashington DC. Ms. Renu S. Karnad is the 51ecutive director of HDFC Limited, is a graduate in law and holds a 6aster<s degree in economics from Delhi $niversit(. She has !een emplo(ed with HDFC Limited since 1./> and was appointed as the 51ecutive Director in *000. She is responsi!le for overseeing all aspects of lending operations of HDFC Limited.

1.+ ,-at is Li!e .nsurance/ Li!e insurance is a contract for pa(ment of a sum of mone( to the person assured "or failing himIher, to the person entitled to receive the same# on the happening of the event insured against. $suall( the contract provides for the pa(ment of an amount on the date of maturit( or at specified intervals or at unfortunate death. )he contract also provides for pa(ment of premium periodicall( to the corporation !( the assured. 8 famil( is generall( dependent for its food,

clothing and shelter on the income !rought in at regular intervals !( the !readwinner of the famil(. So long as he lives and the income is received steadil(, that famil( is secure, !ut death ma( occur suddenl( at an( time and the famil( ma( !e left in a ver( difficult situation and sometimes, in star- povert(. $ncertaint( of death is inherent in human life. It is this uncertaint( that is ris-, which gives rise to the necessit( for some form of protection against the financial loss arising from death. Insurance su!stitutes this uncertaint( !( certaint(.


Object O! .nsurance )he corporation would normall( entertain the proposals for assurance where the o! ect of assurance isL 1. Famil( protectionM *. &rovision for old age, or 7. In e1ceptional cases, the o! ect of insurance ma( !eL "a.# to serve as securit( to educational funds in respect of loans advanced for educational purposes, or "!.# to provide donations to charita!le institutions li-e hospitals and schools.

(dvantages o! Li!e .nsurance 1. .t is su"erior to an ordinar0 saving "lanL $nli-e other saving plans, it affords full protection against ris- of death. In case of death, the full sum assured is made availa!le under a life assurance polic(M whereas under saving scheme the total accumulated saving alone will !e availa!le *. 1as0 settlement & "rotection against creditors2 )he life assured can name a person or persons nominated to whom the polic( mone( would !e pa(a!le in the event of his death. )he proceeds of a Life Insurance &olic( can !e protected against the claim of the creditors of the life assured !( effecting a valid assignment of the polic(. 7. 3ead0 mar4etabilit0 & suitabilit0 !or 5uic4 borro6ing2 8fter an initial period, if the polic( holder finds him una!le to continue pa(ment of premiums, he can surrender the polic( for

a cash sum. 8lternativel(, ha can tide over a temporar( difficult( !( ta-ing loan on the sole securit( of the polic( without dela(. Further, a life insurance polic( is sometimes accepta!le as securit( for a commercial loan. ,. 7a8 3elie!2 )he Indian Income?)a1 8ct allows deduction of certain portion of the ta1a!le income which is diverted to pa(ment of life insurance premiums from the total income ta1 lia!ilit(. 3hen this ta1 relief is ta-en into account, it will !e found that the assured is in effect pa(ing a lower premium for his insurance.

1.9 .nsurance 3egulator0 and Develo"ment (ut-orit0 2eforms in the Insurance sector were initiated with the passes of the I2D8 4ill in &arliament in Decem!er 1.... )he I2D8 since its incorporation as a statutor( !od( in 8pril *000 has fastidiousl( such to its schedule of framing regulations and registering the private sector insurance companies. )he other decision ta-en simultaneousl( to provide the supporting s(stems to the insurance sector and in particular the life insurance companies was the launch of the I2D8 online service for issue and renewal of licenses to agents.

1.1: ,-at is .3D(/ .3D( is .nsurance 3egulator0 Develo"ment (ut-orit0; t-at -as been set u" to "rotect t-e interests o! t-e "olic0 -olders; to regulate; "romote and ensure orderl0 gro6t- o! t-e insurance industr0 and !or matters connected t-ere6it- or incidental t-ereto. 1.11Com"osition o! (ut-orit0


7-e (ut-orit0 is a ten member team consisting o! 'a) 'b) 'c) a C-airman< !ive 6-ole=time members< !our "art=time members;

'all a""ointed b0 t-e Government o! .ndia) 1.12 Duties; "o6ers and !unctions o! .3D( .ssue to t-e a""licant a certi!icate o! registration; rene6; modi!0; 6it-dra6; sus"end or cancel suc- registration< >rotection o! t-e interests o! t-e "olic0 -olders in matters concerning assigning o! "olic0; nomination b0 "olic0 -olders; insurable interest; settlement o! insurance claim; surrender value o! "olic0 and ot-er terms and conditions o! contracts o! insurance< "eci!0ing re5uisite 5uali!ications; code o! conduct and "ractical training !or intermediar0 or insurance intermediaries and agents< "eci!0ing t-e code o! conduct !or surve0ors and loss assessors< >romoting e!!icienc0 in t-e conduct o! insurance business< >romoting and regulating "ro!essional organizations connected 6it- t-e insurance and re=insurance business< Lev0ing !ees and ot-er c-arges !or carr0ing out t-e "ur"oses o! t-is (ct< Calling !or in!ormation !rom; underta4ing ins"ection o!; conducting en5uiries and investigations including audit o! t-e insurers; intermediaries; insurance intermediaries and ot-er organisations connected 6it- t-e insurance business< 11

Control and regulation o! t-e rates; advantages; terms and conditions t-at ma0 be o!!ered b0 insurers in res"ect o! general insurance business not so controlled and regulated b0 t-e 7ari!! (dvisor0 Committee<

3egulating investment o! !unds b0 insurance com"anies< (djudication o! dis"utes bet6een insurers and intermediaries or insurance intermediaries<

u"ervising t-e !unctioning o! t-e 7ari!! (dvisor0 Committee< "eci!0ing t-e "ercentage o! "remium income o! t-e insurer to !inance sc-emes !or "romoting and regulating "ro!essional organizations<

"eci!0ing t-e "ercentage o! li!e insurance business and general insurance business to be underta4en b0 t-e insurer in t-e rural or social sector< and e8ercising suc- ot-er "o6ers as ma0 be "rescribed.




O3G(?.@(7.O?(L 73AC7A31 (?D H.13(3CHB

*.1? 6eaning of :rgani'ational structure
8 hierarchical organi'ation is an organi'ational structure where ever( entit( in the organi'ation, e1cept one, is su!ordinates to a single other entit(. )his arrangement is a form of a hierarch(. In an organi'ation, the hierarch( usuall( consists of a singularIgroup of power at the top with su!seJuent levels of power !eneath them. )his is the dominant mode of organi'ation among large organi'ationsM most corporations, governments, and organi'ed religions are hierarchical organi'ations with different levels of management, power or authorit(. For e1ample, the !road, top?level overview of the general organi'ation of the Catholic Church consists of the &ope, then the Cardinals, then the 8rch!ishops, and so on. 6em!ers of hierarchical organi'ational structures chiefl( communicate with their immediate superior and with their immediate su!ordinates. Structuring organi'ations in this wa( is useful partl( !ecause it can reduce the communication overhead !( limiting information flowM this is also its ma or limitation 2.2= .m"ortance o! Organizational tructure Sometimes this Juestion arises as that as to wh( an organi'ation needs to have a structureN It is necessar( !ecause it offers following advantages to have an structure in organi'ation rather than leaving it as a hapha'ardl( managed organi'ation with no clear structure. (dvantages o! organization structure are2 1# 6ore eas( control over the resources !ecause with it resources can !e rationed and allocated to different units to use them to their most productive uses at micro level. *# Clearl( defined reporting lines ma-e it eas( for emplo(ees to -now to whom to report. 1,

O3G(?.@(7.O?(L 73AC7A31 OF B(31.LLB B3(?CH 1+



>roducts o! HDFC standard li!e insurance .ndividual Grou" ocial

'() .ndividual >roducts 3e at HDFC Standard Life reali'e that not ever(one has the same -ind of needs. %eeping this in mind, we have a varied range of &roducts that (ou can choose from to suit all (our needs. )hese will help secure (our future as well as the future of (our famil(. 1. >rotection >lans Oou can protect (our famil( against the loss of (our income or the !urden of a loan in the event of (our unfortunate demise, disa!ilit( or sic-ness. )hese plans offer valua!le peace of mind at a small price. :ur &rotection range includes our )erm 8ssurance &lan A Loan Cover )erm 8ssurance &lan. 2. >ension >lans :ur &ension &lans help (ou secure (our financial independence even after retirement.:ur &ension range includes our &ersonal &ension &lan, $nit Lin-ed &ension, $nit Lin-ed &ension &lus.



avings >lans

:ur Savings &lans offer (ou fle1i!le options to !uild savings for (our future needs such as !u(ing a dream home or fulfilling (our children immediate and future needs.:ur Savings range includes 5ndowment 8ssurance &lan, $nit Lin-ed 5ndowment, $nit Lin-ed 5ndowment &lus, $nit Lin-ed 5ndowment &lus II, 6one( 4ac- $nit Lin-ed 5nhanced Life &rotection II, Children<s &lan, $nit Lin-ed Ooung Star, $nit Lin-ed Ooung Star &lus, $nit Lin-ed Ooung Star &lus II. 'B) Grou" >roducts HDFC Standard Life has the most comprehensive list of products for progressive emplo(ers who wish to provide the !est and most innovative emplo(ee !enefit solutions to their emplo(ees. 3e offer different products for different needs of emplo(ers ranging from term insurance plans for pure protection to voluntar( plans such as superannuation and leave encashment. 3e now offer the following group products to our esteemed corporate clients =roup )erm Insurance =roup Karia!le )erm Insurance =roup $nit?Lin-ed &lan

8n investment solution that provides funding vehicle to manage corpuses with =ratuit(, Defined 4enefit or Defined Contri!ution Superannuation or Leave 5ncashment schemes of (our compan(. 8lso suita!le for other emplo(ee !enefit schemes such as salar( saving schemes and wealth management schemes.


Develo"ment insurance "lan Development Insurance plan is an insurance plan which provides life cover to mem!ers of a Development 8genc( for a term of one (ear. :n the death of an( mem!er of the group insured during the (ear of cover, a lump sum is paid to those mem!er !eneficiaries to help meet some of the immediate financial needs following their loss.

1ligibilit0 6em!ers of the development agenc( and their spouses withL 6inimum age at the start of the polic( 1> (ears last !irthda( 6a1imum age at the start of polic( +0 (ears last !irthda(

5mplo(ees of the Development 8genc( are not eligi!le to oin the group. )he group to !e covered is onl( eligi!le if it contains more than +00 mem!ers.


C-annels o! Distribution2 )o distri!ute the various insurance products HDFC Standard Life !roadl( uses the following channel of distri!utionL?

Financial consultantL ? Financial Consultants are those sources of a compan( who have their own relations and personal contacts among common pu!lic that the( use to generate !usiness through. Compan( has certain criteria to recruit these Financial Consultants. )he steps are as follows. P He should !e at least 1*th passed. P He should complete I2D8 training. P He should clear the I2D8 e1am. P He should through successfull( the e1am and training.


Banc assurance L ? 4anc assurance is an innovative distri!ution channel involving !an-s to sell insurance products of Insurance Companies. 4anc assurance simpl( means selling of insurance products !( !an-s. 4anc assurance partner of HDFC SL areL?


Associate Companies:



Ot-er Com"anies2 P HDFC )rustee Compan( Ltd. P HDFC Developers Ltd. P HDFC &ropert( Kentures Ltd. P COD>17.7O3

Following is the list of competitors of HDFC SLICL Life Insurance Corporation ICICI &rudential Life Insurance 6a1 ;ew Oor- Life Insurance 4irla Sun Life Insurance :6 %ota- 6ahindra Life Insurance 2eliance Life Insurance 4a a 8llian' Life Insurance I;= K(asa Life Insurance S4I Life Insurance 6etlife Insurance Future =enerali




1 >3O >1C7.?G

2 D117.?G 7H1 >3O >1C7

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C (?(LB .?G (?D >31>(3.?G

1. >ros"ecting

Objectives 51plain the role of segmenting and targeting $nderstand the importance of e1isting customers

>ros"ecting met-ods Calling 2eferences Seminar selling 51isting customers 6ail shots )wo approaches Follow up call ;o follow up call 8dvertisement 4usiness call

2. Deeting 7-e >ros"ect

)o introduce a structured format for preparing and reviewing phone calls to suspects 6a-ing 8n 8ppointment 4enefits of using a phone to ma-e appointments Save time


Can !e done an(where 8t an(time But Be6are Cant see the clients reactions Control the interview

4ill Dodel )han-s client for giving time to meet

C. (nal0zing (nd >re"aring

)ell me 51plain Descri!e F28ISI;= C$S):652S 38;)S ): 4$OI;= &:I;)G )he 4igger )he &ro!lem )he 4igger the &remium

4. >resenting (nd Closing

Financial anal(sis tools 3hat do the( want 3hat is the shortfallN

It is eas( to use *>

5as( to e1plain 5as( for anal('e the fact >ro"er >re"aration (nd >lanning >revents >articularl0 >oor >er!ormance.

8&&25CI8)5 )H5 I6&:2)8;C5 :F S5LLI;=



CH(>713 #
,O7 (?(LB .
,O7 (nal0sis is a strategic planning method used to evaluate the strengths ,wea-nesses , opportunities ,and threats involve in a pro ect or in a !usiness venture . it involve specif(ing the o! ective of the !usiness venture or pro ect and identif(ing the internal and e1ternal factor that are favora!le and un favora!le to achieving that o! ective . the techniJue is credited !( 8l!ert Humphre( who led a research pro ect at Stanford universit( in 1.D0 and 1./0 using dated from fortune +00 companies. )he aim of S3:) anal(sis is the identif( the -e( internal and e1ternal factor that are important to achieving the o! ective . S3:) anal(sis group -e( pieces of information into two main categoriesL i) Internal Factor L )he strengths and wea-nesses internal to the organi'ation ii)18ternal Factor 2 )he opportunities and threats presented !( e1ternal environment

strength and wea-ness are relative term . 2esources availa!le in plent( ma( appear to !e strength !ut if not utili'ed m( cease to !e a strength. Corporate strength is a competencies, a compan( ma( e1ert change mechanisms in an industr(. 8 corporate wea-ness refer to constraints or hindrances that tend to stop movement of a compan( in certain direction decided as strategic direction for a compan( and also inhi!it a compan( to achieve core competencies HDFC and Standard Life first came together for a possi!le oint venture, to enter the life Insurance mar-et, in Hanuar( 1..+. It was clear from the outset that !oth companies shared similar values and !eliefs and a strong relationship Juic-l( formed. In :cto!er 1..+, the companies signed a 7?(ear oint venture agreement.


731?G7H2= 1. Strong and well spread networ- of Jualified intermediaries and sales person. *. Customer focused . 7. &rovide !etter facilities than other private insurance companies. ,. Huge !as-et of product range which are suita!le to all age and income groups. +.It is the first compan(, which firstl( started with license for I2D8 *000, 1, 8$=$S). D.16illion policies sold within 7 and half (ears. /.8ccording to the change in surrounding environment li-e change in customer reJuirement. ,1(E?1 2=

1. Heav( management e1penses and administrative costs. *. Low customer confidence on the private pla(ers. 7. 6inimum advertisement. ,.Compan( does not penetrate on the rural mar-et at a time +.Fees for the advisor is high than the other compan(. O>>O37A?.7.1 2= 1. Insurance mar-et is ver( !ig. 3here compan( can e1pand its hori'on in insurance industr(. *.)hrough good investment and insurance it is eas( to top Indian customers. 7.)he huge insurance mar-et is left so compan( has opportunit( to e1pand our products 7H31(7 2= 1. Its still difficult tas- to win the confidence of pu!lic towards private compan(. *. )he compan( is facing ma or threats from LIC which is an onl( government companies 7. &lans for all income groups are not availa!le which can create adverse effect later on the mar-et share of the compan(.



F)raining is defined as learning that is provided in order to improve performance on the present o!.G 77

5ducation is training people to do a different o!. It is often given to people who have !een identified as !eing promota!le, !eing considered for a new o! either lateral or upwards, or to increase their potential. Development is training people to acJuire new hori'ons, technologies, or viewpoints. It ena!les leaders to guide their organi'ations on to new e1pectations !( !eing proactive rather than reactive.

&$2&:S5 :F )28I;I;= 1. Focusing energ( on issues. *. 6a-ing wor- and issues visi!le. 7. Supporting other intervention. ,. Legitimi'ing issues. +. &romoting change. D. 2educing ris-. /. Creating a communit( !ased on some shared e1perience. >. 4uilding teams. .. Indoctrinating new staff. 10. Communicating and disseminating -nowledge and information. 11. Certif(ing and licensing. 1*. 2ewarding past performance. 17. Flagging QFast )rac-er.Q

Importance of Training 5ver( compan( should !e full( committed to the continuous development of its staff, in the same wa(s as we continuousl( develop our services. )his will !e achieved !( helping all staff identif( 7,

and meet their own o! and !usiness related development needs. )his polic( will ensure that we have the adapta!ilit( and fle1i!ilit( to thrive and succeed as a !usiness. )o do this, all line managers, through the &erformance 2eview process, will 5nsure that staff have a level of -nowledge and s-ill to full( perform their role 5ncourage staff to develop within their current role Loo- for potential, and find wa(s for staff to demonstrate potential 2ecogni'e and reward staff development "utili'ing it wherever possi!le# Create a learning culture !( providing opportunities for learning

Should !e trained )hus training reJuires &ractice Feed!ac6otivation to learn )raining has to !e done on the !asis of identified resources in three phases L 1. &25 )28I;I;= ?Clear understanding of the situation that calls for more effective !ehavior *. )28I;I;=? ? Implementing the effectiveness in !ehavior 7. &:S) )28I;I;=? ?)he management has to handle a person who is more confident, post training 8 lot of ad ustment is needed on !oth sides. :nce someone has e1perienced a training and development activit( or learning, we will measure its impact and effectiveness on individual performance and the organi'ation. 7+ 8gain, line

managers are e1pected to !e part of this process !( defining the performance standards "or measures# when setting o! ectives and deciding on the methods that the( will use to evaluate the learning. "&ersonnel Services will of course !e availa!le throughout the process to provide guidance and support#. )here are three -e( stages that will !e used to evaluate training and developmentL 2eactionL 8t this level, evaluation provides information on the attitudes of a participant to learning, !ut it does not measure how much the( have actuall( learned . )hat !eing said, if a participant has a positive reaction to the learning e1perience the( are more li-el( to implement what the( have learned. 5valuation at this level will !e measured !( a post?learning

Juestionnaire, which will !e completed immediatel( after the learning activit( has ta-en place. ;ormall(, &ersonnel Services will !e responsi!le for issuing this t(pe of Juestionnaire.

&erformanceL 5valuation at this level loo-s at the impact of a learning e1perience on individual performance at wor-. %e( to this area of evaluation will !e the need to have esta!lished smart learning o! ectives prior to the learning e1perience so that when evaluation ta-es place there are measures to use. For e1ample, an important learning o! ective for a unior secretar( attending a 3ord training course ma( !e Fto produce t(ped correspondence with no spelling or t(pographical errors.G In this e1ample, a manager would !e a!le to evaluate the secretar(s performance using a measure of Fno spelling or t(pographical errorsG. Ideall(, evaluation on performance should ta-e place appro1imatel( 7 R , months after the learning activit(. Line managers should underta-e this evaluation and send a cop( of the results to &ersonnel Services.


:rgani'ational impactL 8t this level evaluation assesses the impact of learning on organi'ational effectiveness, and whether or not it is cost?effective in organi'ational terms. &ersonnel Services will underta-e this evaluation as part of a wider training and development evaluation process.

In summar( then, &ersonnel Services will evaluate training and development at the reaction and organi'ational levels, and line managers will !e responsi!le for evaluating the effectiveness of training and development at the performance level. However, there will !e some t(pes of learning activities, for e1ample attending conferences or seminars, where it ma( not !e appropriate to underta-e an( evaluation. If an( dou!t, please contact &ersonnel Services. )o assist line managers, there are a variet( of methods that can !e used to measure the effectiveness of the learning. Some of these includeL &articipant self?assessment 3ritten or practical tests Structured interviews 9uestionnaires Feed!ac- R for e1ample, internall( from colleagues, peers, and managers andIor e1ternall( from partners, customers or clients 9ualifications o!tained

Line managers should contact &ersonnel Services, who will !e pleased to help set?up an evaluation method to use to measure the effectiveness of a training activit(.


Funding Funding for training and development will !e paid from a central training !udget, therefore the Head of &ersonnel Services must approve an( training and development that involves a financial cost !efore an( financial commitment is made. Details of how to appl( for a training and development are e1plained under the section headed FSelecting a training provider and appl(ing for trainingG. In addition to o!?related training and development, compan( also recognises the need to help individuals to improve within their chosen career path !( encouraging individuals to gain professionalIvocationalIacademic Jualifications. 3ith this in mind, compan( has esta!lished a compan( sponsorship scheme where!( full or partial sponsorship will provided. Information a!out the scheme can !e found under the section headed FCompan( sponsorshipG. 3here an individual needs to attend a training course funded !( compan(, time off during wor-ing hours will !e given to attend the course. Individuals are e1pected to travel to and from a training venue within the normal course of the da(. 3here compan( is providing sponsorship towards a professional Jualification, time off to attend lecturesIwor-shopsIsummer school will !e agreed on an individual !asis, ta-ing account of the !usiness needs. )he Head of &ersonnel Services will approve an( such reJuests, in full consultation with line managers. ;on?training course learning activities )(picall(, a training course is designed to transfer new s-ills or -nowledge to an individual. Invaria!l( new s-ills and -nowledge will !e developed over time to improve performance. However, not all learning has to !e addressed through a training course. )here is a wide range of development methods availa!le that can !e used without leaving the office. For e1ample, !eing


coached !( a fellow colleague or managerM using a computer aided training pac-ageM on?the o! trainingM reading !oo-sM underta-ing research or practicing a particular s-ill. Finding out a!out training courses or alternative learning methods &ersonnel Services is !uilding up a range of literature from training suppliers and a selection of !oo-sIvideosIcomputer discs availa!le for individual use. )o find out more, please contact &ersonnel Services Selecting a training provider and appl(ing for training !efore !oo-ing a training event, individuals should research the costs and course availa!ilit( with possi!le training providers. &ersonnel Services will !e happ( to help as the( -eep details of various training providers, so please contact them for informationIadvice. Compan( organi'ed training programmers, for e1ample Customer Service )raining, )eam 4uilding training, will !e co?ordinate through &ersonnel Services "so individuals do not have to complete an( forms#. 8ll other training and development activities must !e authori'ed !( &ersonnel Services !efore an( training is !oo-ed. Compan( sponsorship Compan( recogni'es the need for continuous professional development and is pleased to !e a!le to offer a sponsorship scheme to all permanent and fi1ed?term emplo(ees "whose contracts are for at least one (ear#. )he scheme covers professional, academic or ;K9 "or eJuivalent# Jualifications. )he following guidelines are designed to give individuals an idea of the sort of funding that ma( !e availa!le and how individuals ma( appl(.

PHASE ONE: Needs Identification )he first phase is the identification and anal(sis of an organi'ation<s training needs. 8s a minimum, the organi'ation should !e a!le to accomplish the following four thingsL 7.

1. S(stematic review of each trade, occupation or process !( a team of -nowledgea!le individuals *. Conduct ver!al andIor written surve(s of managers, supervisors, leaders, technicians and wor-ers 7. Conduct a complete review of legislated training reJuirements ,. 2eview the results of Ha'ard 8nal(ses, :ccupational Health surve(s and other surve( or process anal(ses. METHODOLOGY OF T AINING )here is various methodolog( of training. ;o single techniJue is alwa(s !est. )he !est method depends on Cost effectiveness Desired program content Learning principles 8ppropriateness of the facilities )rainee preferences and capa!ilities )rainer preferences and capa!ilities )here is a range of Bteaching methods availa!le to trainer. )he choice of a method is a matter of e1perience and competence of the instructor and his udgment of how much and what a particular group of trainees would learn from using one method or another. Factors which affect the choice of training methodL

)he choice of methods depends on the -nowledge and e1perience of the teacher or trainer. ,0

)he choice of the methods should ta-e into consideration the intellectual level and educational !ac-ground of the participants and the participants age practical e1perience. Some methods are more effective than others in achieving certain o! ective. Choice methods depend on the social and cultural factors in the environment. ;ow man( participative methods are accepted and used in management training. It also depends on the time and the availa!ilit( of resources and infrastructural facilities. T)pes o* t+ainin,

.nduction or Orientation training2 Induction or orientation ma( !e defined as a process of guiding and counseling the emplo(ee to familiari'e him with o! situations. )he induction process accomplishes several o! ectives including formation of a favora!le impression and attitude, development of the feeling of !elongingness and facilitation of learning and teamwor- on the part of the emplo(ees. )he content of the induction program should !e predetermined in the form of a chec-list specif(ing the topics to !e covered. 3an4=and=File job training2 )his is !ased on similarities in training on several specific o!s. )his t(pe of training can !e imparted in a classroom or on the o!. It is performed !( a foreman or a group leader. Its advantages arise in so far as it is realistic and economical. Limitations o! ran4=and=!ile job training2 )he trainer ma( !e an incompetent teacher )he shop floor ma( !e !us( )here ma( arise heav( production losses. ,1

u"ervisor0 training2 Supervisor( training needs reveal utmost divergence in view of divergent duties of supervisors. 5mplo(ee attitude surve(s help in identif(ing area of supervisor( training. Li-ewise, supervisors themselves ma( !e reJuested to indicate the areas where the( need training. FreJuentl(, these surve(s indicate that supervisors need training in human relations, production control, compan( policies and how to instruct. Supervisor( courses consist of o! methods training "H6)# and o! relations training "H2)#. :; )H5 H:4 )28I;I;=L :n the fo! techniJues are conducted in the real o! settings. :n the o! methods usuall( involve training in the total o!. )hese methods are t(picall( conducted !( individuals, wor-ers, supervisors. )he main advantage is that the trainees learn while actuall( performing their wor-, which ma( minimi'e the training cost. )he( also learn in the same ph(sical and social environment in which the( will !e wor-ing once the formal training period is completed.

70"es o! on t-e job tec-ni5ues2 Ho! instruction training Ho! rotation 8pprenticeship Coaching Kesti!ule training

Fob instruction training2


Ho! instruction training "HI)# is received directl( on the o! and so it is called Fon the o! trainingG it is used primaril( to teach wor-ers how to do their current o!s. )he wor-er learns to master the operation involved on the actual o! situation under the supervision of his immediate !oss who has to carr( the primar( !urden of conducting the training. $suall( no special eJuipment or space is needed, since now emplo(ees are trained at the actual o! location. te"s o! job instruction training2 1.)he trainee receives an overview of the o!, its purpose and its desired outcomes with an emphasis on the relevance of the training. Since the emplo(ee is shown the action that the o! reJuires, the training is transfera!le to the o!. *. )he emplo(ee is allowed to mimic the trainers e1ample. Demonstration !( the trainer and practice !( the trainee are repeated until the o! is mastered. 2epeated demonstrations and practice provide repetition and feed!ac-. Finall( the emplo(ee performs the o! without supervision, although the trainer ma( visit the emplo(ee to see if there are an( lingering Juestions. (dvantages2 5as( organi'ed 2ealistic Stimulates high motivation Speeds up wor-ers ad ustment Less costl(

Disadvantages2 )he disadvantage of this method is that the assigned instructor ma( !e a poor teacher. )he wor-er ma( haste for immediate production, so the actual cost ma( increase. ,7

FOB 3O7(7.O?2 Some trainers move a trainee from o! to o!. 5ach wor-er move normall( is preceded !( o! instruction training. )his is a method of training wherein wor-ers rotate through a variet( of o!s. )here!( providing them a wide e1posure. )rainees are placed in different o!s in different parts of the organi'ation for a specified period of time. )he( ma( spend several da(s or even (ears in different compan( locations. In this wa( the( get an overall perspective of the organi'ation. It is used with !oth !lue?collar production wor-ers and white collar managers and it has man( organi'ational !enefits. Ho! rotation creates fle1i!ilit(, during manpower shortages, wor-ers have the s-ills to step in and fill open slots. )he method also provides new and different wor- on a s(stematic !asis, giving emplo(ees a variet( of e1periences and challenges. 5mplo(ees also increase their fle1i!ilit( and mar-eta!ilit( !ecause the( can perform a wide arra( of tas-s. Limitation o! job rotation2 )he ma or draw!ac- of this, it is time consuming and e1pensive too.

(""rentices-i"2 8n apprentice is a wor-er who is learning a trade !ut who has not reached the state where he is competent to wor- without supervision. It is particularl( common in the s-illed trades. In organi'ation a new wor-er is FtutoredG !( an esta!lished wor-er for a long period of time. 8n apprenticeship lasts from two to five (ears. 5ach apprentice is usuall( given a wor-!ooconsisting of reading materials, tests to !e ta-en and practice pro!lem to !e solved. )his training is used in such trades, crafts and technical fields in which proficienc( can !e acJuired after a


relativel( long period of time in direct association with the wor- and under the direct supervision of e1perts. )raining is intense, length( and usuall( on a one to one !asis.

Increasing national attention is !eing paid to wor-force preparation in the $nited States. )his stems from the growing reali'ation that 8merica<s a!ilit( to occup( a leading competitive position in the emerging glo!al econom( hinges, to a large degree, on assuring that the nation<s wor-force is second to none. )oda(, unfortunatel(, this is not the case. 5mplo(ers freJuentl( report that significant num!ers of (oung people and adults ali-e e1hi!it serious educational deficiencies and are ill?eJuipped to perform effectivel( in the wor-place. 8s a conseJuence, leaders from industr(, la!or, education, and government are all grappling with how to design educational reforms and educationItraining strategies that will improve the s-ills of 8merica<s current and future wor-force. In the spirit of this reform, one particular training strateg( ?? apprenticeship ?? has captured the interest of man( polic( ma-ers, educators, and others who are involved in the national reform movement. Its growing appeal comes as no surprise and, perhaps, is long overdue. 51perience !oth in the $.S. and growing a!road has repeatedl( demonstrated that apprenticeship is a highl( effective strateg( for preparing people for wor-. )he !ul- of apprenticeship programs offered in the $.S. and its territories are in the !uilding trades and manufacturing industries, !ut there is significant potential to develop apprenticeship programs in a variet( of other industries.

)he rush to em!race apprenticeship, however, is leading to efforts that could undermine the ver( pillars of its value. For e1ample, in some instances, apprenticeship is !eing viewed as a generic concept ?? one that can !e loosel( applied to a variet( of learning situations. Li-ewise, others ,+

have coined such terms as Q(outh apprenticeshipQ to characteri'e various school?to?wortransition programs. Such thin-ing, while understanda!le in an environment that !egs for creativit( and innovation, ma( !e more harmful than helpful to the cause. ,-at (""rentices-i" .s2 7-e 1ssential Com"onents 1. 8pprenticeship is a training strateg( that a# com!ines supervised, structured on?the? o! training with related theoretical instruction and !# is sponsored !( emplo(ers or la!or. 6anagement groups that have the a!ilit( to hire and train in a wor- environment. *. 8pprenticeship is a training strateg( that prepares people for s-illed emplo(ment !( conducting training in a !ona fide and documented emplo(ment setting. )he content of training, !oth on?the? o! and related instruction, is defined and dictated !( the needs of the industr(, which refers to all t(pes of !usinessIwor-place settings. )he length of training is determined !( the needs of the specific occupation within an industr(. In the !uilding trades, for e1ample, some apprenticeship programs are as long as five (ears with up to *,0 hours of related instruction per (ear. 7. 8pprenticeship is a training strateg( with reJuirements that are clearl( delineated in Federal and State laws and regulations. )he ;ational 8pprenticeship 8ct of 1.7/ "also -nown as the Fit'gerald 8ct# and numerous State laws provide the !asis for the operation of formal apprenticeship training programs in the $.S.M regulations that implement these laws are in force toda(. )hese laws and regulations esta!lish minimum reJuirements for protecting the welfare of the apprentice such as the length of training, the t(pe and amount of related instruction, supervision of the apprentice, appropriate ratios of apprentices to ourne(persons, apprentice selection and recruitment procedures, wage progression, safet(, etc.



8pprenticeship is a training strateg( that !( virtue of a legal contract "indenture# leads to a Certificate of Completion and official ourne(person status. )hese credentials have e1plicit meaning, recognition and respect in the e(es of Federal and State governments and relevant industries.


8pprenticeship is a training strateg( that involves tangi!le and generall( si'a!le investment on the part of the emplo(er or la!orImanagement program sponsor.


8pprenticeship is a training strateg( that pa(s wages to its participants at least during the on? the? o! training phase of their apprenticeship and that increases these wages throughout the training program in accordance with a predefined wage progression scale.


8pprenticeship is a training strateg( that involves a written agreement and an implicit social o!ligation !etween the program sponsor and the apprentice. )he written agreement, which is signed !( !oth the apprentice and the program sponsor and is ratified !( government, details the roles and responsi!ilities of each part(. )he implicit social o!ligation gives emplo(ers or program sponsors the right to e1pect to emplo( the apprentice upon completion of training given the investment in training and gives the apprentice a reasona!le right to e1pect such emplo(ment. La!or mar-et conditions should guide the si'e of training programs to ena!le each part( to maintain his or her side of the o!ligation.

,-at (""rentices-i" .s ?ot $nless the( conform to the essential components descri!ed previousl(, apprenticeship is no cooperative education, vocational education, tech prep, two plus two "three or four#, summer or part?time wor- e1periences or an( other m(riad training strategies that man( are promoting as wa(s to assure adeJuate wor-force preparation. Such strategies undou!tedl( have value in their own right, !ut the( are not apprenticeship. 3hat distinguishes apprenticeship from most of these ,/

other approaches are such fundamental Jualities as training program sponsorship and location, the s-ills reJuired, the value attached to the credential earned, curricula content that is defined e1clusivel( !( the wor-place, wage reJuirements, the written agreement, and the implicit social contract that e1ists !etween program sponsors and their participants. ;o other training strateg( provides for this uniJue com!ination of characteristics. 3hen a person completes a registered apprenticeship program, he or she is prepared to go to wor- as a full( trained, competent ourne(person whose s-ills ena!le him or her to perform effectivel( in the wor-place. Few, if an(, other t(pes of educational programs can ma-e this claim. CO(CH.?G 8t management levels Coaching of immediate su!ordinates !( their managers is common. 8 coach attempts to provide a model for the trainee to cop( it tends to !e less formal than an apprenticeship program. Coaching is almost alwa(s handled !( the supervisor or manager. It is li-el( not to !e as directive approaches such as nondirective counseling or sensitivit( training. If the trainees shortcomings are emotional or personal. Coaching will !e ineffective if relations !etween trainee and coach are am!iguous in that the trainee cannot trust the coach. Coaching thrives in a Fclimate of confidenceG, a climate in which su!ordinates respect the integrit( and capa!ilit( of their superiors.

%estibule training2 Kesti!ule training is a t(pe of instruction often found in production wor-. 8 vesti!ule consists of training eJuipment that is set up a short distance from the actual production line. )rainees can ,>

practice in the vesti!ule without getting in the wa( or slowing down the production line. )hese special training areas are usuall( used for s-illed and semis-illed o!s, particularl( those involving technical eJuipment. Kesti!ule is small, so relativel( few people can !e trained at the same time. )he method is good for promoting practice a learning principle involving the repetition of !ehavior

OFF=7H1 FOB 73(.?.?G2 :ff the o! method are those training and development programs that ta-e place awa( from the dail( pressures of the o! and conducted !( highl( competent outside resource people who often serve as trainers, which is one of the main advantages of this method. )he ma or draw!ac- of this is the transfer pro!lem. 70"es o! o!! t-e job training2 Lectures consist of meeting in which one small num!er of those present actuall( pla(s an active part. )he lecture method is a popular form of instruction in educational institution. )he lecturer ma( !e a mem!er of the compan( or a guest spea-er. 4efore preparing the lecture some points should !e considered. 3ho is (our audienceN 3hat is (our audienceN 3hat is the time availa!leN 3hat is the su! ect matterN

)he lecture should !e !rief and to the point, presenting the theme of the su! ect in a manner that arouses the interest of the audience from the start. )he spea-er should !e poised, courteous and


sincere. )he action should !e spontaneous. )he role of a lecturer is ma-e difficult things simple, not the reverse. Limitation o! t-e lecture met-odL It gives ver( little opportunit( for active practice, development, over learning, -nowledge or results or transfer of learning. In this method trainee himself or herself have to understand and personali'e the content of the lecture. It is not suita!le for courses where people with wore1perience are participating. )his method involves one?wa( communication, which is not interaction of the audience. )his method cant readil( adopt itself to individual differences, which ma( arise farthest from realit(. (udio=visual tec-ni5ues2 8udio?visual techniJues cover an arra( of tainting techniJues, such as films, slides and videotapes. It allows seeing while listening and is usuall( Juite good at capturing their interests. )hese methods allow a trainers message to !e uniforml( given to numerous organi'ational locations at one time and to !e reused as often a reJuired. 8vaila!le devices used in lecture techniJuesL 4lac-!oard Flip chart 6agnetic !oard Flannel !oard :verhead pro ector

Con!erence or discussion met-od2


)his method encourages the participation of all mem!ers of the group in an e1change of opinions, ideas and criticisms. It is a small group discussion in which the leader pla(s a neutral role providing guidance and feed!ac-. Inspire of the intention to encourage general participation the conferences are freJuentl( dominated !( a few, with the ma orit( no more active than the( would !e at a lecture. It is more effective than the lecture in changing adult !ehavior and also modif(ing attitudes. )he conference method can draw on the learning principles of motivation and feed!ac-. It is used to enhance -nowledge or attitudinal development.

6ain o! ectives of conference methodL Developing the decision ma-ing and pro!lem solving s-ills of personnel Changing or modif(ing attitudes &resenting new and sometimes complicated material

3ole "la0ing 8ctive participation rather than passive reception facilitate learning. 2ole?pla(ing !elieves in active participation. )his is a training method often aimed at enhancing either human relations s-ills or sales techniJues. 2ole?pla(ing can !e defined as an educational or therapeutic techniJue in which some pro!lems involving human interaction, real or imaginar( is presented and then spontaneousl( acted out. &articipants suggest how the pro!lem should !e handled more effectivel( in the future. )his Facting outG is followed !( discussion and anal(sis to determine what happened and wh( and, if necessar(, how the pro!lem could !e !etter handled in future.


2ole?pla(ing is less tightl( structured than actingM where performers have to sa( set lines on sue. &articipants are assigned roles in the scenario to !e enacted, so, in this wa(, it is a device that forces trainees to assume different identities.

Case tud0 Det-od 4( stud(ing a case situation, trainees learn a!out real of h(pothetical circumstances and the actions others ta-e under those circumstances. 4esides learning from the content of the case, a person can develop decision ma-ing s-ills. Case method is an e1cellent medium for developing anal(tical s-ills. Cases are usuall( organi'ed around one or more pro!lems or issues that are confronted !( an organi'ation. Cases can range from one page to over fift( pages Feed!ac- and repetition, are usuall( lac-ing. :ne inherent difficult( is personal !ias. )his method calls for s-ills with language. 4ut man( people are sent to case stud( courses primaril( !ecause the( laccommunication s-ill 3hen cases are meaningful an similar to wor- related situations, there is some transference. )here also is the advantage of participation through discussion of the case imulation Simulation is an approach that replicates certain essential characteristics of the real world organi'ation so that the trainees can react to it as if it were the real thing and then conseJuentl( transfer what has !een learned to their o!. Simulation training is !ased on a reproduction of some aspect of o! realit(. Simulation usuall( enhances cognitive s-ills, particularl( decision ma-ing. 8 ver( popular training techniJue for higher level ho!s in which the emplo(ee must process large amounts of information.


Simulations have man( forms? some use e1pensive, technical eJuipment, while others are far less costl(. Some simulations need onl( one participant, others ma( involve as man( as 1+?*0 people wor-ing together as a team. Simulations are !road !ased training techniJues that can !e adapted to suit a compan(s need. 4( using the eJuipment simulators, wor-ers can practice new !ehaviors and operate certain comple1 eJuipments free of danger to them. 5Juipment simulators can range from simple moc-?ups to computer !ased simulations of complete environments. Some of them are utili'ed to train a single individual and the others are used for team training. &rogrammed instruction is a training approach which ma-es the advantages of private tutoring availa!le to large groups of students !eings trained in new s-ills. &rogrammed instruction is one of the innovations in teaching technolog( developed in recent (ears. )he methods involves an actual piece of eJuipment, usuall( called )he ma or advantage of programmed instruction is that is reduces the training time. )he learning ta-es place at the students own pace. &articipants get immediate feed!ac-. )he participants are active learnersM there is constant e1change of information !etween themselves and the program. Fast learners do not have to wait for slow ones to catch up. 8dministrative simplicit( and increased productivit( in training result in lower training cost per student. )he !iggest disadvantage of this method is the a!sence of a teacher. )he !oo- !ecomes the teacher. Hence it is a!solutel( essential that the trainee is highl( motivated to continue learning. )he material has to !e !ro-en down into a logical seJuence, since there ma( !e several correct wa(s to perform the tas-. )his method does not appear to improve training performance in terms of immediate learning of retention over a time compares with conventional methods.


0ndicate Det-od 3or-ing in small group to achieve a particular purpose is descri!ed as a s(ndicate method. )he essence of this method is that participants learn from each other and contri!ute their own e1perience to the fullest. )he s(ndicate method is designed to provide the participant an environment that would help him to reflect criticall( on his own wor- and e1perienceM to update his -nowledge of new concepts and techniJues with the help of other co?participantsM to develop sound udgment through greater insight into human !ehavior. )his method is suita!le for training and development students, without an( e1perience. )he participants are divided into groups consisting of a!out eight to ten participants. )hese groups are called Fs(ndicatesG. 5ach s(ndicate functions as a team that can represent various functional as well as interest areas. )he s(ndicates are given assignments which have to !e finished and a report su!mitted !( a specified date and time. 4( rotation each mem!er of the s(ndicate !ecomes the leader for completing a specific tas-. 5ach assignment to a s(ndicate is given in the form of a F4riefG. )his is a carefull( prepared document !( the facult(. =enerall(, each s(ndicate is reJuired to su!mit a report which is circulated to other s(ndicates for critical evaluation )he advantages of these methods are that it secures a ver( high level of involvement from the participants. )heir own e1perience is the starting point in this method. It is a process of self !usiness and development for participants. )his method also gives the participant a practice in communicating with his colleagues and understanding them. If the s(ndicate is not structured properl(, it should lead to a lot of wastage of time and cause frustration. In the a!sence of proper pressure on the participants !( trainers or participants


themselves, some participants might start dragging their feet. Differences of opinion or viewpoint ma( !e ignored to avoid action.

Counseling2 It helps the trainees to o!serve their wea-nesses and involves measures to overcome them. It is related to periodic appraisals of ratings. Specificall( counseling purports to help the su!ordinates to do a !etter o!, provides a clear picture of how the( are doing, !uild strong personal relationships and eliminate, of at least minimi'e an1iet(. $nderstudies In this the trainees wor- directl( with individuals whom the( are li-el( to replace. However, it is disappointing as training !ecause of a li-elihood of an imitation of wea- as well as strong points of the seniors


CH(>713=* 31 1(3CH >3OBL1D In Hdfc Limited, across training is customi'ed product wise. If an( defect comes in a product or process, a training session is initiated to eradicate root cause. )here are normall( two wor- stations in production, 1. Critical station *. ;ormal station 8t critical wor- station an efficient wor-er should produce +000 to D000 units in one shift. 8t this wor- station minor o! is done. 8t normal wor- station an efficient wor-er should !e produce >000 to 10000 units in one shift in normal circumstances. In this compan( there are two t(pes of wor-er are wor-ing. 1. &ermanent wor-er *. )emporar( wor-er 8 wor-er get the permanent o! after the good and consistent performance in the compan(, these people are well e1perienced in their relative o!s. )emporar( wor-er is a la(man. )he( dont -now an( thing a!out the wor-, so these t(pes of people reJuire training. 3hen a new person oins the compan(, he got the training a!out the safet( and maintenance. For getting these training he is send in technical training cell "))C#. In ))C he has to go some !asic -nowledge and instruction, which is given !( the ust senior !oss. )hat person is called line in charge. During the training a person gets the o!. He is watched !( the line in charge. 8t an( point the line in charged found an( fault in the wor-, the line in charge instructed at that time, so that the wor-er does the o! in a proper wa( and come out with 'ero?defect product.


8fter some e1perience the wor-er is transferred from one operation to another operation area. 3here same procedure is performed. He wor-s and if get an( confusion regarding the o!, he ma( as- the line in charge or if line in charge see an( fault during the operation, he educates the wor-er to do the o! !etter. )his process is repeated on each and ever( operation. )his is how each and ever( emplo(ee is familiari'ed to the o!. )he main advantage of this o! rotation is, if an( wor-er does not come on the particular da(, that place can !e filled !( an( other wor-er and the wor-s progress without an( interruption.



CH(>713=+ 31 1(3CH D17HODOLOGB . 2esearch methodolog( is a wa( to s(stematicall( solve the research pro!lem. It

includes two t(pe of research design. 18"lorator0 3esearc- Design2= It is a preliminar( research, whose o! ective is to provide insights and understandings. It is used when the pro!lem is not clearl( defined and the information needed is onl( loosel( defined !ecause of which a detailed stud( cannot !e underta-en or when the no. of outcomes or possi!ilities is ver( large and it is difficult to stud( each of them in detail. )he research process that is adopted is fle1i!le and unstructured, data collected is Jualitative in nature , the findings of e1plorator( research are regarded as tentative or used as input to further research. It see-s to discover new relationships and is used for developing a h(pothesis Conclusive 3esearc- Design 2= )he o! ective of conclusive research is to test h(potheses and e1amine relationships. Such research is t(picall( more formal and structured. It is used when the information needed is clearl( specified.


It is !ased on large and representative samples and the data o!tained are su! ected to Juantitative anal(sis. )he findings from conclusive research are considered to !e conclusive in nature and used as input into managerial decision ma-ing. )he stud( is carried on in a proper planned A s(stematic manner, )his methodolog( includes Familiari'ation with the organi'ation. :!servation A collection of data 8nal(sis of data

.n t-is "roject . -ave used G1H>LO3(7O3B 31 1(3CH D1 .?GI.


Objectives o! tud0

1) )o find out emplo(ees awareness for training process in the organi'ation.

2) )o find out emplo(ees have undergone an( training session in the organi'ation.

C) )o find out how emplo(ees are feel after training.

4) )o find out how t(pes training emplo(ees are wanted within organi'ation.

#) )o find out on which s-ills organi'ation concentrated.


$) )o find out emplo(ees are which t(pes of )rainer wants.

*) )o find out 3hat sort of method is adopted !( the organi'ationN

Data Collection
Collecting t-e Data2= )he information sources were as followsL 1) econdar0 .n!ormation ources2= a# )raining Calendar of HDFC. !# &articipants List. c# Karious !oo-s at HDFC Li!rar( d# Compan(s we!sites. 2) >rimar0 .n!ormation ources2= a# Surve( of the emplo(ees who underwent training programs 7?+ months !ac- !( giving them 9uestionnaires and collecting their feed!ac-. !# Surve( of the 2eporting :fficers of the trainees.


am"ling >lan2= 1. Sampling Unit:5ach respondent was considered as a single unit in the whole research wor-. *. Sampling size:)he sampling si'e or the universe of the research wor- was 100 trainees. 7. Sampling procedure:)o o!tain the representation samples, Disproportionate Stratified Random Sampling was used. )his means that respondents were selected randoml( without an( well defined proportions from various departments of the organi'ation.



D(7( (?(LB . & .?713>317(7.O?

J.1. 1m"lo0ees a6areness !or training "rocess in t-e organization.

Bes ?o
7able ?o. 2= :1

1::K ::K


Y es NO

I;)52&25)8)I:; )he whole population was aware of the training process in their organi'ation.

J.2. 1D>LOB11 -ad undergone an0 training "rogram in t-e organization/ Bes ?o 7able ?o. 2= :2 +:K 2:K


.?713>317(7.O? 8fter o!servation it has !een found that ma orit( of emplo(ees in the organi'ation have undergone training session.

J.C. 1m"lo0ees !eeling a!ter training/ OE Good %.Good 7able ?o. 2= :C


2:K 4:K 4:K

I;)52&25)8)I:; 3ith the o!servation it has !een anal('ed that the emplo(ees normall( do not have the common feeling either in favor of training or in against

J.4. ,-at is t-e !re5uenc0 o! training/ (nnuall0 Hal! Bearl0 (n0 Ot-er 7able ?o. 2= :4 2*K CCK 4:K


I;)52&25)8)I:; 8round one third of the total emplo(ees undergo half (earl( training.


J.#. 7-e s4ills on 6-ic- training is concentrated. Human 7ec-nical Conce"tual (ll 7able ?o. 2= :# CCK 1CK 41K 1CK

I;)52&25)8)I:; It could !e interpreted that the conceptual training is the most occurring training in the organi'ation.


J.$ 7-e trainer !or t-e em"lo0ees. Bour com"an0 "erson 7rainer Bot7able ?o.2= :$

CCK 4:K 2*K

.?713>317(7.O? 6a orit( of the emplo(ees have undergone the )rainer.


J.*. ,-at sort o! met-od is ada"ted b0 t-e organization/ On t-e job O!! t-e job
7able ?o. 2= :*

$:K 4:K

On the job Off the job

.?713>317(7.O? 6a orit( of the emplo(ees have undergone on the o! training program.



1) )he whole population was aware of the training process in their organi'ation."Shown in
ta!le no. 01#.

2) 8fter o!servation it has !een found that ma orit( of emplo(ees in the organi'ation have
undergone training session."Shown in ta!le no. 0*#

C) 3ith the o!servation it has !een anal('ed that the emplo(ees normall( do not have the
common feeling either in favor of training or in against."Shown in ta!le no. 07#

4) 8round one third of the total emplo(ees undergo half (earl( training."Shown in ta!le no.

#) It could !e interpreted that the conceptual training is the most occurring training in the
organi'ation."Shown in ta!le no. 0+#.

$) 6a orit( of the emplo(ees have undergone trainer."Shown in ta!le no. 0D#. *) 6a orit( of the emplo(ees have undergone on the o! training program."Shown in ta!le
no. 0/#.




)here is no gainsa( regarding the training programs enhance the Jualit( of the performance. ;o one is perfect in his respective field. 8 full fa'ed training program ma-es trainees complete performer in their respective areas. 5ver( compan( loo-s for a wor-er, who can wor- effectivel(. )he( are in search of a person who has the ma1imum s-ills reJuired for the o!. 8fter selecting the right person, the compan(s main aim is to ma-e that person a perfect wor-man. For this the( provide them training. First of all the management should loo- for that areas where wor-ers needs training. For this purpose management should -eep e(es on each and ever( activit( of the wor-ers and staffs whosoever ma( need training. )his is a long and time ta-ing process. In this wa( the ne1t step would !e to select the trainees. )here should develop a mechanism for selecting the trainees. )here should !e a test for this purpose. )his will give the idea a!out the wea- and strong points of trainees. It will !e ver( fruitful in designing the contents of training program. )he printed material is ver( useful in training. )hese materials should !e given !efore the training. 3ritten material would provide the overall idea a!out the training and ma-e the trainees understand !etter. 4efore developing the training contents some points should !e ta-en care of. )here should !e some practical values in that. )he training should include new ideas and should !e helpful in the development of trainees. It must !e relevant to the ho! of wor-ers and staffs. In the training process the efficient use of time should !e made as time is the most important factor in an( o!. )he freJuenc( of training program is according to the reJuirement and convenience of the trainees as well as the management. 3or-ers reJuire more training so /,

the( need one in ever( si1 month. Staffs reJuired less training in the compression of wor-ers, so the( reJuired at least on training program ever( (ear. )he duration of an( event is the most important, which ma-er an( program successful or fail. It should !e according to the needs of the trainees of participants. In m( opinion the duration of the training would !e 1D hours.


During the stud( of training and development in HDFC SLIC we conclude that 1.)he performance of emplo(ee of positivel( enhanced !( the learning program.

*. 5mplo(ees were satisfied. 7. )he emplo(ees wanted that training should !e implied to them regularl(. ,. Feed!ac- should !e ta-en in order to improve the )AD program.

)o conclude, it is ver( clear that training should !e provided !ut not at the loss of the compan(. It is ver( costl( and time ta-ing affair. 4ut it is most important for the development of the compan(. So management cant avoid it at an( compan( .)his presents the summar( of the stud( and surve( done in relation to the )28I;I;= 8;D D5K5L:&65;) in HDFC life insurance. )he conclusion is drawn from the stud( and surve( of the compan( regarding the process carried out there. )he )28I;I;= process at HDFC life insurance to some e1tent is not done o! ectivel(. 6ost of the emplo(ees were satisfied !ut changes are reJuired according to the changing scenario as )28I;I;= process has a great impact on the wor-ing of the compan( as a fresh !lood, new idea enters in the compan(.



1. )raining is a costl( affair for the management. *. It needs a handsome amount and long time. So management has to pla( safe game for the !enefits of the compan( as well as the wor-ers. 7. :ne wrong decision ma( enforce the compan( to fall into deep trou!les. So selecting the weaareas of staffs and wor-ers should !e done ver( carefull(. For that the management should !e conduct a test. ,. For providing an effective training, compan( reJuires a -nowledgea!le trainer. +. Selecting a particular trainer is again a difficult o!. D. )rainer demands handsome mone(. /. )raining needs time and cost !oth.


73(.?.?G & D1%1LO>D1?7 />

'JA1 7.O??(.31)


1. 5mplo(ees. 8wareness for training process in the organi'ation. a# Oes !#;o

*. Have (ou undergone an( training session in the organi'ation a# Oes 7. How do (ou feel after trainingN a# Ker( good !# =ood c# :!#;o

,. How are t(pes of training (ou wantedN a# 8nnuall( !# Half Oearl( c# 8n( :ther


+. :n which s-ills organi'ation concentrated a# Human !# )echnical c# Conceptual d# 8ll D. )rainer for the emplo(ees. a# Compan( person !# :utside person c# 4oth /. 3hat sort of method is adopted !( the organi'ationN a# :n the o!

!# :ff the o!



Date L




CH(>713=11 B.BL.OG3(>HB

,1B .71 2 1# *# 7#

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