PROJECT REPORT ON

METHODS OF TRAINING IN KOTAK MAHINDRA BANK

Submitted in Partial Fulfillment of the Requirement for the Post Graduate Diploma of Management

GURU NANAK INSTITUTE OF MANAGEMENT Submitted To: Submitted by:

Mrs. Babita Mehra Kaushik Assistance Professor(GNIM) Roll no:6145

Ruchi

ACKNOWLEDGEMENT
The study, on Methods of Training in Kotak Mahindra Bank was undertaken under the guidance of Mrs. Babita Mehra, I am grateful to her for her guidance and support in successful completion of the study. I am particularly indebted to her for being patient and encouraging me to complete the project. I would like to acknowledge my gratefulness to all those who went out of their way to help me in completing the project.

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ABSTRACT

Training is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitude and behaviors to enhance the performance of employees. Training is activity leading to skilled behavior This study compares traditional and nontraditional training techniques with regard to computer related training. Its purpose was to determine which training methods could best be utilized in computer related training to maximize a trainee's retention of material and transfer of learning. A field experiment was conducted using two hundred members of active duty U.S. Naval Construction Battalion as subjects. Evaluation of trainees included a pre-training screening, post-training evaluation (immediately after training), and a follow-up session (four weeks after the post-training session) utilizing previously validated instruments. Training treatments included instruction (lecture), exploration (independent study), and a nontraditional techniquebehavior modeling (an enhanced combination of the other two methods). Performance outcomes were operationalized using hands-on task performance and comprehension of the computer system as dependent variables. End-user satisfaction with the computer system was also measured. Two covariates, cognitive ability and system use, were also introduced into the study. The use of hands-on training methods, especially behavior modeling, resulted in superior retention of knowledge, transfer of learning, and end-user satisfaction. Cognitive ability failed to be a good predictor of trainee success but a connection was established between training methodology, system use, and end-user
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TABLE OF CONTENTS

ACKNOWLEDGEMENT.......................................................................... ABSTRACT......................................................................................................... .. CHAPTER1 INTRODUCTION. CHAPTER2 CONCEPTUALFRAMEWORK... CHAPTER3 RESEARCH OBJECTIVE AND METHODOLOGY CHAPTER-4 PROFILE OF THE BANK

1-7 8-44

45-48 49-58 59 60-64 65-66 67-72

CHAPTER5 DATA ANALYSIS AND INTERPRETATION .. CHAPTER-6 CONCLUSION & RECOMMENDATIONS. BIBLIOGRAPHY.......................................................................................... APPENDIX....................................................................................................

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CHAPTER-1
INTRODUCTION TO BANKING

(i) Early history

Banking in India originated in the last decades of the 18th century. The first banks were The General Bank of India which started in 1786, and the Bank of Hindustan, both of which are now defunct. The oldest bank in existence in India is the State Bank of India, which originated in the Bank of Calcutta in June 1806, which almost immediately became the Bank of Bengal. This was one of the three presidency banks, the other two being the Bank of Bombay and the Bank of Madras, all three of which were established under charters from the British East India Company. For many years the Presidency banks acted as quasi-central banks, as did their successors. The three banks merged in 1921 to form the Imperial Bank of India, which, upon India's independence, became the State Bank of India. Indian merchants in Calcutta established the Union Bank in 1839, but it failed in 1848 as a consequence of the economic crisis of 1848-49. The Allahabad Bank, established in 1865 and still functioning today, is the oldest Joint Stock bank in India. It was not the first though. That honour belongs to the Bank of Upper India, which was established in 1863, and which survived until 1913, when it failed, with some of its assets and liabilities being transferred to the Alliance Bank of Simla. When the American Civil War stopped the supply of cotton to Lancashire from the Confederate States, promoters opened banks to finance trading in Indian cotton. With large exposure to speculative ventures, most of the banks opened in India during that period failed. The depositors lost money and lost interest in keeping deposits with banks. Subsequently, banking in India remained the exclusive domain of Europeans for next several decades until the beginning of the 20th century. Foreign banks too started to arrive, particularly in Calcutta, in the 1860s. The Comptoire d'Escompte de Paris opened a branch in Calcutta in 1860, and another in Bombay in 1862; branches in Madras and Pondicherry, then a French colony, followed. HSBC established itself in Bengal in 1869. Calcutta was the most active trading port in India, mainly due to the trade of the British Empire, and so became a banking centre.

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The Bank of Bengal, which later became the India. The first entirely Indian joint stock bank was the Oudh Commercial Bank, established in 1881 in Faizabad. It failed in 1958. The next was the Punjab National Bank, established in Lahore in 1895, which has survived to the present and is now one of the largest banks in India. Around the turn of the 20th Century, the Indian economy was passing through a relative period of stability. Around five decades had elapsed since the Indian Mutiny, and the social, industrial and other infrastructure had improved. Indians had established small banks, most of which served particular ethnic and religious communities. The presidency banks dominated banking in India but there were also some exchange banks and a number of Indian joint stock banks. All these banks operated in different segments of the economy. The exchange banks, mostly owned by Europeans, concentrated on financing foreign trade. Indian joint stock banks were generally undercapitalized and lacked the experience and maturity to compete with the presidency and exchange banks. This segmentation let Lord Curzon to observe, "In respect of banking it seems we are behind the times. We are like some old fashioned sailing ship, divided by solid wooden bulkheads into separate and cumbersome compartments." The period between 1906 and 1911, saw the establishment of banks inspired by the Swadeshi movement. The Swadeshi movement inspired local businessmen and political figures to found banks of and for the Indian community. A number of banks established then have survived to the present such as Bank of India, Corporation Bank, Indian Bank, Bank of Baroda, Canara Bank and Central Bank of India. The fervour of Swadeshi movement lead to establishing of many private banks in Dakshina Kannada and Udupi district which were unified earlier and known by the name South Canara ( South Kanara ) district. Four nationalized banks started in this district and also a leading private sector bank. Hence undivided Dakshina Kannada district is known as "Cradle of Indian Banking".

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(ii)Structure of banking system

(iii)

Post-independence

The partition of India in 1947 adversely impacted the economies of Punjab and West Bengal, paralyzing banking activities for months. India's independence marked the end of a regime of the Laissez-faire for the Indian banking. The Government of India initiated measures to play an active role in the economic life of the nation, and the Industrial Policy Resolution adopted by the government in 1948 envisaged a mixed economy. This resulted into greater involvement of

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the state in different segments of the economy including banking and finance. The major steps to regulate banking included:

In 1948, the Reserve Bank of India, India's central banking authority, was nationalized, and it became an institution owned by the Government of India.

In 1949, the Banking Regulation Act was enacted which empowered the Reserve Bank of India (RBI) "to regulate, control, and inspect the banks in India."

The Banking Regulation Act also provided that no new bank or branch of an existing bank could be opened without a license from the RBI, and no two banks could have common directors. However, despite these provisions, control and regulations, banks in India except the State Bank of India, continued to be owned and operated by private persons. This changed with the nationalization of major banks in India on 19 July 1969.

Nationalization

By the 1960s, the Indian banking industry had become an important tool to facilitate the development of the Indian economy. At the same time, it had emerged as a large employer, and a debate had ensued about the possibility to nationalize the banking industry. Indira Gandhi, the-then Prime Minister of India expressed the intention of the GOI in the annual conference of the All India Congress Meeting in a paper entitled "Stray thoughts on Bank Nationalization." The paper was received with positive enthusiasm. Thereafter, her move was swift and sudden, and the GOI issued an ordinance and nationalized the 14 largest commercial banks with effect from the midnight of July 19, 1969. Jayaprakash Narayan, a national leader of India, described the step as a "masterstroke of political sagacity." Within two weeks of the issue of the ordinance, the Parliament passed the Banking Companies (Acquisition and Transfer of Undertaking) Bill, and it received the presidential approval on 9 August 1969. A second dose of nationalization of 6 more commercial banks followed in 1980. The stated reason for the nationalization was to give the government more control of credit delivery. With the second dose of nationalization, the GOI controlled around 91% of the banking business of India. Later on, in the year 1993, the government merged New Bank of India with Punjab National Bank. It was the only merger between nationalized banks and resulted in the reduction

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of the number of nationalized banks from 20 to 19. After this, until the 1990s, the nationalized banks grew at a pace of around 4%, closer to the average growth rate of the Indian economy.

Liberalization
In the early 1990s, the then Narsimha Rao government embarked on a policy of liberalization, licensing a small number of private banks. These came to be known as New Generation techsavvy banks, and included Global Trust Bank (the first of such new generation banks to be set up), which later amalgamated with Oriental Bank of Commerce, Axis Bank(earlier as UTI Bank), ICICI Bank and HDFC Bank. This move, along with the rapid growth in the economy of India, revitalized the banking sector in India, which has seen rapid growth with strong contribution from all the three sectors of banks, namely, government banks, private banks and foreign banks. The next stage for the Indian banking has been setup with the proposed relaxation in the norms for Foreign Direct Investment, where all Foreign Investors in banks may be given voting rights which could exceed the present cap of 10%, at present it has gone up to 74% with some restrictions. The new policy shook the Banking sector in India completely. Bankers, till this time, were used to the 4-6-4 method (Borrow at 4%; Lend at 6%; Go home at 4) of functioning. The new wave ushered in a modern outlook and tech-savvy methods of working for traditional banks. All this led to the retail boom in India. People not just demanded more from their banks but also received more. Currently (2007), banking in India is generally fairly mature in terms of supply, product range and reach-even though reach in rural India still remains a challenge for the private sector and foreign banks. In terms of quality of assets and capital adequacy, Indian banks are considered to have clean, strong and transparent balance sheets relative to other banks in comparable economies in its region. The Reserve Bank of India is an autonomous body, with minimal pressure from the government. The stated policy of the Bank on the Indian Rupee is to manage volatility but without any fixed exchange rate-and this has mostly been true. With the growth in the Indian economy expected to be strong for quite some time-especially in its services sector-the demand for banking services, especially retail banking, mortgages and

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investment services are expected to be strong. One may also expect M&as, takeovers, and asset sales. In March 2006, the Reserve Bank of India allowed Warburg Pincus to increase its stake in Kotak Mahindra Bank (a private sector bank) to 10%. This is the first time an investor has been allowed to hold more than 5% in a private sector bank since the RBI announced norms in 2005 that any stake exceeding 5% in the private sector banks would need to be vetted by them. In recent years critics have charged that the non-government owned banks are too aggressive in their loan recovery efforts in connection with housing, vehicle and personal loans. There are press reports that the banks' loan recovery efforts have driven defaulting borrowers to suicide.

Reserve Bank of India (RBI)

Reserve Bank of India (RBI) is the central bank of the country and is different from Central Bank of India. The central bank of the country is the Reserve Bank of India (RBI). It was established in April 1935 with a share capital of Rs. 5 crores on the basis of the recommendations of the Hilton Young Commission. The share capital was divided into shares of Rs. 100 each fully paid which was entirely owned by private shareholders in the beginning. The Government held shares of nominal value of Rs 2, 20,000. Reserve Bank of India was nationalised in the year 1949. The general superintendence and direction of the Bank is entrusted to Central Board of Directors of 20 members, the Governor and four Deputy Governors, one Government official from the Ministry of Finance, ten nominated Directors by the Government to give representation to important elements in the economic life of the country, and four nominated Directors by the Central Government to represent the four local Boards with the headquarters at Mumbai, Kolkata, Chennai and New Delhi. Local Boards consist of five members each Central Government appointed for a term of four years to represent territorial and economic interests and the Interests Of co-operative And Indigenous banks. The Reserve Bank of India Act, 1934 was commenced on April 1, 1935. The Act, 1934 (II of 1934) provides the statutory basis of the functioning of the Bank. The Bank was constituted for the need of following:

To regulate the issue of banknotes To maintain reserves with a view to securing monetary stability and To operate the credit and currency system of the country to its advantage. -6-

CHAPTER2
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CONCEPTUAL FRAMEWORK

TRAINING DEFINED
It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitude and behaviors to enhance the performance of employees. Training is activity leading to skilled behavior. Its not what you want in life, but its knowing how to reach it. Its not where you want to go, but its knowing how to get there. Its not how high you want to rise, but its knowing how to take off.

It may not be quite the outcome you were aiming for, but it will be an outcome. Its not what you dream of doing, but its having the knowledge to do it. It's not a set of goals, but its more like a vision its not the goal you set, but its what you need to achieve it.

Training is about knowing where you stand (no matter how good or bad the current situation looks) at present, and where you will be after some point of time. Training is about the acquisition of knowledge, skills, and abilities (KSA) through professional development.

Importance of Training:
Optimum Utilization of Human Resources Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals . Development of Human Resources Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth.

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 Development of skills of employees Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees . Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees . Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality Training and Development helps in improving upon the quality of work and work-life. Healthy work-environment Training and Development helps increasing the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence. Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

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Training objective is one of the most important parts of training program. While some people think of training objective as a waste of valuable time. The counterargument here is that resources are always limited and the training objectives actually lead the design of training. It provides the clear guidelines and develops the training program in less time because objectives focus specifically on needs. It helps in adhering to a plan. Training objectives tell the trainee that what is expected out of him at the end of the training program. Training objectives are of great significance from a number of stakeholder perspectives, 1. Trainer 2. Trainee 3. Designer 4. Evaluator

Trainer
The training objective is also beneficial to trainer because it helps the trainer to measure the progress of trainees and make the required adjustments. Also, trainer comes in a position to establish a relationship between objectives and particular segments of training.

Trainee
The training objective is beneficial to the trainee because it helps in reducing the anxiety of the trainee up to some extent. Not knowing anything or going to a place which is unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep the participants aware of the happenings, rather than keeping it surprise. Secondly, it helps in increase in concentration, which is the crucial factor to make the training successful. The objectives create an image of the training program in trainees mind that actually helps in gaining attention. Thirdly, if the goal is set to be challenging and motivating, then the likelihood of achieving those goals is much higher than the situation in which no goal is set. Therefore, training objectives helps in increasing the probability that the participants will be successful in training.

Designer
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 The training objective is beneficial to the training designer

because if the

designer is aware what is to be achieved in the end then hell buy the training package according to that only. The training designer would then look for the training methods, training equipments, and training content accordingly to achieve those objectives. Furthermore, planning always helps in dealing effectively in an unexpected situation consider an example; the objective of one training program is to deal effectively with customers to increase the sales. Since the objective is known, the designer will design attaining program that will include ways to improve the interpersonal skills, such as verbal and non verbal language, dealing in unexpected situation i.e. when there is a defect in a product or when a customer is angry. Therefore, without any guidance, the training may not be designed appropriately. Evaluator It becomes easy for the training evaluator to measure the progress of the trainees because the objectives define the expected performanceof trainees. Training objective is an important to tool to judge the performance of participants

Types of Training:
Basically there are two types of training1. On the Job Training (OJT)2. Off the Job Training

ON THE JOB TRAINING

Managers have two powerful ways of improving the performance and productivity of their subordinates, which are counseling and on the job training.Counseling is the process of helping a subordinate define and resolve personal problems that effect performance or in order to develop a good attitude to work.On the job training is the process of explaining, demonstrating and the structuredsupervision of specific skills or particular tasks. It is similar to the teaching process. On the job training is often referred to as OJT.These are highly effective in three situations, which are

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1.Resolving people problems All managers are faced with problem people from time totime. Counseling and training are always the firstconsiderations in these cases but they do not always result insuccess and sometimes more radical action is required. This iscovered in the Problem People and Positive Disciplinemodules. 2.Maintaining group standards The management of people both as individuals and groups is adynamic process as nothing remains static ? problems arealways arising. A good manager must be aware of this and beconstantly ready to use counseling and training to maintainstandards.3. To achieve continuous improvement The best way to avoid problems is to keep ahead of them by being proactive. You must have a plan for each individual inyour group and for the group as a whole. In particular newand inexperienced group members need special treatment sothat they can meet required levels of performance.Counseling and training share many of the same skills and inmany cases they are used together to achieve your results.The following are typical signs of change to look for then youmust decide to initiate the counseling or training (or both)initiatives.

TYPICAL SIGNS OF NEED FOR HELP

Avoids difficult work No co-operation Lack of interest No initiativeComplainingMaking mistakes Avoiding contact No communication Depressed Poor quality Argumentative Unsafe working Poor productivity

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Delegating to others Laziness AbsenteeismIrritability Blaming others

The most important sign to look for is a change in behavior or performance. For example, if an employee who has always been well behaved, with a pleasantdisposition suddenly becomes aggressive you can bet on him having some problem that needs counseling. Counseling On-the-job counseling is a process of talking about things that affect the performance of the work. It involves sitting down in some quiet place andgetting job problems out in the open without hurting each other.It's all about talking, listening, and trying to understand the other person's pointof view. All supervisors are counselors whether they realize it or not. Sometimesa long heart-to-heart talk is needed to clear the air or a quick exchange will clear up a misunderstanding. Perhaps the supervisor does most of the talking; the nexttime it may be the other way around. However, counseling is more than a casualdiscussion resulting from an accidental encounter.Counseling is a very effective management tool to increase productivity bysolving problems and strengthening or repairing working relationships. Other kinds of problems of a personal or psychological nature should be avoided andleft to professionals in that field.

On the Job training

Training is almost a natural human instinct. We all train our children withouteven thinking about it but when we have the job of training someone at work wefind problems.

On the job training is often a one to one situation, usually involving thesupervisor and one of the group. The supervisor uses the actual work as thetraining location, and works with the trainee to improve skills or introduce newtasks. This process is also referred to as coaching.

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Advantages of on the job training 1. It is cost effective 2. It strengthens relationship within the group 3. Feedback and support is easynearly all the problems associated with on the job training are very simple toovercome. Like so many other parts of our work they require us to take a moresystematic approach to the situation. Most workers usually take pride in learning a new skill. The new skills gainedare to our mutual benefit as it's good for the worker to improve his futureemployment value and for us to have new capability in our groups. In addition, by making learning possible, you earn their respect and build enduringrelationships.The supervisor is frequently the only person in the organization that teaches the basic knowledge and the many key skills that the group needs to learn. On-the- job training should never stop.

OFF THE JOB TRAINING: Advantages :

If the course has been designed by staff member it can be delivered to fit in withthe employee's regime and workload, so it does not affect productivity. Can work out extremely cost effective as no hotel fees, trainer fees or extraequipment are incurred, all is provided in-house and in works time.Depending on the course, employees are ample to meet other employees perhapsfrom other branches or departments they would not have normally met. As employees are familiar with the trainer and the environment they are beingtaught in, this would help them to feel more relaxed. The person developing the course would be able to gauge the level of ability andcontent for the course to be taught.The course would be more relevant and adaptable to the needs of the company

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Disadvantages:
Extra Audio or Visual aids to aid learning (whiteboard, Overhead projector, projector, video etc) might not be available and so this would mean coursesmight be basic or substandard. As a member of staff may be delivering the course rather than an

experiencedtrainer, the employees might not take the course seriously and this might hamper learning. Employee rivalry and banter may mean that employees bypass the course andundervalue its content as they think they know better or have better ways of doing it. Depending on the teaching skills of the employee training the members of staff,they might not be able to gauge the existing abilities, knowledge, skill or needfor training, and so employees attending the course might already know what is being taught already. If the need for training has not accurately been gauged this would result in thework space being wasted where it could have been utilized more productively.If resources are limited, equipment available may be different than that used by the employees and this would be counter productive.Employees may feel devalued if they are sent on an internal training course toimprove skills rather than learn new ones and so courses have to be selected and promoted to the employees very carefully and sensitively.

Needs of Training and to measure its effectiveness:

The identification of training needs is the first step in a uniformmethod of instructional design.

A.

Types of Needs Analyses

Many needs assessments are available for use in differentemployment contexts. Sources that can help you determine which needsanalysis is appropriate for your situation are described below.

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1.Context Analysis

An analysis of the business needs or other reasons the training

is desired. The importantquestions being answered by this analysis are who decidedthat training should be conducted, why a training programis seen as the recommended solution to a business problem, what the history of the organization has beenwith regard to employee training and other managementinterventions. 2.User Analysis Analysis dealing with potential participants and instructors

involved in the process. Theimportant questions being answered by this analysis arewho will receive the training and their level of existingknowledge on the subject, what is their learning style, andwho will conduct the training. 3.Work analysis Analysis of the tasks being performed.This is an analysis of the

job and the requirements for performing the work. Also known as a task analysis or jobanalysis, this analysis seeks to specify the main duties andskill level required. This helps ensure that the trainingwhich is developed will include relevant links to thecontent of the job. 4.Content Analysis. Analysis of documents, laws, procedures used on the job. This

analysis answersquestions about what knowledge or information is used onthis job. This information comes from manuals,documents, or regulations. It is important that the contentof the training does not conflict or contradict jobrequirements. An experienced worker can assist (as asubject matter expert) in determining the appropriatecontent 5.Training Suitability Analysis. Analysis of whether training is the desired solution.

Training is one of severalsolutions to employment problems. However, it may notalways be the best solution. It is important to determine if training will be effective in its usage. 6. Cost-Benefit Analysis. Analysis of the return oninvestment (ROI) of training.

Effective training results in areturn of value to the organization that is greater than theinitial investment to produce or administer the training B.

Techniques

Several basic Needs Assessment techniques include: Direct Observation Questionnaires Consultation with persons in key positions, and/or with specificknowledge

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Review of Relevant Literature Interviews Focus Groups Tests Records & Report studies Work Samples

C . Checklist for Training Needs Analysis

It is helpful to have an organized method for choosing the right testfor your needs. A checklist can help you in this process. Your checklistshould summarize the kinds of information discussed above. For example, isthe test valid for your intended purpose? Is it reliable and fair? Is it cost-effective? Is the instrument likely to be viewed as fair and valid by the testtakers? Also consider the ease or difficulty of administration, scoring, andinterpretation given available resources. A sample checklist that you mayfind useful appears on the following page. Completing a checklist for eachtest you are considering will assist you in comparing them more easily.

Training Evaluation
The process of examining a training program is called trainingevaluation. Training evaluation checks whether training has had the desiredeffect. Training evaluation ensures that whether candidates are able to implementtheir learning in their respective workplaces, or to the regular work routines.

Purposes of Training Evaluation:

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The five main purposes of training evaluation are: Feedback: It helps in giving feedback to the candidates by defining theobjectives and linking it to learning outcomes. Research: It helps in ascertaining the relationship between acquiredknowledge, transfer of knowledge at the work place, and training. Control: It helps in controlling the training program because if thetraining is not effective, then it can be dealt with accordingly. Power games: At times, the top management (higher authoritativeemployee) uses the evaluative data to manipulate it for their own benefits. Intervention: It helps in determining that whether the actual outcomesare aligned with the expected outcomes.

Process of Training Evaluation

Before Training The learners skills and knowledge are assessed before thetraining program. During the start of training, candidates generally perceive it asa waste of resources because at most of the times candidates are unaware of theobjectives and learning outcomes of the program. Once aware, they are asked togive their opinions on the methods used and whether those methods confirm tothe candidates preferences and learning style. During Training: It is the phase at which instruction is started. This phaseusually consist of short tests at regular intervals After Training: It is the phase when learners skills and knowledge are assessedagain to measure the effectiveness of the training. This phase is designed todetermine whether training has had the desired effect at individual departmentand organizational levels.training has had the desired effect at individual department and organizationallevels. There are various evaluation techniques for this phase.

Techniques of Evaluation
The various methods of training evaluation are:

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 Observation. Questionnaire. Interview. Self diaries. Self recording of specific incidents.

Methods of Training in Kotak Mahindra Bank:

There are various methods of training, which can be divided in to cognitive and behavioral methods. Trainers need to understand the pros and cons of each method, also its impact on trainees keeping their background and skills in mind before giving training. Cognitive methods are more of giving theoretical training to the trainees. The various methods under Cognitive approach provide the rules for how to do something, written or verbal information, demonstrate relationships among concepts, etc. These methods are associated with changes in knowledge and attitude by stimulating learning. The various methods that come under Cognitive approach are:

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LECTURES
DISCUSSIONS COMPUTER BASED TRAINING (CBT)
NTELLEGENT TUTORIAL SYSTEM(ITS)

PROGRAMMED INSTRUCTION (PI)

1)

Computer-Based Training (CBT)

With the world-wide expansion of companies and changing technologies, the demands for knowledge and skilled employees have increased more than ever,

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which in turn, is putting pressure on HR department to provide training at lower costs. Many organizations are now implementing CBT as an alternative to classroom based training to accomplish those goals. Some of the benefits of Computer-Based Training are:

The growth of electronic technology has created alternative training delivery systems. CBT does not require face-to-face interaction with a human trainer. This method is so varied in its applications that it is difficult to describe in concise terms.

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2)

Lecture Method

It is one of the oldest methods of training. This method is used to create understanding of a topic or to influence behavior, attitudes through lecture. A lecture can be in printed or oral form. Lecture is telling someone about something. Lecture is given to enhance the knowledge of listener or to give him the theoretical aspect of a topic. Training is basically incomplete without lecture. When the trainer begins the training session by telling the aim, goal, agenda, processes, or methods that will be used in training that means the trainer is using the lecture method. It is difficult to imagine training without lecture format. There are some variations in Lecture method. The variation here means that some forms of lectures are interactive while some are not. Straight Lecture: Straight lecture method consists of presenting information, which the trainee attempts to absorb. In this method, the trainer speaks to a group about a topic. However, it does not involve any kind of interaction between the trainer and the trainees. A lecture may also take the form of printed text, such as books, notes, etc. The difference between the straight lecture and the printed material is the trainers intonation, control of speed, body language, and visual image of the trainer. The trainer in case of straight lecture can decide to vary from the training script, based on the signals from the trainees, whereas same material in print is restricted to what is printed. A good lecture consists of introduction of the topic, purpose of the lecture, and priorities and preferences of the order in which the topic will be covered. Some of the main features of lecture method are: Inability to identify and correct misunderstandings Less expensive Can be reached large number of people at once Knowledge building exercise

3) Role Play:

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Role play is a simulation in which each participant is given a role to play. Trainees are given with some information related to description of the role, concerns, objectives, responsibilities, emotions, etc. Then, a general description of the situation, and the problem that each one of them faces, is given. For instance, situation could be strike in factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the participants read their role descriptions, they act out their roles by interacting with one another. Role Plays helps in the following way : Developing interpersonal skills and communication skills Conflict resolution Group decision making Developing insight into ones own behavior and its impact on others

There are various types of role plays, such as:

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Multiple Role Play In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points. Single Role Play One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play. Role Rotation It starts as a single role play. After the interaction of participants, the trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles. Spontaneous Role Play In this kind of role play, one of the trainees plays herself while the other trainees play people with whom the first participant interacted before.

4) Coaching: Coaching is one of the training methods, which is considered as a corrective method for inadequate performance. It is one-to-one interaction It can be done at the convenience of the trainee as well as trainers. It can be done on phone, meetings, through e-mails, chat It provides an opportunity to receive feedback from an expert

It helps in identifying weaknesses and focus on the area that needs improvement This method best suits for the people at the top because if we see on emotional front, when a person reaches the top, he gets lonely and it becomes difficult to find someone to talk to. It helps in finding out the executives specific developmental needs. The needs can be identified through 60 degree performance reviews.

Procedure of the Coaching

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The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed by successive counseling and meetings at the executives convenience by the coach. 1. Understand the participants job, the knowledge, skills, and attitudes, and resources required to meet the desired expectation 2. Meet the participant and mutually agree on the objective that has to be achieved 3. Mutually arrive at a plan and schedule 4. At the job, show the participant how to achieve the objectives, observe the performance and then provide feedback 5. Repeat step 4 until performance improves For the people at middle-level management, coaching is more likely done by the supervisor; however experts from outside the organization are at times used for up-and-coming managers. Again, the personalized approach assists the manger focus on definite needs and improvement.

5) Mentoring: Mentoring is an ongoing relationship that is developed between a senior and junior employee. Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee. The meetings are not as structured and regular than in coaching. Executive mentoring is generally done by someone inside the company. The executive can learn a lot from mentoring. By dealing with diverse mentees, the executive is given the chance to grow professionally by developing management skills and learning how to work with people with diverse background, culture, and language and personality types. Executives also have mentors. In cases where the executive is new to the organization, a senior executive could be assigned as a mentor to assist the new executive settled into his role. Mentoring is one of the important methods for

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preparing them to be future executives. This method allows the mentor to determine what is required to improve mentees performance. Once the mentor identifies the problem, weakness, and the area that needs to be worked upon, the mentor can advise relevant training. The mentor can also provide opportunities to work on special processes and projects that require use of proficiency. Some key points on Mentoring

Mentoring focus on attitude development Conducted for management-level employees Mentoring is done by someone inside the company It is one-to-one interaction It helps in identifying weaknesses and focus on the area that needs improvement

Behavioral methods are more of giving practical training to the trainees.The various methods under Behavioral approach allow the trainee to behavior ina real fashion. These methods are best used for skill development.

The various methods that come under Behavioral approach are:

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GAMES AND SIMULATIONS BEHAVIOR-MODELING

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BUSINESS GAMES CASE STUDIES EQUIPMENT STIMULATORS IN-BASKET TECHNIQUE ROLE PLAYS 1) Games and Simulations: Games and Simulations are structured and sometimes unstructured, that are usually played for enjoyment sometimes are used for training purposes as an educational tool. Training games and simulations are different from work as they are designed to reproduce or simulate events, circumstances, processes that take place in trainees job. A Training Game is defined as spirited activity or exercise in which trainees compete with each other according to the defined set of rules. Simulation is creating computer versions of real-life games. Simulation is about imitating or making judgment or opining how events might occur in a real situation. It can entail intricate numerical modeling, role playing without the support of technology, or combinations. Training games and simulations are now seen as an effective tool for training because its key components are:

Challenge Rules Interactivity

These three components are quite essential when it comes to learning. Some of the examples of this technique are:

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Basically, they are based on the set of rules, procedures, plans, relationships, principles derived from the research. In the business games, trainees are given some

Trainees can therefore

experience these events, processes, games in a controlled setting where they can develop knowledge, skills, and attitudes or can find out concepts that will improve their performance.

2) Behavior Modeling
Behavior Modeling uses the innate inclination for people to observe others to discover how to do something new. It is more often used in combination with some other techniques.

Procedure of Behavior Modeling Technique

In this method, some kind of process or behavior is videotaped and then is watched by the trainees. Games and simulation section is also included because once the trainees see the videotape, they practice the behavior through role plays or other kind of simulation techniques. The trainee first observes the behavior modeled in the video and then reproduces the behavior on the job. The skills that are required to build up are defined A brief overview of the theory is then provided to the trainers Then, trainees are given instructions that what specific learning points or critical behavior they have to watch Then the expert is used to model the suitable behaviors Then, the trainees are encouraged to practice the suitable behavior in a role play or through any other method of simulation

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 \Trainees are then provided with some opportunities to give reinforcement for appropriate imitation of the models behavior In the end, trainer ensures that trainees appropriately reinforces the behavior on the work place Behavior modeling focuses on developing behavioral and interpersonal skills. This type of method can be used for training in

Sales training

Interviewee training

Interviewer training

Safety training

Interpersonal skills training

3) Business games
Business games are the type of simulators that try to present the way an industry, company, organization, consultancy, or subunit of a company information that describes a particular situation and are then asked to make decisions that will best suit in the favor of the company. And then the system provides the feedback about the impact of their decisions. Again, on the basis of the feedback they are asked to make the decisions again. This process continues until some meaningful results do not came out or some predefined state of the organization exists or a specified number of trails are completed. As an example, if the focus is on organization's financial state, the game may end when the organization reach at desirable or defined profitability level. Some of the benefits of the business games are:

It develops leadership skills

It improves application of total quality principles

It develops skills in using quality tools

It strengthen management skills

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It demonstrates principles and concepts

It explores and solves complex problem

Many games and simulations examine the total organization but only some focus on the functional responsibilities of specific positions in an organization. Business games simulate whole organization and provide much better perspective than any other training methods. They allow trainees to see how their decisions and actions impact on the related areas.

4) Case Study

Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather than a solution. Their solutions are not as important as the understanding of advantages and disadvantages.

Procedure of the Case Study Method

The trainee is given with some written material, and the some complex situations of a real or imaginary organization. A case study may range from 50 to 200 pages depending upon the problem of the organization.

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A series of questions usually appears at the end of the case study.

The longer case studies provide enough of the information to be examined while the shorter ones require the trainee to explore and conduct research to gather appropriate amount of information.

The trainee then makes certain judgment and opines about the case by identifying and giving possible solutions to the problem.

In between trainees are given time to digest the information. If there is enough time left, they are also allowed to collect relevant information that supports their solution.

Once the individuals reach the solution of a problem, they meet in small groups to discuss the options, solutions generated.

Then, the trainee meets with the trainer, who further discusses the case. Case Study method focuses on: Building decision making skills

Assessing and developing Knowledge, Skills and Attitudes (KSAs)

Developing communication and interpersonal skills

Case Study On Training Methods

Few years ago ABC company developed a training strategy for training its global sales force. An important feature of the strategy was to create a master training plan for each year. The organizations strategic plans, objectives, and functional tactics would drive this plan. Once an initial procedure was designed it was then evaluated and critiqued by the top management, different units, and training council. The input from these stakeholders would be summarized and transferred into a master training plan. The major question that was asked by the designers of training program was, "what results do we want from salespeople after the training program is over?" Answer to this question becomes - 32 -

the objective of the training program. Then training content was designed, videos were made. The videos took 3 to 6 months to produce. Video contains live production plants, clients offices, partner offices, suppliers, manufacturers locations, and other locations.

Videos were used to train sales people in various areas, such as:
Market information i.e. about customer profile, market updates, and computer integrated manufacturing applications, etc

Sales Process i.e. how to deal in the situation of conflicts with customer, coaching on undesirable behavior, supplement skills developed during live courses Product information, such as, product usage, applications, system description, product description, comparison with competitors products, etc

Policies and procedures, i.e. about sales contests, incentive plans on achieving targets, annual bonuses, winners receiving the best salesperson award to motivate the sales force Around thousands of sales persons were getting a specific video training. The sales people were getting training material along with the video. Sales representatives then watch video, follow the directions, and refer to the material if faces any problem. When salespeople feel they have mastered the material, they would take an exam and call a toll-free number to transmit responses to exam. Salespeople who successfully passed an exam were factored into performance and merit reviews as well as promotional opportunities. Those who couldnt pass the exam were asked to go through the material and video again before retaking the exam. If the salesperson failed an exam again, the reporting manager was notified.
5) Equipment simulators Equipment simulators are the mechanical devices that necessitate trainees to use some actions, plans, measures, trials, movements, or decision processes they would use with equipment back on the their respective work place. It is imperative that the simulators be designed to repeat, as closely as possible, the physical aspects of equipment and operational surroundings trainees will find at their work place. This is also called as physical fidelity of the simulation. Besides that, the mental conditions under which the equipment is operated such as, increasing demands, pressure of time, and relationship with colleagues, subordinates, etc must also be closely matched to what the trainees experience on the work place. The literature on socio-technical approaches to organizational development provides guidelines for the design or redesign of tools. Human Resource professionals involved in propose of simulators and their pre-testing should engage those who will be using the equipment and their supervisors. Their

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input can help in reducing the potential resistance, errors in the equipment and more importantly, it also increases the degree of reliability between the simulation and the work setting.
Equipment simulators can be used in giving training to:

Air Traffic Controllers Taxi Drivers Telephone Operators Ship Navigators Maintenance Workers Product Development Engineers Airline Pilots

Military Officers

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

MANAGEMENT DEVELOPMENT
The more future oriented method and more concerned with education of the employees. To become a better performer by education implies that management development activities attempt to instill sound reasoning processes .Management development method is further divided into two part

ON THE JOB TRAINING

The development of a managers abilities can take place on the job. The four techniques for on-the job development are: COACHING MENTORING JOB ROTATION

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JOB INSTRUCTION TECHNIQUE (JIT)

OFF THE JOB TRAINING

There are many management development techniques that an employeecan take in off the job. The few popular methods are: SENSITIVITY TRAINING RANSACTIONAL ANALYSIS STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES

Suggestions to Improve Training: Before the Training Programmed: Explain to the employee why they were selected for the training programming discuss the anticipated benefits for your department or division. This preview' helps the employee focus on what is expected of them after the training programmed finishes. Ask the employee to describe the benefits they expect to receive from the programmed. Having the employee focus on their personal expectations prior to the start of training can increase the learning potential of any programmed. Explain to the staff what is expected from them in terms of punctuality ,attendance and participation in the training programme. If more than one employee is being sent to a training programme, introduce them to each other so they feel comfortable with their fellow participants. Ensure the employee understand how the training programme will benefit both their current job performance while improving their advancement potential.

During the Training Programme:

For extended training programmes, have the participants brief their managers as the course progresses. This can be done via telephone or fax when face-to-face meetings are impossible. These briefings 'force' the participant to evaluate the material on a daily basis, thereby enhancing their learning outcome. Managers should discuss any problems or uncertainties that arise in order to help participants identify examples of how the material can be applied on the job. If the participants are required to complete an interim assignment the manager should get personnel that are not attending the course involved. This will maximize the amount of individuals who benefit from the course.

After the Training Programme:

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Meet with course participants to review (1) what they learned, (2) how willthey use the new knowledge in their day-to-day work, (3) suggestions they havefor improving the course, and (4) who else should attend the course.

Ask the employees for suggested company improvements based on the material they learned during the training programme. Managers must be willing to implement these suggestions on a trial basis and ensure the employee is involved with the implementation and evaluation process. Remembering these simple tricks will improve your organization's training ROI while making sure the performance of your workforce will continue to improve. Finally, I want to emphasize again, these tricks are not designed only for the HR staff -- improving the training process is everyone's business. TRAINING DESIGN

TRAINING EVALUATION
Evaluation involves the assessment of the effectiveness of the training programs. This assessment is done by collecting data on whether the participants were satisfied with the deliverables of the training program, whether they learned something from the training and are able to apply those skills at their workplace. There are different tools for assessment of a training program depending upon the kind of training conducted.

Kirkpatrick's Four Levels of Evaluation

Assessing training effectiveness is critical. Donald Kirkpatrick developed a fourlevel model of evaluation (Figure 1).

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Figure 1

1 - Reactions: Measures how participants have reacted to the training. 2 - Learning: Measures what participants have learned from the training. 3 - Behaviour: Measures whether what was learned is being applied on the job. 4 - Results: Measures whether the application of training is achieving results.

Each successive level of evaluation builds upon the evaluations of the previous level. Each successive level of evaluation adds precision to the measure of effectiveness but requires more time consuming analysis and increased costs.

Level 1 Evaluation - Reactions This level measures how participants in a training program react to the training. Every program should at least be evaluated at this level to answer questions regarding the learners' perceptions and improve training. This level gains knowledge about whether the participants liked the training and if it was relevant to their work. Negative reactions reduce the possibility of learning.

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Evaluation tools: Program evaluation sheets Face-to-face interviews Participant comments throughout the training Ability of the course to maintain interest Amount and appropriateness of interactive exercises Ease of navigation in Web-based and computer-based training Participants' perceived value and transferability to the workplace This type of evaluation is inexpensive and easy to administer using interaction with the participants, paper forms and online forms.

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Level 2 Evaluation - Learning Level 2 evaluations are conducted before training (pre-test) and after training (post-test) to assess the amount of learning that has occurred due to a training program (Figure 2).

Figure 2 - Level 2 Evaluation Showing Results of Pre-test and Post Test

Level 2 evaluations assess the extent learners have advanced in knowledge, skills or attitude. Level 2 evaluation methods range from self-assessment to team assessment to informal to formal assessment.

Evaluation tools: Individual pre- and post-training tests for comparisons Assessment of action based learning such as work-based projects and role-plays Observations and feedback by peers, managers and instructors

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Level 3 Evaluation - Transfer Evaluations at this level attempt to answer the question of whether the training has been transferred back to the job. This evaluation is typically performed three to six months after training. The evaluator would ask questions such as "Are the newly acquired knowledge, skills or attitude being used in the environment of the learner"? This evaluation represents the truest assessment of a program's effectiveness but is costly. It is often impossible to predict when changes in behaviour will occur. Careful planning decisions are needed for this level of evaluation in terms of when to evaluate, how to evaluate and how often to evaluate.

Evaluation questions:
Did the trainees put their learning into effect when back on the job? Were the relevant skills and knowledge used? Was there noticeable and measurable change in the activity and performance of the trainees when back in their roles? Was the change in behaviour and new level of knowledge sustained? Would the trainee be able to transfer their learning to another person? Is the trainee aware of their change in behaviour, knowledge, skill level? Did the representative open each telephone customer dialog using his or her name and department? Was the representative able to describe to you and categorize the customer's objections as either misinformation or valid? Did the representative use the appropriate model answer in response to each objection? Did the representative close each sales call with a request for purchase?

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If the prospect did not make a purchase, did the representative end the call with specific future action steps?

Did the representative complete call history records that include summaries of who, what, where, when, and why?

Evaluation tools:
Individual pre- and post-training tests or surveys Face-to-face interviews Observations and feedback from others Focus groups to gather information and share knowledge

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Level 4 Evaluations - Results

This evaluation measures the success of the training program in term that executives and managers can understand such as increased production, increased sales, decreased costs, improved quality, reduced frequency of accidents, higher profits or return on investment, positive changes in management style or in general behaviour, increase in engagement levels of direct ports and favourable feedback from customers, peers and subordinates. For example, after training in April 2005, the sales continued to increase throughout 2005 (Figure 3).

Figure 3 - Level 4 Evaluation Showing Increase in Sales.

However, Level 4 evaluations are difficult to measure and correlate with training. For example, the increase in sales could be attributed to several factors such as training and product promotions.

Evaluations: Quality training. Measure a reduction in number of defects. Safety training. Measure reduction in number or severity of accidents. Sales training. Measure change in customer retention, sales volume, and profitability on each sale after the training program has been implemented.

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Management training. Measure increase in engagement levels of directreports.

Technical training. Measure reduction in time to complete tasks, forms and reports; reduced calls to the help desk; or improved use of software or systems.

Other: Measure changes in staff turnover, number of complaints, growth, attrition, wastage, failures, non-compliance, and quality ratings, achievement of standards and accreditations and customer retention.

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PROCESS OF TRAINING

Training is one of the most profitable investments an organization can make. No matter what business or industry you are in the steps for an effective training process are the same and may be adapted anywhere. If you have ever thought about developing a training program within your organization consider the following four basic training steps. You will find that all four of these steps are mutually necessary for any training program to be effective and efficient.

STEP

This step identifies activities to justify an investment for training. The techniques necessary for the data collection are surveys, observations, interviews, and customer comment cards. Several examples of an analysis outlining specific training needs are customer dissatisfaction, low morale, low productivity, and high turnover

1:

ESTABLISHING

NEEDS

ANALYSIS.

The objective in establishing a needs analysis is to find out the answers to the following questions:

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Why is training needed?

- What type of training is needed? - When is the training needed? - Where is the training needed? - Who needs the training? And "Who" will conduct the training?

- How will the training be performed?

STEP 2: DEVELOPING TRAINING PROGRAMS AND MANUALS. This step establishes the development of current job descriptions and standards and procedures. Job descriptions should be clear and concise and may serve as a major training tool for the identification of guidelines. Once the job description is completed, a complete list of standards and procedures should be established from each responsibility outlined in the job description. This will standardize the necessary guidelines for any future training STEP 3: DELIVER THE TRAINING PROGRAM. This step is responsible for the instruction and delivery of the training program. Once you have designated your trainers, the training technique must be decided. One-on-one training, on-the-job training, group training, seminars, and workshops are the most popular methods. STEP 4: EVALUATE THE TRAINING PROGRAM. This step will determine how effective and profitable your training program has been. Methods for evaluation are pre-and post- surveys of customer comments cards, the establishment of a cost/benefit analysis outlining your expenses and returns, and an increase in customer satisfaction and profits

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CHAPTER-3 RESEARCH OBJECTIVE AND METHODOLOGY

OBJECTIVES OF STUDY: To identify impact of work environment practices on training & development. To examine relationship between superior & peer support and training effectiveness. To investigate relationship effect between supervisory & peer support and training effectiveness. To examine effectiveness of training towards individual development of workforce. .SCOPE OF STUDY :

To enable the author to understand training and development effectiveness. It is reconfirming past literature about relationship between supervisor & peer support and training effectiveness.. It also carries practical implications as in how work environment practices influence training effectiveness.

RESEARCH METHODOLOGY Research methodology is the method or the entire procedure involved in carryingout a - 46 -

research for a specific purpose. Research is a way to systematically solvethe research problem.In it we study the various steps that are generally adopted by a research to knownot only the research methods or techniques and they need to know the criteria by which they can decide technique and procedure will be applicable to certain problems and other will not. Research is thus an original contribution to theexisting stock of knowledge making for its advancement. Te purpose of researchis to discover answer to questions application of scientific procedures.

Research always starts with a question or a problem. Its purpose is to find answers to questions through theapplication of the scientific method. It is a systematic and intensive study towards study a morecomplete knowledge of the studied. As marketing does not address itself to basic or fundamental questions, it doesnot qualify. On the contrary, it tackles problems, which seem to have immediatecommercial potential. In the view of the major consideration, marketing researchshould be regarded as applied research. We may also say that marketing researchis of both types problem solving oriented.

TYPES OF RESEARCH
The approach followed in his type of research, the researcher has to contact the person directly to know about the available information and analyze these tomake a critical evaluation. The facts and information required to analyze the datawas available in the interviewers statements.It is called descriptive as it in the present. The researcher has no control over thevariable. He can report what has happened or what is happening.

DATA COLLECTION PRIMARY DATA: Primary data are data freshly gathered for specific purpose or for a specificresearch project.

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When the needed do not exist or are dated, inaccurate, incomplete, unreliable,the researcher will have to collect primary data. The normal procedure is tointerview some people individually or in groups, to get a sense of how peoplefeel about the topic in question and develop a formal research instrument intofield. It is also called as the first hand data.

SECONDARY DATA: it refers to data that is collected from some other sources, probably for similar purpose already exists somewhere.The research assignment under was aimed at gathering some vital informationAlliance for Debit Card Customer used by kotak Mahindra bank in attracting thecustomer and the reasons for enormous success.Among all the available ways, survey was the most feasible option to carry in thecores of carrying out the research as it was more economical and keeping thelimited time in hand it thus proved to be the best option.Survey was the best option as: It provides larger and fast coverage Low cost is involved Direct interface with people The analysis can be done on the basis of structuredquestionnaire Data is easier

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CHAPTER-4 INTRODUCTION TO KOTAK MAHINDRA BANK

(i) History
Established in 1985, the Kotak Mahindra group has been one of India's most reputed financial conglomerates. In February 2003, Kotak Mahindra Finance Ltd, the group's flagship company was given the license to carry on banking business by the Reserve Bank of India (RBI). This approval created banking history since Kotak Mahindra Finance Ltd. is the first non-banking finance company in India to convert itself in to a bank as Kotak Mahindra Bank Ltd. Today, we are one of the fastest growing bank and among the most admired financial institutions in India.

(ii)Senior Management Mr. Uday S. Kotak, Executive Vice Chairman & Managing Director
Mr. Uday Kotak, B.Com, MMS (Masters in Management Studies), aged 50 years, is the Executive Vice-Chairman and Managing Director of the Bank, and its principal founder and promoter. Mr. Kotak is an alumnus of Jamnalal Bajaj Institute of Management Studies. In 1985, when he was still in his early twenties, Mr. Kotak thought of setting up a bank when private Indian banks were not even seen in the game. First Kotak Capital Management Finance Ltd (which later became Kotak Mahindra Finance Ltd), and then with Kotak Mahindra Finance Ltd, Kotak became the first non-banking finance company in India's corporate history to be converted into a bank. Over the years, Kotak Mahindra Group grew into several areas like stock broking and investment banking to car finance, life insurance and mutual funds. Among the many awards to Mr. Kotak's credit are the CNBC TV18 Innovator of the Year Award in 2006 and the Ernst & Young Entrepreneur of the Year Award in 2003. He was featured as one of the Global Leaders for Tomorrow at the World Economic Forum's annual meet at Davos in 1996. He was also featured among the Top Financial Leaders for the 21st Century by Euro money magazine. Most recently, he was named as CNBC TV18 India Business Leader of the Year 2008.

Mr. C Jayaram, Executive Director

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Mr. C. Jayaram, aged 53 years, is an Executive Director of the Bank and is currently in charge of the Wealth Management Business of the Kotak Group. An alumnus of IIM Kolkata, he has been with the Kotak Group since 1990 and came on the Kotak board in October 1999. He also oversees the international subsidiaries and the alternate asset management business of the group. He is the Director of the Financial Planning Standards Board, India. He varied experience of over 25 years in many areas of finance and business, has built numerous businesses for the Group and was CEO of Kotak Securities Ltd. An avid player and follower of tennis, he also has a keen interest in psychology.

Mr. Dipak Gupta, Executive Director

An electronics engineer and an alumnus of IIM Ahmedabad, Mr. Gupta has been with the Kotak Group since 1992 and joined the board in October 1999. Mr. Dipak Gupta, aged 48 years, is an Executive Director of Kotak Bank. He heads commercial banking, retail asset businesses and looks after group HR function. Early on, he headed the finance function and was instrumental in the joint venture between Kotak Mahindra and Ford Credit International. He was the first CEO of the resulting entity, Kotak Mahindra Primus Ltd.

(iii)Corporate identity

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(iv)

Business

Kotak Mahindra Bank Ltd is a one stop shop for all banking needs. The bank offers personal finance solutions of every kind from savings accounts to credit cards, distribution of mutual funds to life insurance products. Kotak Mahindra Bank offers transaction banking, operates lending verticals, manages IPOs and provides working capital loans. Kotak has one of the largest and most respected Wealth Management teams in India, providing the widest range of solutions to high net worth individuals, entrepreneurs, and business.

MILESTONES OF KOTAK MAHINDRA GROUP

Milestones that have shaped the Kotak Mahindra Group, since 1986

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Since the inception of the erstwhile Kotak Mahindra Finance Limited in 1985, it has been a steady and confident journey leading to growth and success. The milestones of Kotak Mahindra's growth story are listed below by year. Year 1986 1987 1990 1991 1992 Milestone Mahindra Finance Limited starts the activity of Bill Discounting Mahindra Finance Limited enters the Lease and Hire Purchase market The Auto Finance division is started The Investment Banking Division is started. Takes over FICOM, one of India's largest financial retail marketing networks Enters the Funds Syndication sector Brokerage and Distribution businesses incorporated into a separate company 1995 - Securities. Investment Banking division incorporated into a separate company - Mahindra Capital Company The Auto Finance Business is hived off into a separate company - Mahindra Prime Limited (formerly known as Mahindra Primus Limited). Mahindra 1996 takes a significant stake in Ford Credit Mahindra Limited, for financing Ford vehicles. The launch of Matrix Information Services Limited marks the Group's entry into information distribution. 1998 2000 Enters the mutual fund market with the launch of Mahindra Asset Management Company. Mahindra ties up with Old Mutual plc. For the Life Insurance business. Securities launch its on-line broking site (now www.securities.com). 2000 Commencement of private equity activity through setting up of Mahindra Venture Capital Fund. 2001 2001 2003 2004 Matrix sold to Friday Corporation Launches Insurance Services Mahindra Finance Ltd. converts to a commercial bank - the first Indian company to do so. Launches India Growth Fund, a private equity fund.

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2005 2005

Group realigns joint venture in Ford Credit; Buys Mahindra Prime (formerly known as Mahindra Primus Limited) and sells Ford credit Mahindra. Launches a real estate fund 2006 Bought the 25% stake held by Goldman Sachs in Mahindra Capital Company and Securities

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AWARDS
At Kotak Mahindra Group we take a client-centric view and constantly innovate to provide you with the best of services and infrastructure. We have regularly received accolades that stand testimony to our success in this Endeavour. Some of our recent achievements are:

IDRBT: Banking Technology Excellence Awards Best Bank Award in IT Framework and Governance Among Other Banks' 2009. Banking Technology Award for IT Governance and Value Delivery, 2008

IR Global Rankings: Best Corporate Governance Practices - Ranked among the top 5 companies in Asia Pacific, 2009

Finance Asia: Best Private Bank in India, for Wealth Management business, 2009 Kotak Royal Signature Credit Card: Was chosen "Product of the Year" in a survey conducted by Nielsen in 2009

IBA Banking Technology Awards: Best Customer Relationship Achievement Winner 2008 & 2009. Best overall winner, 2007. Best IT Team of the Year, 4 years in a row from 2006 to 2009. Best IT Security Policies & Practices, 2007

Euro money: Best Private Banking Services (overall), 2009

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BUSINESS SEGMENT

Segment

Principal activity Money market, forex market, derivatives, investments and primary dealership of government securities and Balance Sheet Management Unit (BMU) responsible for Asset Liability Management.

Treasury and BMU

Retail Banking

Includes lending, deposit taking and other services/ products including credit cards. Wholesale borrowings and lendings and other related services to the corporate sector which are not included under retail banking.

Corporate/Wholesale Banking

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SWOT ANALYSIS OF KOTAK MAHINDRA BANK

1 STRENGTHS:

Capital markets franchise Professional management Strong technology Well capitalized Construction equipment financing business Comprehensive cash management system Capturing supply chain businesses NPA is at 1.30% Total Deposits Rs 15,645 crore Net Advances Rs 16,625 crore Capital Adequacy Ratio 16%

2. WEAKNESS:

Wholesale Funding Costs Latecomers Less Promotional Activities

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3. OPPORTUNITIES:

Low loan and retail penetration Stressed Asset Business Plans to invest Rs. 120 crores over three years for infrastructure, technology and personnel

4. THREATS:

Capital Market slow-down Competition Rising Rates Other better Saving, investment option available (like Insurance, Mutulfund, Realestate, Gold) Government Rules And Regulation

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Kotak Mahindra Group (Kotak) is the best-positioned financial intermediary to capture the existing and emerging market opportunities in the financial services space due to its ability to enter into adjacent markets. Kotak will capitalise its strong position in the rapidly expanding brokerage (8.3% market share) and investment banking businesses, and extend market share in commercial banking, asset management, and life insurance businesses. Kotak has diversified business mix, which offers growth from capital markets in the medium term and strong annuity businesses in the long term. Key Risks
More than one-third of Kotaks revenues and almost half of its profits are derived from the

capital market-linked businesses. Therefore, the key industry risk includes any unfavourable developments in the capital market such as a downturn in Indias equity, reduced foreign interest, decline in trading volumes, investment banking pipeline failing to materialise, and lower AUM flows, which could adversely affect our growth assumptions and hence valuations.
The intense competition from global and local players in the equity markets may pose a

major challenge for Kotak to maintain its market share and leadership position.
Loss of key personnel could disrupt the companys operations and client relationships.

The numbers build in the expansion in branch network, and therefore, improvement in the low cost deposit franchise. Delay in execution of these plans could impact the earnings estimates.

CHAPTER-5

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DATA ANALYSIS & INTERPRETATION

Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of highlighting useful information, suggesting conclusions, and supporting decision making. Data analysis has multiple facets and approaches, encompassing diverse techniques under a variety of names, in different business, science, and social science domains. Analysis of data is not a simple process. It requires great concentration. Before being actually processed, data has to go through different stages:1. Preprocessing: - Preprocessing and understanding of data is done from questionnaire. 2. Coding of Data: - Coding is done to get data in quantitative form. Following coding was used:1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree 3. Storage of Data: - The coded data was then stored in an excel sheet to carry out further processing of data. 4. Testing of Data: - Data in research is processed with the help of correlation, regression analysis, pie charts, percentage etc. using SPSS software version 17.

CHAPTER -6 CONCLUSION & RECOMMENDATIONS

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This chapter talks about the different findings which the researcher has reached after analyzing the data collected from different respondents and then the recommendations are given so as how improvements can be made. The study aimed at examining impact of workplace environment and social support on training effectiveness. It shows that training can only be effective once an employee apply the knowledge, skills and abilities which he has acquired during training program. Findings of the study revealed that there is strong and significant relation between these variables, which affects the employees work performance up to great extent. The findings of the study are as follows:

1. Around 70% of the employees have agreed that their administrative team provides an environment in which honesty and openness are valued. From this it is found that company policies which advocate honesty and openness have facilitated effective training and development programs.

2. Approximately, 80% of the respondents have agreed upon that they are encouraged to solve as many of work related problems as possible. Data revealed that company policies favour employees to do mistakes which happen through implementation of new ideas. This is generally followed after training programs.

3. The study has shown that majority of employees have agreed upon and favour the use of new technologies in operations of an organization. This will help in enhancing the productivity of the organization as well as enhancing the employees performance.

4. Results revealed that training and development programs carry an essence in employees life as trained employee shows higher performance by making optimum and best utilization of materials, tools and other resources provided to him.

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5. Around, 60% of the employees strongly feel that after attending training program, supervisor got pleased with their performance and motivate them further for more training programs. These programs help supervisors in recognizing that employees have enhanced their competency level as a result of exposure through training programs.

6. Only 55% of the employees have agreed that they feel more relaxed with their supervisors when they are under pressure. From the data it is revealed that supervisors have accorded recognition owing to outstanding performance of employees after attending training programs. They had shown tremendous improvement in their competencies.

7. It was found that majority of employees are in favour of supervisor support while making major decisions. And around 65% of employees believe that peers give useful suggestions that help in avoiding mistakes. Supervisors are in best position to implement their experience, knowledge and skills at workplace which results in enhancement of employees performance.

8. Results revealed that there is need to conduct training and development programs for juniors as well as seniors because these programs helps in enhancing their performance and will boost up their morale. Now a days training and development is considered as more of retention tool than cost.

RECOMMENDATIONS
Kotak Mahindra bank. Bank had large share in Delhi with knowledgeable employees hard-working people there it easy for the bank to full in crowed. To end up with, in short I would only like to draw the attention of are and all to the central focal point i.e. which are operating in Delhi. Kotak Mahindra bank. Bank with respect to infrastructure, customer satisfaction not works service; personal attention towards customers is bank to the first in position. And it wants take time for the bank network as the largest ape training today. More focus towards customer satisfaction. - 62 -

Customer complaint should be taken more seriously.

Good public relation should be maintained. . Training and development program should be designed with the specific needs, class of industry and type of audience being targeted. 1 The number of people in single batch should be cautiously planned to get best out of session. 2 Organization should provide more opportunities for professional growth through training and development program. 3 Training and development (scheduling) should be well planned so that attendance can be maximized. 4 Training and development program should be designed in such a way that it addresses actual need of employees. 5. The employees should not take training and development session lightly; it should be treated as important and critical as actual work is.

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Conclusion In past literature it is witnessed that there is strong and significant relationship between social support and training effectiveness. There is a scarcity of literature examining relationship between variables social support and training effectiveness. This was observed in one of the study conducted by B.N.Sivakumar and V.Navaneethakumar, 2012.The study revealed that equal chances are given to all employees and no gender bias is there hence all the employees are able to take part in the respective training and develop their knowledge and ability thereby contributing to organizations success. The study also aimed at culture of honesty and openness for all employees. The findings of the research matches with one of the research paper showing that equal opportunities are given to all employees thereby showing the culture of equity. The study aimed at examining workplace environment, supervisor and peer support using sample of trainees who attended training program in 2012.As per first hypothesis, there is significant relation between workplace environment and training and development programs. It indicates that company policies need to be favorable and administrative team provides an environment in which honesty and openness are valued. Employees are encouraged to solve their own work related problems. One of the study conducted by Chiabru et all on Social Support in Workplace and Training Transfer-A Longitudinal analysis, which reveals that social support enhances training selfefficacy, increase training mastery (learning) on goal orientation and their motivation to transfer. These individual factors directly contributing to training programs. Present studys results contribute to better understanding of organizations and supervisor based support as prerequisite to training effectiveness. As per second hypothesis, there is significant impact of supervisor and peer support on training effectiveness. It reveals that supervisor support employees in their major decisions and peers give useful suggestions so as to avoid mistakes. Supervisors are in best position to implement their experience, knowledge and skills at workplace which results in enhancement of employees performance. Peers give useful suggestions so that employees avoid mistakes and develop their competencies thereby contributing to organizations success. This confirms chiabru et all study.

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Further study also proves that social support has got tremendous influence on training effectiveness which is determined through various variables like:-administrative team, culture of openness and honesty etc. This has got strong ramification in IT industry. They should implement culture of recognition, openness, collectivism, autonomy and independence. Environment should practically support infrastructure which is used as aid while conducting effective training programs. Organizations need to spend considerable time and money towards training programs. However, deadlines and customer pressures drive managers to deploy resources with half knowledge and try to deliver products. Being used to this kind of scenario, the work force somehow manages to come up with miraculous results of delivering on time. But what suffers is quality of work and finally there is lot of re-work and customer dissatisfaction. This situation can be avoided by ensuring the team is well trained on the skills required and then expecting the team to deliver quality work. Further the healthy and conducive work environment should prevail so that it accords environment where in employees are empowered and they need not depend on supervisors much for decision making.

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BIBLIOGRAPHY
Bhattarcharya, D. K. (2004). Research Methodology. New Delhi: Anurag Jain excels books.

Kumar, R. (2005). Research methodology, (pp. 37-45). New Delhi: Pearson edition.

Nandagopal.R. (2007). Research Methods in Business. New Delhi: Anurag Jain excels books.

WEBSITES
http://en.wikipedia.org/wiki/Training and development , last accessed on 18 feb , 2012 http://www.cskishore.com,last accessed on 29 march.2012 http://en.wikipedia.org/wiki/information_industry,last accessed on 30 march,2012 http://www.hoovers.com/industry/information-technology-services/11191.html,last accessed on 5 april,2012 www.indiamart.com

www.rbi.com www.kotak.com www.indiatimes.com

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JOURNALS Ibrahim, M.E., (2004). Measuring Training Effectiveness, Journal of Management

Research, 4(3) Holladay C. L. and Quinones M.A., (2008). The Influence of Training Focus and Trainer Characteristics on Diversity Training Effectiveness, Academy of Management Learning & Education, 7(3)

Farahbakhsh S.,(2010) . Study of Short- Time Trainings Effectiveness of Managers and Staff in the Public Organizations, Australian Journal of Basic and Applied Sciences, 4(10)

Chimote N.K., (2011). Training Programs: Evaluation of Trainees Expectations and Experience, 41(4)

Srimannarayan M., (2011). Measuring Training & Development, The Indian Journal of Industrial Relations, 47(1) Chiabru D.S., Vandam K., Hutchins M.H.,(2010). Social Support in Workplace and Training Transfer- A Longitudinal Analysis, International Journal of Selection
and Assessment, 18(2)

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ANNEXURE

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QUESTIONNAIRE
AGE :

GENDER: Male

Female

ADDRESS:

PHONE NO. :

PROFESSION:

DESIGNATION:

WORK EXPERIENCE: NOTE: - Put tick () in the appropriate box for answering each question.

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INDIVIDUAL PART: 5) What type of relationship you are having with Kotak Mahindra bank? Current account Investment Savings account Loans fixed deposit

6) Which service/channels are you using? Branch services Mobile banking Phone banking Internet SMS banking Bill payment

7) How is your Asset allocation ratio? [In terms of percentage] Gold Insurance Cash/FD Infrastructure Equity/MF

If you want to invest more than in which sector would u like to invest__________ PEOPLE: 7) Have you ever met the branch manger? Yes No

If yes, how was your experience? Excellent Very good Good Fair Poor

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8) How would you rate the employees on the basis of different skills? Excellent Behaviour Product knowledge Speed of service V. Good Good Fair Poor

9) How is the attitude of the staff and manager toward you? Satisfaction Parameter < >

10

10) Have you faced any problem with staff? Yes No

If yes, then about which matter? Behaviour PROCESS: 11) How much is the processing time for opening an account? 1 day 2 days More than 2 days Knowledge Work speed

12) Do you think that the process of opening an account is......... Very simple Simple Complex Very complex

If complex, please recommend any change __________________

14) Do you think that the process of obtaining loan is......... Very simple Simple Complex Very complex

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15) How much are you satisfied with the processing time of following transactions? Excellent Term deposit V. Good Good Fair Poor

Demand draft

Cash deposit

Cash withdrawal 16) According to you, various charges of Kotak Mahindra bank are....... [Demand draft, Passbook entry, Verification, Statement & Core banking] Affordable PHYSICAL EVIDENCE: 17) How do you feel about the environment of Kotak bank, when you enter in the bank? Excellent Very good Good Fair Poor High Very high

18) Which basic facilities are being provided by Kotak Mahindra bank? Notice board Sitting arrangement Water facility parking facility Air conditioner Receipt facility

19) How many times do you use the following facilities in a month? ATM card Credit card Internet banking Core banking Phone banking SMS banking E-Tax payment times? many how

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CONCLUSION: 20) How is your overall experience of Kotak Mahindra bank? Excellent Very good Good Fair Poor

21) Would you like to suggest any one to use the services of Kotak bank? Yes If yes, then give detail No

22) Different training & development programs are conducted for employees (like juniors or seniors) ) 23) There is a need to conduct training and development programs Strongly disagree Disagree Neutral Agree Strongly agree

.-------- Strongly disagree Disagree Neutral Agree Strongly agree

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