A

ON

AT

MAHINDRA FINANCE

SUBMITTED IN PARTIAL FULFILLMENT

OF

MASTER OF BUSINESS ADMINISTRATION(2008-2010)

(U.P.TECHNICAL UNIVERSITY , LUCKNOW)

ADVANCE INSTITUTE OF MANAGEMENT

S
U
B
M
I
T
T
E
UNDER THE GUIDANCE OF: D
 B
Y
B
H
A
W
N
A
SINHA
SACHIN JAIN
R
O
L
L
N
O
:
08
11
57
00
(HR HEAD) 17

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 ACKNOWLEDGEMENT

Hard work and dedication are keys to success and this project is no different.
The success of a research work does not depend upon one person. This report
also involves hard work and suggestions of different people. I would like to
thank the Director and the faculty of my institute for giving me this
opportunity to work on this research project.

I’m grateful to Mr Sachin Jain who has helped me throughout

the period with valuable suggestions and opportunities to bring forward my
work.

I want to extend my regards to all the employees of all the

departments of KOTAK MAHINDRA LTD . who gave their valuable time
and all possible resources for the completion of this report.

2
 CONTENTS

1. Executive Summary

2. Introduction to Training

3. Nature of Training & Development

4. Company profile
5. Process of training
6. Problem Description
7. Objective of the Research
8. Research Methodology
9. Result
10. Data Analysis & Data Interpretation
11. SWOT Analysis
12. Conclusion
13. Suggestions

14. Bibliography
15. Annexure
Questionnaire
3
 EXECUTIVE SUMMARY

INTRODUCTION
Training and development refer to imparting of specific skills abilities and
knowledge to an employee. A formal definition of training and development
is
“…………it is any attempt to improve current or future employee
performance by increasing an employee’s ability to perform through learning,
usually by changing the employee’s attitude or increasing his or her skills and
knowledge. The need for training and development is determined by
employee’s performance deficiency

OBJECTIVE OF THE STUDY

To understand the entire training process and identifying the training needs of
the employees at the Mahindra finance.

RESEARCH METHODOLOGY:
The data for the study on the topic “TRAINING NEEDS
IDENTIFICATION” is collected from mahindra finance. The information
was basically obtained from two sources

4
 a. PRIMARY DATA: Informal conversations were the source of
information regarding the training methods already followed and
identification of the training needs of the workers
b. SECONDARY DATA: Information regarding the new methods that can
be implemented was collected on the basis of book research
The nature of the research is Descriptive and Exploratory.
SAMPLE SIZE: sample size of 45 employees.
SAMPLING: Nonrandom sampling
method SAMPLE unit ; employee
SAMPLE AREA: Mahindra finance
INSTRUMENT USED:
Questionnaires and In-depth Interviews are used.

CONCLUSION:
Statements for the training needs were classified into three categories namely
personal, development, organizational development and customer
relationship development based on the following criteria:
1. Personal development related statements are those which primarily
target individual growth and development Statements under this
category include training needs to improve personal performance,
promote positive attitude facilitate individual growth and
development, acquisition of new skills, learning and practice of ethical
values, increased awareness of safety measures etc.
2. Organizational development training need s are those which when
imparted, improve organizational efficiency and effectiveness by
understanding organizational climate and job requirements Statements
under this include understanding quality requirements of the job,
enhancing organizational effectiveness minimizing gap

5
 between planning and implementation, increasing job involvement,
professional management, learning MIS, managing conflict etc
3. Customer development specific needs include training to serve
customer needs in terms of delivery, complaint settlement, quality
of product and service, understanding of needs and expectations.
These are required to improve the external image of the company.

6
 INTRODUCTION

Successful candidates placed on the job need training to perform their

duties effectively Workers must be trained to operate machines, reduce
scrap and avoid accidents It is not only workers but executives and
supervisors who need training as well in order to enable them to acquire
maturity of thought and action Training and development constitute an
ongoing process in any organization Training thus means to turn members
into productive insiders It is the second step after recruitment, screening
and selection The principles of learning make training work ,thus how a
person learns should be the guiding principle in explaining how a person
should be trained Thus training requiresu
Practice
Feedback
Motivation to learn

Thus training is systematic and intentional basically involving the felicitation

of the learning process Further training enhances three broad classes of skills
Motor skills: manipulation of physical environment based on certain
patterns of bodily movements
Cognitive skills: acquisition of mental and attitudinal functions
Interpersonal skills: enhancing interactions with other people

No organization has unlimited resources, so training has to be done on the

basis of identified resources in three phases

7
PRE TRAINING
-Clear understanding of the situation that calls for more effective behavior
TRAINING-
Implementing the effectiveness in behavior
POST TRAINING-
The management has to handle a person who is more confident, post training
A lot of adjustment is needed on both sides

NATURE OF TRAINING AND DEVELOPMENT

In simple terms training and development refer to imparting of specific skills

abilities and knowledge to an employee. A formal definition of training and
development is
“ …………it is any attempt to improve current or future employee
performance by increasing an employee’s ability to perform through learning
,usually by changing the employees attitude or increasing his or her skills and
knowledge The need for training and development is determined by
employee’s performance deficiency which is computed as under:
TRAINING AND DEVELOPMENT NEED=
Standard performance
-Actual performance”

According to Edward B. Flippo”Training is the act of increasing the

knowledge an skills of an employee for doing a particular job”
Thus training is an organized activity for increasing the knowledge and skills
of people for a definite purpose It involves a systematic procedure for
transferring technical know how to the employees so as to increase their

8
knowledge and skills for doing specific jobs with proficiency In other words,
the trainees acquire technical knowledge, skills and problem solving ability
by undergoing the training programme Training objectives should always be
expressed in behavioral terms to remove ambiguity and vagueness e.g. To
have more productive workers (vague)
To increase output by 10%over current levels (behavioral terms)

EDUCATION TRAINING AND DEVELOPMENT: DIFFERENCE

The processes of training and development are often confused Training means
learning of basic skills and knowledge necessary for a particular job or a group
of jobs But development on the other hand means growth of the individual in
all respects However education is afar broader term in comparison to the
above two Its purpose is to develop the individuals It is concerned with
increasing the general knowledge and understanding of the environment as a
whole Education is more formalized then development and is in general
imparted in schools and colleges The distinction between the three can be
made as under:

TRAINING VERSUS DEVELOPMENT

According to Dale Yoder” the use of terms training and development in
today’s employment setting is far more appropriate than training alone since
human resources can exhibit their full potential only when the learning
process goes far beyond the simple routine”

TRAINING DEVELOPMENT

9
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TRAINING VERSUS EDUCATION

According to Carnegie “Training refers to the process of imparting specific
skills Education on the other hand is confined to theoretical learning in class
rooms”

TRAINING EDUCATION
Application oriented Theoretical orientation
Job experience Classroom learning
Specific task General concepts
Narrow perspective Broad perspective

10
To conclude, in order to bring about a distinction, amongst training
development and education in sharp focus it can be said that training is offered
to operatives, whereas development programmes are meant for employees in
higher position Education however is common to all employees their grade
not withstanding

TRAINING OBJECTIVES

Optimize the workers performance in pursuit of organizational goals

To develop a person ‘s behavioral patterns in areas of knowledge
skills or attitude to achieve a desired performance level
Interaction during training programmes lets the management
understand what motivates or satisfies the workers
Leads to improvement in safety standards
Leads to understanding of corporate strategies
Manpower planning
Unifying individual objectives with those of the organization and vice
versa

THE COMPANY PROFILE

LIFE TODAY IS FULL OF UNCERTAINITIES. One would always want to

be prepared for any unforeseen circumstances that come in his/ her way. Risks
and uncertainties are part of life's great adventure -- accident, illness,

11
theft, natural disaster - they're all built into the working of the Universe,
waiting to happen.

Insurance is an attractive option for investment. While most people

recognize the risk hedging and tax saving potential of insurance, many are not
aware of its advantages as an investment option as well. Insurance products
yield more compared to regular investment options, and this is besides the
added incentives bonuses) offered by insurers.

First and foremost, insurance is about risk cover and protection -

financial protection, to be more precise - to help outlast life's unpredictable
losses. Designed to safeguard against losses suffered on account of any
unforeseen event, insurance provides you with that unique sense of security
that no other form of investment provides. By buying life insurance, you buy
peace of mind and are prepared to face any financial demand that would hit
the family in case of an untimely demise.

OM Kotak Mahindra Life Insurance Company Ltd., .a joint venture between

Kotak Mahindra Finance Ltd. and Old Mutual Plc, aims to offer a wide range
of innovative life insurance products that would help in making the Indian
consumer financially independent.

12
Kotak Mahindra

The Kotak Mahindra group has established itself as one of India's largest
financial services groups, offering a wide range of financial products and
services. With a group Net worth of Over Rs.I000 corers, it caters to a
customer base of over 5,00,000 and has a joint ventures with leading
international players- Goldman Sachs for Investment Banking & Brokerage,
and Ford Credit International for Automobile Finance. Kotak Mahindra has
always believed in offering its customers a lifetime of value.

Kotak Mahindra Finance Ltd., the flagship company of the group, enjoys the
highest credit rating of F AAA by CRISIL and IND AAA (FD) by FITCH
Ratings India.
Wit_ years of expertise in the Indian financial market, Kotak Mahindra is a
leader in several of its businesses – investment banking, retail distribution and
car finance. With a
Distribution network spread across 40 cities, the group enjoys a widespread
reach. It also has ofi1ces overseas in New York, London and Dubai. .

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Old Mutualu
With 156 years of experience in the life insurance business, Old -Mutual pic

is today an international financial services group -based in London with

expanding operations in life assurance, asset management, banking and

general insurance. Old Mutual is listed on the London Stock Exchange

(Where it is included on the FTSE 100 Index) and also on the South African,

Namibian, Malawi and Zimbabwe stock exchanges.

In 2000, Old Mutual acquired Gerard Group in the United Kingdom and

United Asset Management in the United States, bringing total assets under

management to US$ 252 billion (AS 0n 31st December 2000). Financial

highlights for the year ended 31st December 2000, included a 2% increase in

operating profit to US$ 1,381 million.

Old Mutual has made significant progress through continued development of

core business, and through focused acquisitions has established a strong

foundation upon which to further build the business for customer and

shareholder value in the years ahead. The company has the ability to cater to

a variety of consumer market segments, and offers a comprehensive and

innovative product range catering to all income groups.

14
 A LIFETIME OF VALUE

Kotak Mahindra one of India's leading financial institutions was born in 1985
as Kotak Capital Management Finance Limited. This company was promoted
by Mr. Uday Kotak , Mr. Sidney A. A. Pinto and Kotak & Company.
Industrialists Mr. Harish Mahindra and Mr. Anand Mahindra took a stake in
1986, and that's when the company changed its name to Kotak Mahindra
Finance Limited.

It's been a steady and confident journey to growth and success.

1986 Kotak Mahindra Finance Limited starts the activity of

Bill Discounting
1987 Kotak Mahindra Finance Limited enters the Lease and
Hire Purchase market
1990 The Auto Finance division is started
1991 The Investment Banking Division is started. Takes over
FICOM, one of India’s largest financial retail marketing
networks
1992 Enters the Funds Syndication sector
1995 Brokerage and Distribution businesses incorporated into
a separate company - Kotak Securities. Investment
Banking division incorporated into a separate company -
Kotak Mahindra Capital Company
1996 The Auto Finance Business is hived off into a separate
company - Kotak Mahindra Primus Limited. Kotak
Mahindra takes a significant stake in Ford Credit Kotak
Mahindra Limited, for financing Ford vehicles. The
launch of Matrix Information Services Limited marks

15
 the Group’s entry into information distribution.
1998 Enters the mutual fund market with the launch of Kotak
Mahindra Asset Management Company.
2000 Kotak Mahindra ties up with Old Mutual plc. for the
Life Insurance business.
Kotak Securities launches kotakstreet.com - its on-line
broking site. Formal commencement of private equity
activity through setting up of Kotak Mahindra Venture
Capital Fund.
2001 Matrix sold to Friday Corporation Launches Insurance
Services
2003 Kotak Mahindra Finance Ltd. converts to bank

Kotak Mahindra is one of India's leading financial institutions, offering

complete financial solutions that encompass every sphere of life. From
commercial banking, to stock broking, to mutual funds, to life insurance, to
investment banking, the group caters to the financial needs of individuals
and corporates.
The group has a net worth of over Rs.1,600 crore and employs over 3,400
employees in its various businesses. With a presence in 60 cities in India
and offices in New York, London, Dubai and Mauritius, it services a
customer base of over 5,00,000.
Kotak Mahindra has international partnerships with Goldman Sachs (one
of the world's largest investment banks and brokerage firms), Ford Credit
(one of the world's largest dedicated automobile financiers) and Old
Mutual (a large insurance, banking and asset management conglomerate).

16
17
 THE ENTIRE PROCESS OF TRAINING

Just like the budget TNA estimates the training needs of the different levels
of employees in the organization Although this is done at the beginning of the
year, yet to make my concepts clearer I was asked to submit an exhaustive list
of many topics, on which training could be carried out at he different levels
The levels were classified into:

Top level

Middle level

Lower level

DIAGRAM SHOWS THE DIFFERENT MANAGEMENT LEVELS IN

AN ORGANIZATION
These were the training areas identified:

FOR THE TOP LEVEL

1. Management development programmes
2. Emotional training

18
3. Succession plan
4. Leadership
5. Quality management
6. Cost cutting and maintenance
7. Motivation
8. Employee retention
9. Risk management
10.Manpower planning
11.Stress management
12.Conflict resolution
13.Labour relations
14.Business ethics and conduct
15.Self appraisal
16.Counseling
17.Planning, organizing and controlling
18.Management by objectives
19.Job enrichment
20.Effective communication
21.OD interventions
22.Civil rights and equal opportunity programs
23.Employee empowerment
24.Customer development (marketing)
25.Personal development
26. Customer relationship management (marketing department)

27.Grievance handling (particularly the HR department)

28.Technology trends
29.Training for internal trainers
19
FOR THE MIDDLE LEVEL
1. Manpower planning
2. Job enrichment
3. Self appraisal
4. Civil rights and equal opportunity programme
5. Work performance and conduct
6. Security and safety
7. Labour relations
8. Prevention of stock shortages and equipment failures

9. Effective communication
10.Interpersonal skills
11.Technology trends
12.Supervision
13.Training for internal trainers
14.Quality management
15.Basic decision making
16.Cost cutting
17.Motivation
18.Team building
19.Kaizen and 5S
20.Disciplinary training
FOR THE LOWER LEVEL
The lower level can be divided further into:
Skilled
Semi skilled;

and Unskilled
20
There training needs are as under:
1. Disciplinary training
2. Career planning (skilled)
3. Skill enhancement; basic process training
4. Technology trends
5. Self appraisal (skilled/semiskilled)
6. Civil rights and equal opportunity programs
7. Work performance and conduct
8. Effective communication
9. Quality management
10.Prevention of stock shortages and equipment failure
11.Hygiene
12.Safety: generic and machine specific
13.Cost cutting
14.Motivation (skilled)
15.Standard operating procedures (semiskilled/unskilled)

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 THE TRAINING CALENDAR
Once the training needs are identified a training calendar giving the training
schedule for each month is prepared specifying the training needs for different
cadres of employees. The calendar may be altered if required
At the Kotak Mahindra Limited, training is taken at all levels on a regular
basis A few days before the actual training programme the, a notice of the
same is sent out to the nominated trainees or the HR department may ask the
respective department heads to nominate their own trainees. The training
calendar is consulted at the beginning of each month and a notice of the
programme to be conducted is given out

THE TRAINING NOTICE

The training notice contains all the information related to the training
programme It is generally in the form of an internal memo It contains the date
on which the training programme is to be conducted, the venue the nominees
etc

THE TRAINER
Most of the times training is provided by an internal trainer as it is more cost
effective At other times trainers may be called from outside particularly if the
topic is technical
If the trainer is external, a notice has to be sent out to him specifying the topic
of training, the date, venue and the fees that would be paid to him

A sample of the training calendar and the notice is given on the adjoining
pages.

22
FACTORS THAT ENSURE SUCCESS OF A TRAINING
PROGRAMME

1. THE OVERALL TRAINING PROGRAMME

A training programme, is more than simply the sum of its parts They all
must be interwoven into a unified design .The factors that affect such
integration include how methods are selected sequenced and presented For
an evolution of a training programme seven steps are summarized here
STEP 1:Define the problem
STEP 2:Arrange the problem in order of priority
STEP 3:Analysis of the problem
STEP 4: Set the targets
STEP 5: Produce a training plan
STEP 6:Implement the training process
STEP 7: Evaluate the results

23
 The job of a training manager

Define the problems

Arrange the problem in

order of priority

Evaluate the result

Analyze each problem to
determine the best combination of
organizational change, selection
and training
Assemble the resources
and implement the
process

Produce a
-Target population analysis -
Design the training
Task analysis
process and produce a -Performance analysis
training plan

Diagram Shows A Schematic View Of Evolution Of A Training Plan

24
 THE SYSTEMS APPROACH TO TRAINING

The systems approach to training given by Eckstrand involves seven major

steps
1.define training objectives
2.develop criterion measure to evaluate training
3.define training contents
4.design methods and training materials
5.integrate training programmes and trainees
6.compare graduates to criteria standards set in step 2
7.modify step 3 &4 based upon results in step 6

ASSESING TRAINING NEEDS

In a way training needs analysis (TNA) is an examination of the training
system There are a variety of internal and external forces in an organization
to change The following table lists some of these forces and their implications
for training within organizations. Often organizations attempt to change with
these forces by maintaining the status quo some will respond to these forces
and recognize the need to change
FORCES TRAINING IMPLICATIONS
Increased computerization Training in the use and mgmt of computers
Increased demand for Develop these skills in the current employees
employees with
technological skills
Changing composition of the Need for managers who know how to relate
workforce (e.g. greater to employees problems and can work in a
education, more minorities cooperative manner with employees
and females)

25
More demand on Need for managers who can make quick and
management time accurate decisions
Greater foreign competition Need for employees who have skills in the
technical aspect of the job
Need for managers who have skills in
management techniques that maximize
employee productivity
THE CHANGE MODEL
TNA can be done on the basis that what sorts of changes are needed for the
betterment of the organization. This gives rise to the Change model Price
observes that training need exists when there is a gap between the present
performance of an employee or group of employees and their desired
performance .If an organization uses training to achieve its goals it must first
access its training needs
Which goals can it attain through training
Which people need training?
What is the purpose of training; and
finally What will be the training cores?
Goldstein believes that assessing training needs is far more important tan
choosing particular training technique The Change Model is depicted as
under:

Stimulus for change

26
 Recognition of the
Stimulus

Recognition of the
need to change

Diagnosis

Goals

In other words we can say that Training needs assessment (TNA) is

the examination or the diagnostic portion of the training system, the
system that TNA examines are often referred to as perceived
performance deficiencies A perceived performance deficiency exists
where there is a difference between the expected and perceived job
performance Perceived performance deficiency can be equated with
the reasons that often lead to losses within organizations or with the
symptoms of the need to change The example below depicts this in a
clearer way:

SYMPTOMS OF THE
Failure to train
NEED TO Failure to
CHANGE motivate the
workers 1.low productivity
effectively employees
2.high absenteeism
3high turnover
4low employee morale
5high grievances
2
7
TIPS ON PROVIDING THE RIGHT KIND OF TRAINING
Before examining the various forms of TNA it is important to focus on the
kinds of training organizations should provide. Training should be provided
based on current and/or future job requirements training should have a dual
goal of organizational effectiveness and an improved work experience for the
job incumbent Organizations should benefit from training if it raises employee
performance by raising skill and motivation level and /or increases the
organization’s ability to attract or retain high quality employees and Attempts
are made to determine the training needs for the entire organization rather than
its specific departments to involve the top management in this programme The
existence of the gap between employees present performance and the desired
performance can be determined on the basis of skill analysis involving five
steps
Analysis and determination of the major requirements of the specific
job
Identification of the task needed to be accomplished to meet the job
requirements
Understanding of the procedures needed to accomplish each of the job
tasks
Analysis of the knowledge and skills needed to accomplish the
procedures; and
Identification of the special problems of the job and analysis of any
particular kind of skill needed to meet the problem
Selection policy and size and general skill level of the available work force
are two of the important factors that affects the general ongoing training

28
programme of an organization Training programmes should be formulated by
the line personnel with the advise and assistance of the staff An important
point to be noted is that training can also be given in lieu of the high
standards accomplished by the employees i.e. in the form of a reward

YODER’S PRINCIPLES FOR EFFECTIVE TRAINING

1. Training is a management function and accordingly every individual is
a trainer
2. The staff trainer must not exert authority over line but provide advice
and guidance
3. Every individual requires training
4. Training should be supported by all levels of managers
5. Either a committee or some other individual should be eventually
responsible for training
6. Attempt must be made to distinguish between staff and line training
functions
7. Training should be aimed at the attainment of the objectives of the
enterprise by providing proper knowledge skills and attitude
8. The objective and scope of the training should be defined at the very
outset of the programme
9. Attempts should be made to employ tested principles of learning
10.Training should be imparted in the real work environment
11.Lastly everything should be measured and the proper yardstick standard
time cost etc should be developed

29
SUMMARY: ESSENTIALS OF TRAINING
To conclude there are four essential s for effective training namely:
a) Stimulus
b) Response
c) Motivation
d) Reward and incentives

STIMULUS: The trainer’s communication must be scientific and to the point

The trainee should understand what he is going to learn The instructor must
use all or at least most of the sense organs of the trainee so as to get maximum
possible participation
RESPONSE: The trainer must observe the responses of the trainees as well
as the result of his stimuli The responses of the trainees can be observed
either by asking questions or allowing him to do the job according to his
directions The instructor should allow the repetition of the correct response
and encourage the trainees to retain the improved behaviour
MOTIVATION: The trainee must be motivated to learn Unless the trainee
is motivated and interested in learning, even a good instructor cannot train
him Thus a positive attitude towards learning must be inculcated in the
trainee
REWARDS AND INCENTIVES: Rewards and incentives act as a stimulus
for the trainee to satisfy his need for social approval For any effective training
programme the management must have a provision for the trainees The
management must give sufficient information about the reward whether in the
form of financial or non financial benefits to the trainees who will come out
successfully of the training programme

30
At present there is no systematic standardization of the different training
programmes in India Each organization has developed its own method of
training both for workers and supervisors However management must
consider a systematic training to improve the efficiency and morale of the
employees systematic training programme will help the management to
standardize the job performance as well as the selection and placement
programme As already specified for the success of any training programme
the selection of trainer is of prime importance The trainer must be picked from
the immediate supervisors in case of on the job training programme Secondly
the statues of the training in charge should be equivalent to that of the personal
manager in the organization Thirdly the needs of training should be based on
organizations needs The last but not the least important point is the importance
of human relations for the development of an effective organization Training
in good human relations means training good leadership and developing
sound relationship among people in the organization

CATAGORIES OF TRAINING NEEDS ANALYSIS

A TNA can be categorized based upon whether it is reactive or proactive
A reactive (i.e. remedial) TNA occurs when the perceived performance
deficiency is a discrepancy between perceived and expected performance for
the employees current job A proactive TNA is conducted to respond to the
perception that current job behavior reflects an inability to meet future
standards or expectations There are two variants of the proactive TNA
namely:

31
Preventive approach
Developmental approach

The preventive approach is designed to assure that an employee will be able

to meet future expectations for his or her current job The developmental
approach is conducted when current job behavior leads to the perception that
the individual has the potential but is not yet ready to perform at a higher level
position A proactive TNA rests on the ability of someone to predict or
anticipate a future problem
Any well done TNA is time consuming and costly ,it may seem logical that
many organizations do not conduct a TNA prior to training
TNA increases the probability of a successful training effort by determining
if and how training can help to solve a particular problem It is impossible for
trainers to prove that their training activity caused an improvement in job
performance without conducting a TNA

HOW SHOULD A TNA BE CONDUCTED

To pinpoint the range of training needs and define their content, the HR
department uses different approaches to need assessment It may survey
potential trainees to identify specific topics about which they want to learn
more Another HR led approach is task identification Trainers begin by
evaluating the job description to identify the salient task that the job requires
Trainers are also alert to others sources of information that may indicate a
need for training such as production records quality control reports
grievances, safety reports, absenteeism and turnover statistics and exit
interviews of departing employees may reveal problems that should be
addressed through training and development efforts Training needs may also

32
become apparent from career planning discussions or performance appraisal
reviews Supervisors see employees on daily basis and thus are another source
of recommendation for training The HR department also reviews self
nominations to learn whether training is actually needed Self nominations
appears to be less common for training situations but more common for
developmental activities

33
KEY STEPS INVOLVED IN CONDUCTING A TNA
Defining the perceived performance deficiency

Prioritizing the problem

Identifying the job requirements, trainees skills and abilities and

environmental constraints on correcting the deficiency
Developing the behavioral description of the need

These steps are explained as under:

Ask questions about

the job
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1. PERSON ANALYSIS
A person analysis compares the individual with the task requirements The
individual must have the necessary KSA as well as the motivation and the
opportunity to perform the task Training the incumbent can typically
rectify the deficiencies that are due to lack of skill or knowledge To
ascertain whether a lack of KSA is the cause of the performance deficiency
the incumbent must be asked to perform the desired behavior

2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS

34
The first step in the diagnostic process is to clearly define the deficiency
in the behavioral terms, that needs to be corrected In a reactive TNA the
problem is typically identified as a result of the performance appraisal
Problem identification for a proactive TNA stems from performance
appraisal in conjunction with a planning process Whatever be the source
or type, there is often a tendency to state the problem in terms of the
perceived solutions rather than in behavioral terms According to Mager
and Pipe one way of removing the problem is to ask the individual defining
the problem “what specific behaviors are not taking place that should
be” Without a specific behavioral description of the problem an accurate
TNA is highly improbable.

3.PRIORTIZE ORGANISATIONAL GOALS

Since organizations have limited resources all problems cannot be handled
simultaneously An organizational analysis asks “what problem should be
solved to provide the greatest organizational benefit
The answer to this question will depend upon the following three criteria:

ORGANISATIONAL GOALS: The extent to which the performance

deficiency hinders the attainment of organizational goals

RESOURCES: The capacity to take corrective action must also be

considered Just as any individual has strengths and weaknesses so to do
training departments (and immediate supervisors) differ in their abilities to
rectify the performance problems These along with other resource
limitations (such as budget and time constraints must be considered)

35
PROBABILITY OF SUCCESS: The objective of training is to improve
performance by changing behavior Even if a training need is accurately
identified and the correct timing is effectively administered there are still a
variety of factors that may inhibit behavioral change One such factor is the
particular climate/culture of the organization Orientation towards
development is a dimension of climate that has been identified by several
researchers The table on the next page lists a variety of resources that can be
used in organizational analysis.

DATA SOURCE TRAINING NEED IMPLICATION

RECOMMENDED
Organizational goals Were the training emphasis can and should be
and objectives placed These provide normative standards of both
direction and expected impact which can highlight
deviations from objective and performance
problems
Manpower inventory Where training is needed to fill the gaps caused by
retirement turnover age etc This provides an
important demographic data base regarding
possible scope of the training programme
Skill inventory Number of employees in each skill group,
knowledge and skill level training time per job etc
This provides an estimate of the magnitude of the
specific training needs Useful in cost benefit
analysis of training projects
Organizational climate These “quality of working life” indicators at the
indices organizational level may help focus on problems
that have training components
Analysis of effective Cost accounting concepts may represent ratio

36
indices between actual performance and the standard or
desired
Changes in system or New or changed equipment may present training
subsystem problems
Management requests One of the most commom techniques of TNA
or interrogation
Exit interviews Often information not otherwise available can be
obtained in these problem areas and supervisory
training needs specially
MBO or Work Provides performance review potential review and
Planning and Review long term business objective Provides actual
systems performance data on recurring basis so that base
line measurement may be known subsequently
improvements may be made

Of all the sources listed the most useful for an organizational analysis is the
organizations goal and objectives In larger organizations a formal strategic
document exists which the trainer should not only read but analyze to get the
true feeling for the direction in which the organization is headed

3. JOB TASK AND WORK ENVIRONMENT ANALYSIS

As part of TNA a job analysis should focus on what the trainee needs to be
able to do, to perform the job satisfactorily In TNA a job analysis should
take both worker and task oriented approach A worker oriented
approach focuses on the skill knowledge and abilities to perform the job

37
These might include elementary notions, job demand and the specific
human behavior involved such as decision making, communicating etc A
task oriented approach focuses on a description of the work activities
performed These involve a description of how where why a worker
performs an activity The table below specifies the data sources for job
analysis

T
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TECHNIQUES FOR S
OBTAINING JOB
DATA
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Observe job work
sampling

38
 Review literature Possibly useful in comparison analysis of job
concerning the job structure but far removed from unique aspect
of the job structure within any specific
organization

4. WORK ENVIRONMENT ANALYSIS

Even if the KS is acquired there is no guarantee that the deficiency will be
eliminated Training can only rectify a deficiency which is due to the lack
of KS.However, the capacity to perform will not result in performance if
the other two variables are not present analysis The assessment of
whether these variables are present is referred to as work
environment

DEVELOP OBJECTIVES
The information obtained in the job, person and work environment analysis
is used to develop the training objectives Many advocate this approach
while others have questioned its value. Critics have typically stated that
behavioral objectives are rigid and fail to consider individual learning
styles

Training may be classified lucidly as given by Yoder into the following

categories

1. General training methods

2. Rank and file job training methods

39
3. Craft training method
4. Executive training method
5. Special training method
The second classification can be on the basis where the training
takes place i.e.
1. On the job training
2. Off the job training

40
TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE
CLASIFICATION

INDUCTION OR ORIENTATION TRAINING

Induction or orientation training may be defined as a process
of guiding and counseling the employee to familiarize him
with the job situation The induction process accomplishes
several objectives including formation of a favorable
impression and attitude, development of a feeling of
belongingness and felicitation of learning and teamwork on
part of the employees content of the induction programme
should be predetermined in the form of a checklist specifying
the topics to be covered Attempts are to be made to follow up
and assess the programme by interviewing the new
employees as a measure to correct the gaps in the knowledge
and attitude of the employees

RANK AND FILE JOB TRAINING

This is based on similarities in training on several specific jobs This type
of training can either be imparted in a class room or on the job It is
performed by foreman or a group leader Its advantages arise in so far as it
is realistic and economical and does not hamper production as well as
necessitate transition from classroom to job situations Its limitations
include
1. The trainer may be an incompetent teacher
2. The shop floor maybe busy

41
 3. There may arise heavy production losses

SUPERVISORY TRAINING
Supervisory training needs reveal utmost divergence in view of the divergent
duty of the supervisor Employee attitude survey s help in finding areas of
supervisory training Likewise supervisors themselves may be requested to
indicate the areas where they need training Frequently these surveys indicate
that supervisors need training in human relations, production control,
company policies and how to instruct Supervisory courses consist of Job
method training (JMT) and Job relations training (JRT)
The JMT helps the supervisors to improve methods in their departments,
while the JRT helps them in handling human relations problems in their
departments

ON THE JOB TECHNIQUES

As the name suggests on the job techniques are conducted in the real job
settings On the job methods usually involve training in the total job These
methods are typically conducted by individuals, workers or supervisors The
main advantage is that the trainees learn while actually performing the job
which may minimize the training costs They also learn in the same physical
and social environment in which they will be working once the normal
training period is completed However this method has its limitations It does
happen sometimes that the supervisors and coworkers are not interested in
training new employees This becomes a problem particularly when the
trainers believe that their job security may be threatened by training the new
comers

42
 JOB INSTRUCTION TRAINING
Job instruction training (JIT) is received directly on the job, and is so often
called “on the job training” It is primarily used to teach workers how to do
their current jobs In this the worker learns to master the operations involved
on the actual job situation under the supervision of his immediate boss who
has to carry the primary burden of conducting this training Usually no
equipment or space is needed, since new employees are trained in the actual
job location
The trainer may be a skilled workman He may be a superior who breaks in
the new man and then turns him over to the skilled workman who continues
to guide the learner
JIT may include the following steps
1. The trainee receives an overview of the job, its purpose and its desired
outcomes with an emphasis on the relevance of the training
2. The trainer demonstrates the job to give the employees a model to
Copy.
3. The trainee then mimics the trainer’s example
4. Demo by the trainer and practice by the trainees is continued till the
job is mastered
5. On the above basis a continuous feedback is received
6. Finally the employee performs the job without supervision, although
the trainer may visit the employee to see if there are any lingering questions

43
JOB ROTATION
To cross train employees in a variety of jobs, some trainers move a trainee
from job to job by job instruction training This is a method of training wherein
workers rotate through a variety of jobs, thereby providing them a wider
exposure Trainees are placed in different jobs in different parts of the
organization for a specified period of time They may spend several days or
even years in different company locations In this way they get an overall
perspective of the organization Besides giving workers variety in their jobs it
helps the organizations in vacations ,absences downsizing or when
resignations occur It helps workers to sharpen their skills and is used to
develop people for higher level positions by exposing them to a wide range of
experience in a relatively short span of time It is used for both blue collared
as well as white collared positions

APPRENTICESHIP
Apprenticeship training is ancient device An apprentice is a worker who is
learning a trade but who has not reached the state where he is competent to
work without supervision It is particularly common in the skilled trades.
Organizations that employ skilled trade people such as plumbers, carpenters,
masons, printers and sheet metal workers may develop journeymen by
conducting formal apprentices programmes A new worker is tutored by a
established worker An apprenticeship lasts 2 to 5 years Classroom instructions
are imparted typically in the evenings for 144 or more hours per year Each
apprentice is usually given a workbook consisting of reading material, tests to
be taken and practice problems to be solved The apprentice serves as an
assistant and learns the craft by working with a fully skilled

44
member of the trade called a Journeyman This training is used in such trades
,crafts and technical fields in which proficiency can be acquired after a
relatively long period of direct association with the work and under the direct
supervision of experts At the end of apprenticeship programme ,the person is
“promoted” to journeyman

COACHING
At management levels, coaching of immediate subordinates by their managers
is common Coaching is similar to apprenticeships because the coach attempts
to provide a model for the trainee to copy It tends to be less formal than an
apprenticeship programme because there are few formal classroom sessions
and because it is provided when needed rather than being part of a carefully
planned programme Coaching is almost always handled by the supervisor or
the manager not by the HR department

VESTIBULE TRAINING
To keep instructions from disrupting normal operations, some organizations
use vestibule training This type of training is often used in production work A
vestibule consists of training equipment that is set up a short distance from
actual production line The method is good for promoting practice a learning
principle involving the repetition of behavior These special training areas are
used for skilled and semiskilled jobs particularly those involving technical
equipment

45
OFF THE JOB TRAINING TECHNIQUES
Off the job methods are those training and development programmes that take
place away from the daily pressures of the job and are conducted by highly
competent outside resource people who often serve as trainers, which is one
of the main advantages of this method Such people include technicians,
consultants and university faculty Its major drawback is the transfer problem
Too often trainees learn new facts and principles at lectures workshops and
conferences but have no idea how to apply them, once they are back in their
jobs

LECTURES
The lecture method is a popular form of instruction in educational institutions
Even though the effectiveness of the lecture method is often questioned many
instructors find themselves 30%-50% of their time lecturing It is also used in
industry Lectures consist of meeting in which one or a small number of those
present actually play an active part The lecturer may be a member of the
company or a guest speaker Before preparing a lecture the following 4
questions must be considered
Who is your audience?

What is your audience?

What is the available time?

What is the subject matter?

Besides the following points must be considered:
It should be brief and to the point, presenting the theme of the
subject in a manner that arouses the interest of the audience from the start
The speaker must poised courteous and sincere

46
Simple language must be used
The method is generally used when:
1. Basic theoretical knowledge has to be built up before actual practice
2. When the summary of some research work has to be communicated
3. With a more homogeneous audience a trainer can direct the lecture to
specific topics and techniques which is often more beneficial than using
some broad based material

AUDIO VISUAL TECHNIQUES:

Audiovisual techniques cover an array of training techniques, such as films
slides and videotapes. It allows participants to see while listening and is
usually quite good at capturing their interests These allow a trainers message
to be uniformly given to numerous organizational locations at one time and to
be reused as often as required It is important to note that people remember
20%of what they hear, 30% of what they see and 50% of what they see and
hear

AVAILABLE DEVICES

Blackboard: It is inexpensive and is available in all lecture halls Its use

require no prior preparation is very useful for demonstrating calculations and
formulations One of the major disadvantages of using a blackboard is that the
speaker has to turn away from the audience

Flip chart: It can replace the blackboard with the advantage that no erasing
is required It is especially useful for single presentations which may not

47
justify the designing of costly visuals Limitation of space is a major
disadvantage Drawings have to be stored away flat to avoid damage

OVERHEAD PROJECTOR: It projects large size transport images onto a

screen under normal lighting conditions

CONFERENCE METHOD: It is also known as the discussion method It

encourages the participation of all members of a group in an exchange of
opinions, ideas and criticism It is a small group discussion in which the leader
plays a neutral role providing guidance’s and feed back In spite the intention
to encourage general participation, the conferences are dominated by a few,
with the majority no more active than, had they been facing a lecture This is
particularly effective if the ratio of trainees to trainers is not very large This
method is useful when the material needs clarification and elaboration or
where a lively discussion would facilitate understanding
OBJECTIVES OF THE CONFERENCE METHOD:
1. Developing the decision the decision making and problem solving
skills of the personnel
2. Presenting new and complicated material
3. Changing and modifying attitudes

Sometimes the lecture method may be followed by a conference, giving the

participants a chance to share opinion about the material An effective trainer
can get all the participants involved even the less vocal ones The success of
this method depends largely on the skills personality and education of the
discussion leader

48
The conference method can draw on the learning principles of motivation and
feedback

ROLE PLAYING:
Role playing believes that learning is facilitated by active participation rather
than passive reception This is a training method often aimed at enhancing
either human relations, skills or sales techniques Role playing can be defined
as an educational or therapeutic technique in which some problems involving
human interaction, real or imaginary is presented and then spontaneously
acted out Participants suggest how the problem can be handled more
effectively in the future The acting is followed by discussion and analysis to
determine what happened and why and if necessary how the problem can be
handled in the future Role playing is less structured than acting, where
performers have to say lines on cue Participants are assigned different roles in
the scenario to be enacted so in this way it is a device that forces trainees to
assume different identities Usually participants exaggerate each others
behaviour Ideally ,they get to see themselves as others see them The
experience may create greater empathy and tolerance of individual differences
and is therefore well suited to diversity training which aims to create a work
environment conducive to a diverse workforce The unique values of role
playing include the following

It requires a person to carry out a thought or decision he may have

reached Role playing experience demonstrates the gap between
thinking and doing

49
 It permits the practice of carrying out an action and make it clear that
good human relations require skills
Attitudinal change is effectively accomplished by placing the person
in the specified role
It trains a person to be aware of, and be sensitive to others feelings The
information serves as feedback of the effect his behaviour has on other
people
A fuller appreciation of the important part played by feelings in
determining behaviour in social situations is developed
Each person is able to discover his own personal faults

It permits training in control of feelings and emotions

The two important types of role-plays are

Structured role play is characterized by use of written cases selected

from text or written to meet organizational training objectives It can
further be subdivided into three types
Single role play consists of two or three playing out roles in front of a
class

POST ENACTMENT:
In conducting post enactment discussion, reaction to role-play should be
obtained from the people who have acted a role-play

ROLE PLAY HAS BEEN SHOWN TO BE EFFECTIVE IN

a. Studying small group leadership skills

50
 b. Increasing sensitivity to the motivation of others
c. Improving interviewing skills
d. Enhancing ability to develop innovative solutions to the human
relations problem
CASE STUDY:
By studying the case, trainees learn about real or hypothetical circumstances
and the action s others take under those circumstances Besides learning the
content of the case a person can develop decision making skills particularly
the analytical skills
According to KR Andrews “business case is a written description of an
actual situation in business which provokes in the reader the need to decide
what is going on what the situation really is or what the problems are and
what can and should be done”
Cases are organized around one or more problems or issues that are confronted
by an organization Cases are designed primarily to illustrate problem issues
rather than to portray “success stories” Cases can range in length from one
page to over fifty pages The method calls for language skills But many people
are sent to case study courses primarily because they lack communication
skills

ADVANTAGES
o When cases are meaningful and similar to work related
situations there is some transference
o There also is the advantage of participation through discussion
of the case It improves participants skills in problem analysis,
communication and particularly brings home to the participant

51
 that nothing is absolutely “right or wrong” in the field of human
behaviour

DISADVANTAGES
Feed back and reception are usually lacking

One inherent difficulty is personal bias

According to Castore trainees may grow tired of case study after being
exposed to it for awhile and find other methods more involving and
more interesting

Survey results indicate that the case method is considered by the training
directors to be the best method of developing problem solving skills

SIMULATION
Simulation is an approach that replicate certain essential characters of the real
world organization so that the trainees can react to it as if it were the real thing
and then consequently transfer what has been learned from the to their job As
the name implies, simulation training is based on a reproduction of some
aspect of job reality
Coppard defines simulation as “a representation of a real life situation which
attempts to duplicate selected components of the situation along with their
interrelationships in such a way that it can be manipulated by the user”
Simulation usually enhances cognitive skills, particularly decision making
Avery popular training technique for higher level jobs in which the employees
must process large amounts of information

52
Simulation have many forms –some use expensive technical instruments
while others are far less costly Some simulations need only one participant,
while others may involve as many as 15 to 20 people working together as a
team Simulations are broad based training techniques that can be adapted to
suit a company’s need By using equipment simulators workers can practice
new behaviour and operate certain complex equipment free of danger to
themselves Equipment simulators can range from simple mock ups to
computer based simulations of complete environments Some of them are
utilized to train a single individual and others are used for team training

A.IN BASKET EXERCISE

It simulates how managers make decision an the allocated time The name is
derived from the famous IN and OUT trays found on the table of executives
These trays are more prominent in the case of government officials and public
sector managers
The managers proceeds through the line basket and makes decision about the
matters that need attention Usually there are 12-15 items in the basket IN
basket; the entire exercise may take 2-3 hours to be completed Problem from
various management field may be put in the form of letters memos and
memoranda in the IN basket of the participant The participant is required to
respond to these items as he might do on the job Judges unconstructively
observe and evaluate the participant’s performance along certain dimensions
such as the quality and quantity of work accomplishes

B.BUSINESS GAMES:
It is described as a dynamic training exercise utilizing a model of a business
situation This trains the employee in certain skills within the rules of the

53
game participants try to meet the stated objectives of the exercise Participants
may be divided into various teams which are placed in competition to each
other in resolving some problem information which may be supplied to all the
teams The game illustrates the value of analytic technique such as use of
mathematical model to arrive at the optimal solution
Business games are developed to simulate interpersonal relations problems,
financial, budgeting and resource allocation problems It is a simulation which
consists of a sequential decision making exercise structured around the
hypothetical model of an organizations operations in which the participants
assume roles in managing the simulated operations It attempts to reproduce
the social psychological and economic dynamics or organizational behaviour
in an artificial setting Participants are told about the objective of the game and
evaluated on the basis of how far they are able to meet the objectives

PROGRAMMED INSTRUCTION
It is a training approach which makes the advantage of private tutoring
available to large group of students being trained in new skills Programmed
instruction is one of the innovations used in teaching technology developed in
recent years but its origin goes to the research of learning theorist BF Skinner
The method involves an actual piece of equipment usually called the
Teaching machine or a specially constructed paper booklet In either case,
the method has three characteristics:

The participants are active and they determine their own learning pace

54
 What is to be learned involves many discrete pieces of material, and the
participants get immediate feedback on whether they have learned each
piece
The material to be learned is prepared in such a way that it can be
presented to the learner in a series of sequential steps These steps
progress from simple to more complex level of instruction The
information to be taught is presented in the form of a programme The
person who writes the programme is is called the programmer and the
people for whom the programme is being written is referred to as the
target population

There are three kinds of programmed instructions:

LINEAR PROGRAMMING :In this method which was developed by
Skinner, the student works through all the sequences of a book in a
straight path from the first page to the last He is given feedback in every
step
INTRINSIC OR BRNDING PROGRAMMING: This form
developed by Dr Crowder makes the student work through the
programme by one of the several “paths” or “branches” according to
the response he chooses
ADAPTIVE PROGRAMMING: Developed by Gordon Pask these
programmes can only be presented in machines which “adapt” to the
trainees This form makes allowance for more variations in student
ability

55
COMPUTER AIDED INSTRUCTION
It is one of the newest developments in instructional methodology It is a
logical extension of programmed instruction and shares many of its benefits

SYNDICATE METHOD:
Working in small groups to achieve a particular purpose is described as
Syndicate method The essence of this method is that the participants learn
from each other and contribute their own experience to the fullest The
syndicate method is designed to provide the participant an environment
that would help him to reflect critically on his own work and experience;
to update his knowledge of new concepts and techniques with the help of
other co participants to develop sound judgment through greater insight
into the human behaviour The method is suitable for training and
development of executives with considerable experience It is not useful
in the case of management students without any experience
The participants are divided into groups consisting of about eight to ten
participants These groups are called syndicates Each syndicate functions
as a team that can represent various functions as well as interest areas The
syndicates are given assignments which have to be furnished and a report
submitted by specific date and time By rotation each member of the
syndicate becomes the leader for completing the specific task Each
assignment to the syndicate is given in the form of a “brief” This is a
carefully prepared document by the faculty Generally each syndicate is
required to submit a report which is circulated to other syndicates for
critical evaluation

56
BEHAVIOUR MODELLING:
According to social learning theory, most human behaviour is learnt
observationally through modeling When social learning theory is applied to
industrial training programme it is commonly referred to as behaviour
modeling It is generally used to improve the interpersonal and
communication skills of supervisors in dealing with the subordinates
There are a number of training sessions and each session follows the same
format The topic is first introduced by the trainer and then a film is shown
depicting the supervisor model effectively handling a situation followed by
asset of three to six learning parts that are shown in the film immediately
before and after the model is presented A group discussion is held in which
the effectiveness of the method is discussed After this the practice session
starts in which one of the trainee assumes the role of an employee And then
feedback from the training class is given on the effectiveness of each trainee
in demonstrating the desired behaviour

At the end of each training session the trainees are given copies of the learning
points and are asked to try and apply them to their job in the following week
It has been found that this programme has had desirable effects on learning
behaviour and performance criteria
Employees may learn a new behaviour by observing and then imitating the
new behaviour recreation of the behaviour may be videotaped so that the
trainer and the trainee can review it When watching the ideal behaviour the
trainee also gets to see negative consequences of not following the right
behaviour By observing the positive and negative consequences the employee
receives enforcement that enables him to correct the behaviour

57
This approach has been successful in teaching supervisors how to
discipline employees and is particularly common in athletics

SENSTIVITY TRAINING:
It provides the participants with an opportunity to actually experience some
concept of management just as a manager would experience them in his
organizational situation Sensitivity training purports to develop awareness
and sentiments to one’s own and other’s behavioral patterns is a group training
method that uses intensive participation and immediate feedback for self
analysis and change The method provides face to face learning of on going
behaviour within a small group and lacks structure In this the participants
remain involved and enthusiastic This attempts to develop the diagnostic
ability of the participants –the ability to perceive reality The individual is
made more aware of himself and his impact on others At a group level one
learns about normative structures and authority relationships leading to better
team work It increases sensitivity and awareness towards others and their
styles It helps to understand how conflicts arise and are resolved
Obviously the learning is at an emotional rather than at an intellectual level
Being an emotional experience the degree of change depends on the amount
of emotional involvement A predominant problem with the effectiveness of
sensitivity training is the transfer problem that is the inability of the participant
to apply concepts and awareness gained in the laboratory or group to his job

58
ROLE OF THE TRAINER
The trainer acts as the facilitator to obtain the feed back and check severe
psychological damage to the participants He is responsible for creating an
environment with time and space in which learning can take place He should
focus on the discussion and group learning for constructive purposes It allows
the participants to form their own conclusion based on “HERE AND NOW”
i.e. learning from the interactions with the group

GOALS OF SENSTIVITY TRAINING

Introspection or awareness, the ability to reflect on feelings and ideas
within oneself
Awareness of feelings: developing a high regard for the significance
of feelings in working and living situations
Recognition of and concern about feelings, behaviour discrepancies:
developing an ability to diagnose the relationship between how one
feels and how it is shown in behavioral terms This helps in moving
towards greater congruence between the two
Flexibility: developing skills in behaving in new and different ways

Thus sensitivity training is aimed at developing the entire person and not just
a particular skill The method is likely to increase managerial sensitivity and
trust and enhance respect for the contribution of others However the method
has not received proper recognition in the business world

59
 TYPES OF SENSTIVITY TRAINING

SENSTIVITY
TRAINING

T
R
A
N
S
A
C
T
I
O
N
A
T-GROUP L
A
N
A
L
Y
S
I
S

STRANGER FAMILY COUSIN

GROUP GROUP GROUP

T-GROUP
One of the significant and repeated methods of sensitivity training is
the Tgroup T group leads to understanding of self and contribute
towards organizational change and development through training in
attitudinal change in the participants and create better team work

Campbell, Dunnette, Lawler and Weick have summarized the

main goals of T GROUP as follows

6
0
 To give the trainee an understanding of how and why he acts towards
other people as he does and of the way in which he affects them
To provide some insights into why people act the way they do

To teach the participants how to listen i.e. actually hear what other
people are saying rather than concentrating on a replay
To provide insights concerning how groups operate and what sorts of
processes groups go under certain conditions
To foster tolerance and understanding of the behaviour of others

To provide a setting in which an individual can try new ways of

interacting with people and receive feedback as to how these new ways
affect them

T-groups are classified as:

STRANGER GROUPS: Participants in this group have no prior
knowledge of on another The advantage of such a group is that the
members can express and involve himself or herself without fear or
retaliation
FAMILY GROUPS: Participants in this group belong to the same
department or hierararchical level and have knowledge of one another
The disadvantage is that the members may shy away from giving
feedback, may dilute it or may not disclose themselves in the fear of it
being used against them
COUSIN GROUPS: Persons are from the same organization or
institution but not in the same department or hierarchical level They are
quite independent of one another

61
TRANSACTIONAL ANALYSIS:
He basic philosophy and approach to TA was developed by Dr Eric Berne, a
psychologist searching for alternatives to Freudian therapeutic procedure she
realized that all of us have one of three operating ego states Parent adult or
child at any given time
TA can be used to eradicate or minimize the dysfunctional aspect of the
personality The dysfunctional aspect of ones personality develop from
cultural assumptions assimilated during childhood, the ways in which we are
supposed to control and nurture others and the way in which we have to learn
to deal with our own feelings
The TA programme can vary from one day capsule to a five day programme
It involves sharing of concepts and knowledge of TA, playing structural
exercises and games leading the participants to assess their own personalities

FISHBOWL METHOD
It is essentially used in providing skills for understanding human behaviour It
effectively uses group interaction to develop in the participants a degree of
self awareness The primary objective of this method is to inculcate in the
participants the discipline of observing others and on the basis of this provide
feedback to learn about ones behaviour and personality as seen through the
eyes of others
Fish bowl can be effectively used in developing:
Individual and group behaviour

Content of communication

62
 Role that an individual plays in-group activities

Resolving intergroup conflict level of participation

Dynamics of group problem solving

Decision making; and

Interpersonal relations

METHODOLOGY:
The exercise can involve up to 25 participants seated in 2 circles one inner
and one outer The inner group is the target group, members of this group will
either discuss a preselected topic or move towards the completion of a group
task After the discussion by the members of the inner group the outer group
is asked to comment on the content and more importantly the dynamics and
processes of the inner group members Feedback may be obtained by one of
the following methods:
Each member of the outer group observes all the members of the inner
group on a specific dimension of the group process
Each member of the outer group observes one member of the inner
group on all the dimensions of group activity
Participants must learn to provide feedback with clarity and precision
Feedback must never be critical or lose its constructive nature After one cycle
is completed the outer circle changes places with the inner circle and the cycle
repeated
NON-GROUP METHODS:
Under this method the assessment is made on an individual basis It is of three
types:
Counseling

63
 Understudy system

Special projects
COUNSELING: It helps the trainees to observe their weaknesses and involve
measures to overcome them It is related to periodic appraisal or rating Specific
counseling purports to help the subordinates to do their job better picture of
how they are doing their job build strong personal relationships and eliminate
or minimize anxiety
UNDERSTUDIES SYSTEM: In this the trainees work directly with
individuals whom they are likely to replace However ,it is disappointing as a
training method because of the likelihood of imitation of week and strong
points of the seniors
SPECIAL PROJECT ARRANGEMENTS: These are likely to be highly
effective training systems In these systems a task force is built representing
varied functions in the company The special projects enable the trainees to
achieve knowledge of the subject assigned as well as to learn how to deal with
others who have varied view points
Some of other methods of training that can be useful particularly for
management students and beginners are
Field trips
Prescribed reading
Distance learning
Induction training
CONCLUSION:
Of all the methods mentioned above none can be quoted as the best A
combination of methods can be used or it can be changed according to the
changing circumstances

64
 ADVANTAGES AND DISADVANTAGES OF ON THE JOB AND
OFF THE JOB TECHNIQUES

ON THE JOB METHOD

ADVANTAGES
No special facilities needed

No additional staff needed

Real life situation, not simulated productive in terms of departments

work
Trainee can establish work relationship from the start

Learning can be controlled

No off the job cost involved

No transferability of trainee required

DISADVANTAGES
Cost lost in departmental budget

Risk to machine, equipment etc and increase in scrap due to lack of

experience
Part time instructor may lack training skills

Lack of time due to pressures of production

Difficulty in accommodating trainee idiosyncrasies

Psychological pressures on trainee due to exposure before

experienced workers

65
OFF THE JOB TECHNIQUE

ADVANTAGES
Away from work and home pressures

More time available

Trainee specific difficulty can be easily sorted

Relaxed atmosphere more conducive to learning

Under this method trainee attention can be obtained more easily as the
distraction is minimum
Enables testing of hypothesis and ideas in low risk environment

Improves morale and motivation for self development

DISADVANTAGES
Cost of external facilities

Artificial sheltered environment

Difficulty of simulating work problems

Difficulty of transferring learning to work situation

Resistance of trainees being away from home

Difficulty of transferring learning to work situation

Generally more time consuming

Often involves traveling costs and inconvenience

66
EVALUATION OF TRAINING AND DEVELOPMENT
It basically involves the following steps:
Setting the evaluation criteria

Selecting the trainees to be tested

Testing on the basis of set criteria

Finding out the gap between the actual and set standard performance

Giving feedback, showing the path to improvement

Transfer to the job

Follow up studies
REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS
/WHY TRAINING RESULTS ARE NOT EVALUATED
Many training directors don’t have the proper skills to conduct a rigorous
evaluation research
Some managers are just reluctant to evaluate something which they have
already convinced themselves is worthwhile
Many organizations carry out training because their competitors are
doing so or the unions are demanding it
Training is in itself expensive, evaluation adds up to the cost

Some training cannot be evaluated because of the complexity of the

behaviour being taught

BENEFITS OF TRAINING
Leads to improved profitability and or more positive attitude towards
profit orientation
Improves the job knowledge and skills at all levels of an organization

67
 Improve the morale of the workplace

Helps create a better corporate image

Helps people identify with organizational goals

Foster authenticity, openness and trust

Improves the relationship between boss and subordinates

Aids in organizational development

The organization may learn from the inputs given by the trainees

Helps prepare guidelines for work

Aids in understanding and carrying out organizational responsibilities

Provides information for future needs in all areas of the organization

Helps employees adjust to change

Aids in improving organizational communication

SECONDARY DATA ON TRAINING NEEDS IDENTIFICATION IN

INDIAN INDUSTRIES
A few years ago a survey was conducted to identify the training needs in
Indian industry I have included this to get a better view of the the overall
picture

SAMPLE
The questionnaire was distributed to 1000 executives of which about 400
completed forms were received This sample of companies was drawn up on
the basis of three criteria
Adequate representation of various industry groups

68
Enough common ground to allow meaningful comparison between companies
All core aspects of management were covered i.e. Production, Marketing
Finance, Personnel, Systems etc

TOOL
The data was collected through as structured questionnaire namely “Training
Needs Assessment Questionnaire” developed by Pattanayak and Dhar, 1996
The questionnaire comprised of 44 items is designed to elicit detailed
information with respect to the assessment of training needs
PROCEDURE
The questionnaire was distributed to the executives both personally and
through post and later on collected The participants for the various Executive
Development Programmes (EDP) at NITIE were also contacted and they
filled questionnaires
The TNA variables were evaluated on the pre decided scale as shown
∙ Strongly agree - 5 points
∙ Agree - 4 points
∙ Neutral - 3 points
∙ Disagree - 2 points
Strongly disagree - 1 point
The executives were broadly classed as those working in the
Public sector

Private sector
They were further classified as
Senior level

69
 Middle level

Junior level; in each category

ANALYSIS
On the basis of data collected under the structured questionnaire the analysis
was drawn on statistical packages and the various graphs and charts were
obtained to draw out results

CONCLUSION OF THE STUDY

Statements for the training needs were classified into three categories namely
personal, development, organizational development and customer
relationship development based on the following criteria:
1. Personal development related statements are those which primarily target
individual growth and development Statements under this category
include training needs to improve personal performance, promote
positive attitude facilitate individual growth and development,
acquisition of new skills, learning and practice of ethical values,
increased awareness of safety measures, updating technical skills and
general knowledge, shaping creative potentials, development and
managing self etc
2. Organizational development training need s are those which when
imparted, improve organizational efficiency and effectiveness by
understanding organizational climate and job requirements Statements
under this include understanding quality requirements of the job,
enhancing organizational effectiveness minimizing gap between
planning and implementation, increasing job involvement, professional
management, learning MIS, managing conflict etc

70
 3. Customer development specific needs include training to serve customer
needs in terms of delivery, complaint settlement, quality of product and
service, understanding of needs and expectations These are required to
improve the external image of the company

Based on the survey conducted, the results were analyzed and inferences
drawn from senior, middle and junior level executives of public and private
sectors

1. SENIOR LEVEL EXECUTIVES

a) PUBLIC SECTOR: The questions which received the
maximum waitage pertained to:
Understanding the quality requirements of the job

Enhancing organizational effectiveness

Acquiring new skills in general

Improving the decision making skills

Increasing the managerial/supervisory effectiveness

Enriching the job knowledge

Senior level executives of public sector laid almost equal stress on all the
facets of development with a marginally extra importance to personal
development (34%) and organizational development (34%) followed by
customer development (33%)

71
 b) PRIVATE SECTOR: the points which received the maximum
support by senior executives of private sector organizations
were:
Improving their performance

Enhancing organizational effectiveness

Learning cost effectiveness techniques

Involving decision-making skills

Increasing the managerial/supervisory effectiveness

Updating technical skills

Executives have laid maximum stress on the organizational development
(35%) followed by personal development (33%) and customer relationship
development (32%) This can be attributed to the fact that these personnel that
have gone through severe screening procedure and have grown up with
customer relations related education passed on to them quite early Moreover,
maximum needs is realized for organizational development so as to increase
effectiveness in an increasing competitive scenario

2. MIDDLE LEVEL EXECUTIVES

a) PUBLIC SECTOR: Maximum training needs were identified in the
areas such as:
Improving their performance

Enhancing organizational effectiveness

Facilitating growth and development of the individual

Increasing job satisfaction

Improving their decision making skills

72
 Increasing the managerial/supervisory effectiveness
Whereas relatively lesser response was received from areas such as ethical
values, middle level public sector employees were sensitive to training in
areas of personal development (34%) and organizational development (34%),
which is marginally ahead of customer development needs (32%)
b) PRIVATE SECTOR: For this segment training needs were maximum
for:
Improving their performance

Understanding the quality requirements of their jobs

Increasing the managerial/supervisory effectiveness

Learning and developing the MIS

Promoting a positive attitude in general

Enhancing organizational effectiveness

Whereas fairly average response was received for training on ethical values,
occupational health, etc importance to organizational development and
personal development related training needs was 2%ahead of customer
development needs (32%) We observe similarity between public and private
sector in middle level executive category This shows equal concern for
improvement in personal performance
3.JUNIOR LEVEL EXECUTIVES
a) PUBLIC SECTOR: Maximum training needs are felt for:

Improving performance

Understanding the quality requirements of their jobs

Promoting a positive attitude in general

Facilitating growth and development of the individual

73
 Familiarizing them to new job related technique

Enriching their job knowledge

However a mediocre response was received in the field of learning and

practicing the ethical values Personal development needs (34%) are a slightly
more than customer development needs (33%) and organizational
development needs (33%)

b) PRIVATE SECTOR: Maximum training needs were:

Improving performance

Understanding the quality requirements of their jobs

Facilitating growth and development of the individual

Familiarizing them to new job related technique

Preparing themselves for meeting the challenges of global competition

Facilitating rapid organizational growth and development

However a lesser need was felt for training in serving the customer in terms
of quality of product or service, and enrichment of the organizational culture
Overall organizational development (34%) was felt slightly more compared
to the need for personal development (33%) and customer development (33%)

74
SUMMARY
Cumulative results of the senior level executives surveyed showed
that they had greater concern for training needs in the areas as
organizational and personal development
Cumulative results of the middle were also along the pattern of senior
level executives with greater emphasis on personal and organizational
development
Junior survey differ from senior and middle level executives survey
who identified maximum training needs for organizational
development

There are certain areas in which almost all level executives both public and
private sector wanted some sort of training, which varied with individual
requirements
1) Performance improvement
2) Quality of work life improvement
3) Quality improvement of the job itself

75
 4) Managing organization professionally
5) Improving presentation and communicational skills

Some of the areas which remained untouched i.e. in which they remain least
bothered are:
1) Increasing ethical values in business
2) Commitment to organization
3) Increasing awareness about occupational health

PROBLEM
DESCRIPTION:

How to design the entire training process and identifying the training
needs of the employees.

76
OBJECTIVE OF THE RESEARCH

To understand the entire training process and identifying the training needs of
the employees at the Kotak Mahindra Limited.

77
RESEARCH METHODOLOGY
RESEARCH DESIGN: DESCRIPTIVE AND EXPLORATORY
The information was basically obtained from two sources
1. PRIMARY DATA: Informal conversations were the source of information
regarding the training methods already followed and identification of the training
needs of the workers
2. SECONDARY DATA: Information regarding the new methods that can be
implemented was collected on the basis of book research.
SAMPLE TYPE: Random

SAMPLE: Sample collected from Kotak Mahindra Ltd The history of the

company can be divided into two parts, which are company before

independence and company after independence.

INSTRUMENT USED: QUESTIONNAIRE AND INTERVIEWS.

After analysis of data obtained, report is prepared.

78
RESULTS
Graphical presentation of the findings is as follows:

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF JUNIOR EXECUTIVES

IN PRIVATE SECTOR

COUSTOMER
34% 33% DEVLOPMENT

PERSONAL DEVLOPMENT

ORGANIZATIONAL
DEVLOPMENT

33%

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY MIDDLE

LEVEL EXECUTIVES IN PUBLIC SECTOR

34% 32%
CUSTOMER DEVELOPMENT

PERSONAL DEVELOPMENT

ORGANISATIONAL DEVELOPMENT

34%

79
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY SENIOR
EXECUTIVES OF PRIVATE SECTOR

32%
35%
CUSTOMER DEVELOPMENT

PERSONAL DEVELOPMENT

ORGANISATIONAL
DEVELOPMENT

33%

RELATIVE TRAINING ATTRIBUES AS IDENTIFIED BY SENIOR EXECUTIVES OF

PUBLIC SECTOR

32%
34%
CUSTOMER DEVELOPMENT

PERSONAL DEVELOPMENT

ORGANISATIONAL
DEVELOPMENT

34%

80
 DO TRAINING
PROGRAMMES
MEET ONES
NEED AS AN
EXECUTIVE?
P
E 75
80
R
C 60
YES
E UN
N CE
T RTA
40 IN
23
20 NO

2
0
ANSWERS
RECEIVED

DO ATTITUDE ABOUT JOB IMPROVES AFTER TRAINING

70
62
60

50

P 40 YES
E 3
R 1
UNCERTAIN

C 30
NO
E
N 20
T
10
7
0
ANSWERS
81
 SWOT ANALYSIS OF THE COMPANY

STRENGTHS:
Talented human resources

Financially secure company

WEAKNESS
Training not conducted on a regular basis

OPPURTUNITIES
Huge potential for growth in the market because of excellent process
operations
All round improvement assured if training is conducted on a regular
basis
THREATS
Irregularity in training can de motivate the employees leading to
failure and downfall

82
CONCLUSION

Thus to sum up “success is a journey and not a destination” Likewise its true
for an organization as well In order to enable continuous improvement a
continuous training programme must be carried out An organization is
like a sapling, if it receives regular care and nutrition then it grows to
provide shelter and food else in adverse circumstances it vanes and dies
out
The success of an organization’s plans for the future depends largely on a
sound training strategy In the face of continuous technological innovation
higher levels of knowledge and skills and their applications are crucial
resources that can only be mobilized by Training and development in fact,
maximize the growth of the executives in the organization, improve their
competence and skills, foster a higher level of motivation and build
behavior adaptability to changes in technology, structure and environment
of the organization
But these can be of use only when the organizations perceive and attach
importance to training and development of their managers and plan to ensure
successful conduct of training programmes for employees as well.

83
SUGGESTIONS:

Often it so happens that the management is so focused on achieving

the targets set that training takes a backseat and is ignored This should
not happen and training should be made a part of regular
organizational activity
Generally programmes for training are so designed that a few topics
like communication, kaizen etc get more priority and others like
personal development and skill enhancement are ignored If training
programme is carried on a regular basis probably all topics will get
equal attention
In my view leadership skills can be developed more effectively by day
to day interactions rather than short term training programmes
More reading material should be provided which can be kept for later
use
Efforts should be made to make training programmes bi-directional
and where both the trainer and trainee are equally at work This can be
done if methods other than coaching such as role plays, audiovisuals
etc are used
Training results must be immediately measured and stored for future reference
This should be done keeping in view the Continuous Process Improvement
(CPI) tenet “Nothing improves until it is measured” and the corollary “As
soon as something is measured it automatically begins to improve”.

84
 BIBLIOGRAPHY:
BOOKS:

Aswathappa, K., Environment of Human Resource Development,

Human Resource and Personnel Management, Third Edition, New
Delhi, Tata Mc Graw-hill Publishing Company Limited, 2002, Pg
30-33.

Aswathappa, K., Training and Development, Human Resource and

Personnel Management, Third Edition, New Delhi, Tata Mc Graw-
hill Publishing Company Limited, 2002, Pg 171-194.

Kothari, C.R., Research Methodology-An Introduction, Research

Methodology, Second Edition, New Delhi, New Age International
(P) Limited, 2004, Pg 1-20.

Kothari, C.R., Defining the Research Problem, Research

Methodology, Second Edition, New Delhi, New Age International
(P) Limited, 2004, Pg 24-25.

Kothari, C.R., Research Design, Research Methodology, Second

Edition, New Delhi, New Age International (P) Limited, 2004, Pg
31-32.

Kothari, C.R., Sampling Design, Research Methodology, Second

Edition, New Delhi, New Age International (P) Limited, 2004, Pg
55-56.

Kothari, C.R., Methods of Data Collection, Research Methodology,

Second Edition, New Delhi, New Age International (P) Limited,
2004, Pg 95-112.

Kothari, C.R., Processing and Analysis of Data, Research

Methodology, Second Edition, New Delhi, New Age International
(P) Limited, 2004, Pg 122-131.

85
 Kothari, C.R., Interpretation and Report Writing, Research
Methodology, Second Edition, New Delhi, New Age International
(P) Limited, 2004, Pg 344-359

QUESTIONNAIRE:
1 2 3 4 5
Strongly Agree Somewhat Disagree Strongly
Agree Agree Disagree
===========================================
1. The top management of KOTAK MAHINDRA LIMITED
believes that
3---- 4----
1.1 Human resources are an important resource 1-----2----- - - 5
3---- 4----
1.2 Human resources need to be continuously 1-----2----- - - 5
developed in systematic manner.

3---- 4----
2. KLI imparts/provides training to all 1-----2----- - - 5
its employees.

2---- 3----
3. KLI has policy of giving training to 1----- - - 4--
each employee for updating knowledge
& skills.

3---- 4----
4. The training efforts are directed at key 1-----2----- - - 5
business requirement of KLI.

86
5. In my opinion my training needs are ( ) Yes / No ( )
identified
If yes, my training needs are identified by
---
--
2-
---
5.1 My self in the informal discussion 1 - 3 -----
4----
- 5
with my superior.
3-
---
5.2 My superior 1 -----2----- - 4----- 5
3-
---
5.3 Training department 1 -----2----- - 4----- 5
3-
---
5.4 Any other 1 -----2----- - 4----- 5
3-
---
6. Training that I have attended was 1 -----2----- - 4----- 5
based on the needs identified by me
and my superior.

7. Training provided to me is based on:

3---- 4----
7.1 My current job 1-----2----- - -5
2----
7.2 Future development 1----- - 3-----
4----
- 5
3---- 4----
7.3 Both Job & Development 1-----2----- - -5
3---- 4----
7.4 Any other 1-----2----- - -5
8. My nomination to training programme
is based on :
3---- 4----
8.1 My own choice 1-----2----- - -5
3---- 4----
8.2 Instruction from my boss 1-----2----- - -5
3---- 4----
8.3 Directive from Training Department 1-----2----- - -5

87
 -----
8.4 My availability at that time 1 2 -----3 -----
4----
- 5
-----2- 3----
8.5 Any other ( please specify ) 1 ---- - 4----- 5

9. Please indicate the number of training

programmes you have attended during
the last two years:

Period Nos. of training Programmes attended

2006-2007
2007-2008

10. I am informed about attending a training

programme ( please tick mark )
-----
10.1 More than two weeks in advance 1 2 -----3 -----
4----
- 5
-----2- 3----
10.2 Less than two weeks but more than 1 ---- - 4----- 5
One week in advance
-----2- 3----
10.3 Less than one week but more than 1 ---- - 4----- 5
24 hours in advance
-----2- 3----
10.4 Less than 24 hours in advance 1 ---- - 4----- 5

11. I update my knowledge and skills

through
----- 4----
11.1 Self efforts 1 2-----3----- -5
11.2 On the job guidance from boss &
 ----- 4----
colleagues 1 2-----3----- -5

88
 ----- 4----
11.3 Structured training programmes 1 2-----3----- -5
11.4 Any other ( please indicate ):
----- 4----
(I) 1 2-----3----- -5
----- 4----
(II) 1 2-----3----- -5

12. Training programmes on the whole :

3---- 4----
12.1 are clear in their objectives 1-----2----- - -5
3---- 4----
12.2 are well structured 1-----2----- - -5
3---- 4----
12.3 help me on the job 1-----2----- - -5
3---- 4----
12.4 are worth in time 1-----2----- - -5
3---- 4----
12.5 meet my learning expectations 1-----2----- - -5
3---- 4----
12.6 focus on important issues 1-----2----- - -5
12.7 have an adequate mix of training
2----
methodology 1----- - 3-----
4----
- 5
3---- 4----
12.8 involve expert faculty 1-----2----- - -
3---- 4----
12.9 provide a stimulating learning experience 1-----2----- - -5
2----
12.10 help in my general development 1----- - 3-----
4----
- 5
3---- 4----
12.11provide appropriate reading materials 1-----2----- - -5

13. As regards technical training

programmes I feel the programmes:
 3---- 4----
13.1 have important aspects 1-----2----- - -5
3---- 4----
13.2 are new and interesting 1-----2----- - -5
2----
13.3 improve my performance 1----- - 3-----
4----
- 5

89
 ----- 4----
13.4 are adding much value 1 2-----3----- -5
----- 4----
13.5 are relevant to my jobs 1 2-----3----- -5

14. As regards training infrastructure, KLI

training centres are well equipped
in terms of :
----- 4----
14.1 class room 1 2-----3----- -5
----- 4----
14.2 audio-visual equipments 1 2-----3----- -5
----- 4----
14.3 library 1 2-----3----- -5
----- 4----
14.4 computer facilities 1 2-----3----- -5
----- 4----
14.5 Upkeep and maintenance of equipments 1 2-----3----- -5
for demonstration and practice
----- 4----
14.6 Communication 1 2-----3----- -5
15. Training in KLI has helped
in developing my
----- 4----
15.1 Attitude 1 2-----3----- -5
----- 4----
15.2 Knowledge 1 2-----3----- -5
----- 4----
15.3 Skill 1 2-----3----- -5

Agreed Disagreed
Excellent Very Good Good Fair
Poor
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