A
ON
AT KOTAK MAHINDRA OLD MUTUAL LIFE INSURANCE LIMITED
SUBMITTED IN PARTIAL PARTIAL FULFILLMENT OF MASTER OF BUSINESS ADMINISTRATION(2008-2010) (U.P.TECHNICAL UNIVERSITY , LUCKNOW) ADVANCE INSTITUTE OF MANAEMENT
UNDER THE UIDANCE OF! SINHA SACHIN "AIN (HR HEAD)
SUBMITTED BY BHAWNA
ROLL NO! 0811#$001$
1
ACKNOWLEDEMENT
Hard Hard work work and and dedi dedica cati tion on are are keys keys to succ succes esss and and this this proj projec ectt is no different. The success of a research work does not depend upon one person. This report also involves hard work and suggestions of different people. I would like to thank the Director and the faculty of my institute for giving me this opportunity to work on this research project.
I’m grateful to Mr achin !ain who has helped me throughout the period with valua"le suggestions and opportunities to "ring forward my work.
I want to e#tend my regards to all the employees of all the departments of $%T&$ M&HI'D(& )TD . who gave their valua"le time and all possi"le resources for the completion of this report.
.
*
CONTENTS
1.
+#ecutive u ummary
*.
Intr Introd oduc ucti tion on to Traini aining ng
,.
'atu 'ature re of of Tr Traini aining ng - Deve Develo lopm pmen entt
.
/ompany pr profile
0.
rocess of training
2.
ro"lem De Description
3.
%"je "jectiv ctivee of of the the (es (esear earch
4.
(ese (esear arch ch Meth ethod odol olo ogy
5.
(esult
16. Data Data &nal &nalysi ysiss - Data Data Interpr Interpreta etatio tion n 11. 7%T 7%T &naly nalysi siss 1*.. /onc 1* /onclu lusi sion on 1,.. ug 1, ugg gest estion ions 1.. 8i"l 1 8i"lio iogr grap aphy hy 10. &nne#ure
9uestionnaire
,
E%ECUTIVE SUMMARY
INTRODUCTION
Training and development refer to imparting of specific skills a"ilities and knowledge to an employee. & formal definition of training and development is :;;; :;;;;i ;itt is any any atte attem mpt to impr improv ovee curr curren entt or futu future re empl employ oyee ee performance "y increasing an employee’s employee’s a"ility to perform through learning< usually "y changing the employee’s attitude or increasing his or her skills and knowledge. The need for training and development is determined "y employee’s employee’s performance performance deficiency deficiency
OB"ECTIVE OF THE STUDY
To understand the entire training process and identifying the training needs of the employees at the $otak Mahindra old mutual life insurance ltd.
RESEARCH METHODOLOY!
T he
data
for
the
study
on
the
topic
&TRA &TRAIN ININ IN
NEED NEEDS S
IDENTIFICATION' is collected from $%T&$ M&HI'D(& )TD .
The information was "asically o"tained from two sources
a. PRIMARY PRIMARY DAT DATA= Info Inform rmal al conv conver ersa sati tion onss were were the the sour source ce of inform informati ation on regard regarding ing the train training ing metho methods ds alread already y follo followed wed and identification of the training needs of the workers ". SECONDARY DATA= Information regarding the new methods that can "e implemented was collected on the "asis of "ook research The nature of the research is D*+/ and E+3+4. si>e of 0 employees. employees. SAMPLE SI5E! sample si>e SAMPLIN! N6+367 369 :7 SAMPLE ;6 < 4 SAMPLE AREA! =3= > 6;+36*, N? D: INSTRUMENT USED! 9uestionnaires and In?depth Interviews are used. CONCLUSION!
tatem tatement entss for the traini training ng needs needs were were classi classifi fied ed into into three three catego categorie riess namely namely personal personal<< developme development< nt< organi>a organi>ation tional al developm development ent and customer customer relationship development "ased on the following criteria= 1. erson ersonal al develo developm pment ent relate related d statem statement entss are those which which prima primaril rily y targe targett indivi individua duall growth growth and develo developm pment ent tatem tatement entss und under er this this category include training needs to improve personal performance< promote
positive
attitude
facilitate
individual
growth
and
develo developm pment ent<< ac@uis ac@uisiti ition on of new skills skills<< learni learning ng and practi practice ce of ethical values< increased awareness of safety measures etc. *. %rga %rgani> ni>ati ationa onall develo developm pment ent training training need s are those those which which when when imparted imparted<< improve improve organi>a organi>ationa tionall efficien efficiency cy and effecti effectiveness veness "y unde un ders rsta tand ndin ing g
org organi> ani>at atio iona nall
clim climat atee
and and
jo" jo"
re@u re@uir irem emen ents ts
tatements under this include understanding @uality re@uirements of the jo"< jo"< enhanc enhancing ing orga organi> ni>ati ationa onall effe effecti ctiven veness ess minim minimi>i i>ing ng gap
0
"etween planning and implementation< implementation< increasing jo" involvement< professional management< management< learning MI< MI< managing conflict conflict etc ,. /ustomer /ustomer developm development ent specific specific needs include include training training to serve serve customer needs in terms of delivery< complaint complaint settlement< @uality of product and service< service< understanding of of needs and e#pectations. e#pectations. These are re@uired to improve the e#ternal image of the company.
2
INTRODUCTION
uccessful candidates placed on the jo" need training to perform their duties effectively 7orkers must "e trained to operate machines< reduce scrap and avoid accidents It is not only workers "ut e#ecutives and supervisors who need training as well in order to ena"le them to ac@uire maturity of thought and action Training and development constitute an ongo on goin ing g proc proces esss in any any orga organi ni>a >ati tion on Traini aining ng thus thus mean meanss to turn turn mem"ers into productive insiders It is the second step after recruitment< screening and selection The principles of learning make training work
ractice
Aeed"ack
Motivation to learn
Thus Th us trai traini ning ng is syst system emat atic ic and and inte intent ntio iona nall "asi "asica call lly y invo involv lvin ing g the the felicitation of the learning process Aurther training enhances three "road classes of skills
Motor skills= manipulation of physical environment "ased on certain
patterns of "odily "odily movements
Cognitive skills= ac@uisition of mental and attitudinal functions functions Interpersonal skills= enhancing interactions with other people
'o organi>ation organi>ation has unlimited resources< so training has to "e done on the "asis of identified resources resources in three phases phases
3
PRE TRAININ
?/lear understanding of the situation that calls for more effective "ehavior TRAININ-
Implementing Implementing the effectiveness effectiveness in "ehavior POST TRAININ?
The management has to handle a person who is more confident< post training & lot of adjustment is needed on "oth sides NATURE OF TRAININ AND DEVELOPMENT
In simple terms training and development development refer to imparting of specific skills a"ilities and knowledge to an employee. & formal definition of training and development is : ;;;; ;;;;it it is any any atte attem mpt to impr improv ovee curr curren entt or futu future re empl employ oyee ee performance "y increasing increasing an employee’s employee’s a"ility to perform perform through learning
+36* -A*;3 +>+36*'
&ccord &ccording ing to +dward +dward 8. Alippo AlippoCC T+3669 3669 : 3* > 6*+ 6*+3 369 69 : =6?79 36 = > 36 4 >+ 769 3 3+*;3+ @'
Thus training is an organi>ed organi>ed activity for increasing the knowledge and skills of people people for a defini definite te purpos purposee It invol involves ves a sys system temati aticc proced procedure ure for transferring technical know how to the employees so as to increase their
4
knowledge and skills for doing specific jo"s with proficiency In other words< the trainees ac@uire technical knowledge< skills and pro"lem solving a"ility "y undergoing the training programme Training Training o"jectives should always "e e#pressed in "ehavioral terms to remove am"iguity and vagueness e.g. To have more productive workers vagueE To increase output "y 16Fover current levels "ehavioral termsE
EDUCATION TRAININ AND DEVELOPMENT! DIFFERENCE
The proces processes ses of traini training ng and develo developm pment ent are often often confus confused ed Train Training ing means learning of "asic skills and knowledge necessary for a particular jo" or a group of jo"s 8ut development on the other hand means growth of the indi indivi vidu dual al in all all resp respec ects ts Howe Howeve verr educ educat atio ion n is afar afar "roa "roade derr term term in comparison to the a"ove two Its purpose is to develop the individuals It is concerned with increasing the general knowledge and understanding of the environment as a whole +ducation is more formali>ed then development and is in general imparted in schools and colleges The distinction "etween the three can "e made as under=
TRAININ VERSUS DEVELOPMENT DEVELOPMENT
&ccording to Dale GoderC the use of terms training and development in today’s employment setting is far more appropriate than training alone since human resources can e#hi"it their full potential only when the learning process goes far "eyond "eyond the simple routineC routineC
TRAININ
DEVELOPMENT 5
Train Training ing means means learni learning ng skills skills and Development means the growth of an knowledge for doing a particular jo" empl employ oyee ee in all all resp respec ects ts It shap shapes es It increases the jo" skills attitudes The term training is generally used to The term development is associated indi indica cate te impa impart rtin ing g spec specif ific ic skil skills ls with the overall growth of the among
operative
employees Training is maint aintai ain ning ing
workers
concerned and and
imp improvi rovin ng
and e#ecutives with +# +#ec ecut utiv ivee
deve develo lopm pmen entt
seek seekss
to
the the develo develop p compet competenc encee and skills skills for
current jo" performance Thus it has a future performance performance Thus it has a long short term perspective Traini ainin ng is jo" jo" cent centeered red in natu naturre
term perspective Devel evelo opm pmen entt is care career er cen center tered in
nature The role of trainer or supervisor is &ll development very important in training
is
self
development’ The e#ecutives have to "e internally motivated for self development
TRAININ VERSUS EDUCATION
&ccording to /arnegie :Training refers to the process of imparting specific skills +ducation on the other hand is confined to theoretical learning in class roomsC
TRAININ &pplication oriented !o" e#perience pecific task 'arrow perspective perspective
EDUCATION Theoretical orientation /lassroom learning eneral concepts 8road perspective perspective
16
To conc conclu lude de<< in orde orderr to "rin "ring g a"ou a"outt a dist distin inct ctio ion< n< amon amongs gstt trai traini ning ng develo developm pment ent and educatio education n in sharp sharp focus focus it can "e said said that that train training ing is offe offered red to operat operative ives< s< wherea whereass develo developm pment ent progra programm mmes es are meant meant for empl employ oyee eess in high higher er po posi siti tion on +d +duc ucat atio ion n ho howe weve verr is com common to all all employees their grade not withstanding
TRAININ OB"ECTIVES
%ptimi>e the workers performance in pursuit of organi>ational goals
To develop a person s "ehavioral patterns in areas of knowledge skills or attitude to achieve a desired performance level
Inte Intera ract ctio ion n du duri ring ng trai traini ning ng prog progra ram mmes mes lets lets the the mana manage gem ment ent understand what motivates or satisfies the workers
)eads to improvement in safety standards
)eads to understanding of corporate strategies
Manpower planning
Jnifying individual o"jectives with those of the organi>ation and vice versa
THE COMPANY PROFILE
)IA+ T%D&G I AJ)) %A J'/+(T&I'ITI+. %ne would always want to "e prepared for any unforeseen circumstances that come in hisK her way. (isks and uncertainties are part of lifeLs great adventure ?? accident< illness<
11
theft< natural disaster ? theyLre all "uilt into the working of the Jniverse< waiting to happen.
Insurance is an attractive option for investment. 7hile most people recogni>e the risk hedging and ta# saving potential of insurance< many are not aware of its advantages as an investment option as well. Insurance products yield more compared to regular investment options< and this is "esides the added incentives incentives "onusesE offered offered "y insurers. insurers.
Airst Airst and forem foremost ost<< insura insurance nce is a"out a"out risk risk cover cover and protec protectio tion n ? financial protection< to "e more precise ? to help outlast lifeLs unpredicta"le losses. Designed to safeguard against losses suffered on account of any unforeseen event< insurance provides you with that uni@ue sense of security that no other form of investment provides. 8y "uying life insurance< you "uy peace of mind and are prepared to face any financial demand that would hit the family in case of an untimely demise.
%M $otak Mahindra )ife Insurance /ompany )td.< .a joint venture "etween $otak Mahindra Ainance )td. and %ld Mutual lc< aims to offer a wide range of innovative life insurance products that would help in making the Indian consumer financially independent.
1*
K3= M3:67+3
The $otak Mahindra group has esta"lished itself as one of IndiaLs largest financial services groups< offering a wide range of financial products and servic services. es. 7it 7ith h a group group 'et worth worth of %ver %ver (s.I666 (s.I666 corers< corers< it caters caters to a cust custom omer er "ase "ase of ov over er 0<66 0<66<6 <666 66 and and has has a join jointt vent ventur ures es with with lead leadin ing g international players? oldman achs for Investment 8anking - 8rokerage< and Aord /redit International for &utomo"ile Ainance. $otak Mahindra has always "elieved in offering its customers a lifetime of value. $otak Mahindra Ainance )td.< the flagship company of the group< enjoys the highest credit rating of A &&& "y /(II) and I'D &&& ADE "y AIT/H (atings India. 7it years of e#pertise in the Indian financial market< $otak Mahindra is a leader in several of its "usinesses N investment "anking< retail distri"ution and car finance. 7ith a Distri"ution network spread across 6 cities< the group enjoys a widespread reach. reach. It It also also has ofi1 ofi1ces ces over oversea seass in 'ew Gork< )ond )ondon on and and Du"ai. Du"ai.
.
1,
O7 M;;3
7ith 102 years of e#perience in the life insurance "usiness< %ld ?Mutual pic is today an international financial services group ?"ased in )ondon with e#pand e#panding ing operat operation ionss in life life assura assurance nce<< asset asset manag managem ement ent<< "ankin "anking g and general insurance. %ld Mutual is listed on the )ondon tock +#change 7here it is included on the AT+ 166 Inde#E and also on the outh &frican< &frican< 'ami"ian< Malawi Malawi and Oim"a"we stock e#changes. e#changes.
In *666< %ld Mutual ac@uired erard roup in the Jnited $ingdom and Jnited &sset Management in the Jnited tates< "ringing total assets under management to JP *0* "illion & 6n ,1st Decem"er *666E. Ainancial highlights for the year ended ,1st Decem"er *666< included a *F increase in operating profit to JP 1<,41 million.
%ld Mutual has made significant progress through continued development of core "usiness< and through focused ac@uisitions has esta"lished a strong founda foundatio tion n upo upon n which which to furth further er "uild "uild the "us "usine iness ss for custom customer er and shareholder value in the years ahead. The company has the a"ility to cater to a variety of consumer market segments< and offers a comprehensive and innovative product range catering to all income groups.
1
A LIFETIME OF VALUE
$otak Mahindra one of IndiaLs leading financial institutions was "orn in 1540 as $otak /apital Management Ainance )imited. This company was promoted "y Mr. Jday $otak < Mr. idney &. &. into and $otak /ompany. /ompany. Industrialists Mr. Harish Mahindra and Mr. &nand &nand Mahindra took a stake in 1542< and thatLs when the company changed its name to $otak Mahindra Ainance )imited. ItLs "een a steady and confident journey to growth and success. 18 18 K3= K3= M3:6 M3:67+3 7+3 F63 F636* 6* L L7 7 3+ 3+ : 3*/ 3*/4 4 > B D*;669 18$ 18$ K3= K3= M3:6 M3:67+3 7+3 F63 F636* 6* L L7 7 6+ 6+ : L3 L3 367 H+ P;+*:3 3+= 10 10 T: A; A; F63 F636* 6* 7/ 7/ 6 6 3+ 3+7 7 11 11 T: I6/ I6/ 6 6 B36=69 B36=69 D/ D/6 6 3+7 3+7.. T3= T3= /+ /+ FICOM, 6 > I673 3+9 >636*3 +3 3+=69 6?+= 12 12 E6 E6+ + : : F;6 F;67 7 S467 S467*3 *3 6 6 * *++ 1# B+=+3 B+=+39 9 367 367 D+ D+; ;6 6 ;6 ;6 6*++3 6*++37 7 6 3 3 3+3 +3 * *36 364 4 - K3 K3= = S S*; *;+ + .. I6/ I6/ 6 6 B36=69 7/6 6*++37 6 3 3+3 *364 K3= M3:67+3 C33 C364 1 1 T: T: A; A; F636 F636* * B;6 B;6 :/7 :/7 >> 6 6 3 3 3+3 +3 *36 *364 4 - K3= K3= M3:67 M3:67+3 +3 P+; P+; L L7. 7. K3= K3= M3:67+3 3= 3 96>*36 3= 6 F+7 C+7 K3= M3:67 M3:67+3 +3 L L7, 7, >+ >636 >636*6 *69 9 F+7 F+7 /:* /:*. . T: T: 3;6*: > M3+ I6>+36 S+/* L7 3+= 10
: +; 6+4 6 6>+36 7+;6. 18 E6+ E6+ : ;;3 ;;3 >;67 3+= 3+= ?: ?: : 3;6*: 3;6*: > > K3= K3= M3:67+3 A M36396 C364. 2000 2000 K3 K3= = M3:6 M3:67+ 7+3 3 ; ?: ?: O7 M;; M;;3 3 *. *. >+ : : L>
I6;+36*
;6.
K3= S*;+ 3;6*: =3=+.* - 6-6 +=69 +=69 . F+3 *6* *6*6 6 > +/3 +/3 ;4 ;4 3*/4 :+;9: 69 ; > K3= M3:67+3 V6;+ C33 F;67. 2001 M3+
7
F+734
C++36
L3;6*: I6;+36* S+/* 200 200 K3= K3= M3: M3:67+ 67+3 3 F636 F636* * L7. L7. *6/ *6/+ + 36= 36=
$otak Mahindra is one of IndiaLs leading financial institutions< offering offering complete financial solutions that encompass every sphere of life. Arom commercial "anking< to stock "roking< to mutual funds< to life insurance< to investment "anking< "anking< the group caters caters to the the financial financial needs of individuals and corporates. The group has a net worth of over (s.1<266 crore and employs over ,<66 employees in its various "usinesses. 7ith 7ith a presence in 26 cities in India and offices in 'ew Gork< )ondon< Du"ai and Mauritius< it services a customer "ase of over 0<66<666. 0<66<666. $otak Mahindra has international partnerships with oldman achs one of the worldLs largest investment "anks and "rokerage firmsE< Aord /redit one of the worldLs largest dedicated automo"ile financiersE and %ld Mutual a large insurance< "anking and asset management conglomerateE. conglomerateE.
12
13
THE ENTIRE PROCESS OF TRAININ
!ust like the "udget T'& estimates the training needs of the different levels of employees in the organi>ation <hough this is done at the "eginning of the the year year<< yet yet to make ake my conc concep epts ts clea cleare rerr I was was aske asked d to su"m su"mit it an e#haustive list of many topics< on which training could "e carried out at he different different levels The levels were classified into=
Top level
Middle level
)ower level
DIARAM SHOWS THE DIFFERENT MANAEMENT LEVELS IN AN ORANI5ATION
These were the training areas identified=
FOR THE TOP LEVEL
1. Managemen Managementt develo developme pment nt progr programm ammes es *. +m +mot otio iona nall train trainin ing g
14
,. ucc ucces essi sion on plan plan . )ead )eadeersh rship 0. 9ual 9ualit ity y manag managem emen entt 2. /ost /ost cutting cutting and and main mainten tenanc ancee 3. Mo Moti tiv vati ation 4. +m +mpl ploy oyee ee rete retent ntio ion n 5. (isk (isk mana manage geme ment nt 16.Manpower planning 11.tress management 1*./onflict resolution 1,.)a"our relations 1.8usiness ethics and conduct 10.elf appraisal 12./ounseling 13.lanning< organi>ing and controlling 14.Management "y o"jectives 15.!o" enrichment *6.+ffective communication *1.%D interventions **./ivil rights and e@ual opportunity programs programs *,.+mployee empowerment empowerment *./ustomer development marketingE *0.ersonal development *2./ustomer relationship management marketing departmentE *3.rievance handling particularly the H( departmentE *4.Technology trends *5.Training for internal trainers 15
FOR THE MIDDLE LEVEL
1. Manp Manpow ower er pla plann nnin ing g *. !o" !o" enri enrich chm ment ent ,. elf elf app appra rais isal al . /ivil /ivil rights rights and e@ual e@ual oppor opportuni tunity ty program programme me 0. 7ork performa performance nce and conduct conduct 2. ecu ecuri rity ty and and saf safet ety y 3. )a"o )a"our ur rela relati tion onss 4. reventio revention n of stock stock shortages shortages and and e@uipment e@uipment failures failures 5. +ffe +ffecti ctive ve comm communic unicati ation on 16.Interpersonal skills 11.Technology trends 1*.upervision 1,.Training for internal trainers 1.9uality management 10.8asic decision making 12./ost cutting 13.Motivation 14.Team "uilding 15.$ai>en and 0 *6.Disciplinary training FOR THE LOWER LEVEL
The lower level can "e divided further into=
killed
emi skilledQ and
Jnskilled
*6
There training needs are as under= 1. Discip Disciplin linary ary train training ing *. /areer /areer planni planning ng ski skille lledE dE ,. kill kill enhancem enhancementQ entQ "asic process process trainin training g . Technolo chnology gy trends trends 0. elf appraisal appraisal skilledK skilledKsemi semiskill skilledE edE 2. /ivil /ivil rights rights and e@ual e@ual oppor opportuni tunity ty program programss 3. 7ork performa performance nce and conduct conduct 4. +ffe +ffecti ctive ve comm communic unicati ation on 5. 9ual 9ualit ity y manag managem emen entt 16.revention of stock shortages and e@uipment failure 11.Hygiene 1*.afety= generic and machine specific 1,./ost cutting 1.Motivation skilledE 10.tandard operating procedures semiskilledKunskilledE semiskilledKunskilledE
*1
THE TRAININ CALENDAR
%nce the training needs are identified a training calendar giving the training schedu schedule le for each each mo month nth is prepar prepared ed specif specifyin ying g the traini training ng needs needs for different different cadres of employees. The calendar may "e altered if re@uired &t the $otak $otak Mahindra Mahindra )imited< )imited< training training is taken at all levels levels on a regular regular "asis & few days "efore the actual training programme programme the< a notice of the same is sent out to the nominated trainees or the H( department may ask the respective department heads to nominate their own trainees. The training calendar is consulted at the "eginning of each month and a notice of the programme programme to "e conducted is given given out
THE TRAININ NOTICE
The traini training ng notice notice contai contains ns all the inform informati ation on relate related d to the traini training ng programme programme It is generally in the form of an internal memo It contains the date on which the training programme is to "e conducted< the venue the nominees etc
THE TRAINER
Most of the times training is provided "y an internal trainer as it is more cost effective &t other times trainers may "e called from outside particularly if the topic is technical If the trainer is e#ternal< a notice has to "e sent out to him specifying the topic of training< the date< venue and the fees that would "e paid to him
& sample of the training calendar and the notice is given on the adjoining pages.
**
FACTORS
THAT
ENSURE
SUCCESS
OF
A
TRAININ
PRORAMME
1. THE OVERALL OVERALL TRAININ TRAININ PRORAM PRORAMME ME
& training programme< is more than simply the sum of its parts They all must "e interwoven into a unified design .The factors that affect such integration include how methods are selected se@uenced and presented Aor an evolution of a training programme seven steps are summari>ed here STEP 1=Define the pro"lem STEP 2=&rrange the pro"lem in order of priority STEP =&nalysis of the pro"lem STEP G= et the targets STEP #= roduce a training plan STEP =Implement the training process STEP $= +valuate the results
*,
The jo" of a training manager
Define the pro"lems &rrange the pro"lem in
+valuate the result &naly>e each pro"lem to determine the "est com"ination com"ination of organi>ational change< selection and training &ssem"le the resources and
Design the training process and produce a training plan
roduce a ?Target population analysis ?Task analysis ?erformance ?erformance analysis
Diagram hows & chematic Riew Riew %f +volution %f & Training lan
*
THE SYSTEMS APPROACH TO TRAININ
The systems approach to training given "y +ckstrand involves seven major steps 1.define training o"jectives *.develop criterion measure to evaluate training ,.define training contents .design methods and training materials 0.integrate training programmes and trainees 2.compare graduates to criteria standards set in step * 3.modify step , - "ased upon results in step 2
ASSESIN TRAININ NEEDS
In a way training needs analysis T'&E is an e#amination of the training system There are a variety of internal and e#ternal forces in an organi>ation to chan change ge The foll follow owin ing g ta"l ta"lee list listss som some of thes thesee forc forces es and and thei their r implications for training within organi>ations. %ften organi>ations attempt to change with these forces "y maintaining the status @uo some will respond to these forces and recogni>e the need to change FORCES TRAININ IMPLICATIONS Incr Increa ease sed d com compu pute teri ri>a >ati tion on Train rainin ing g in in the the use use and and mg mgmt mt of comp comput uter erss Increased demand for Develop these skills in the current employees
employees
with
technological skills /hanging composition of the 'eed for managers who know how to relate workforce
e.g.
greater to employees pro"lems and can work in a
educat education ion<< mo more re minor minoriti ities es cooperative manner with employees and femalesE
*0
More
demand
on 'eed for managers who can make @uick and
management time rea reate terr fore foreig ign n comp compet etit itio ion n
accurate decisions 'eed 'eed for emplo employe yees es who have have skil skills ls in the the technical aspect of the jo" 'eed for managers who have skills in manag anagem emen entt
tech techni ni@u @ues es
that that
ma#im a#imi> i>ee
employee productivity THE CHANE MODEL
T'& can "e done on the "asis that what sorts of changes are needed for the "etterment of the organi>ation. organi>ation. This gives rise to the /hange model rice o"serves that training need e#ists when there is a gap "etween the present performance of an employee or group of employees and their desired performance .If an organi>ation organi>ation uses training training to achieve its goals it must first access its training needs 7hich goals can it attain through training 7hich people need trainingS 7hat is the purpose of trainingQ and finally 7hat will "e the training coresS oldstein "elieves that assessing training needs is far more important tan choosing particular training techni@ue The /hange Model is depicted as under=
timulus for change
*2
(ecognition of the timulus
(ecognition of the need to change
Diagnosis
oals In other other words words we can say that that Train Training ing needs assessme assessment nt T'&E T'&E is the e#amination or the diagnostic portion of the training system< the system that T'& e#amines e#amines are often referred to as perceived performance deficiencies & perceived performance deficiency e#ists where there is a difference difference "etween the the e#pe e#pect cted ed and and perc percei eive ved d jo" jo" perf perfor orma manc ncee erc ercei eive ved d perf perfor orma manc ncee deficiency can "e e@uated with the reasons that often lead to losses within organi>ations or with the symptoms of the need to change The e#ample "elow depicts this in a clearer way=
Aailure to train workers effectively
SYMPTOMS OF THE NEED TO CHANE
1.low productivity *.high a"senteeism ,high turnover low employee morale 0hii h rie 0h rieva vanc nces es
Aailure to motivate the employees
*3
TIPS ON PROVIDIN THE RIHT KIND OF TRAININ
8efore e#amining the various forms of T'& it is important to focus on the kinds of training organi>ations should provide. Training should "e provided "ased on current andKor future jo" re@uirements training should have a dual goal of organi>ational effectiveness and an improved work e#perience for the jo" incum"ent %rgani>ations should "enefit from training if it raises employee performance "y raising skill and motivation level and Kor increases the organi>ation’s a"ility to attract or retain high @uality employees and &ttempts are made to determine the training needs for the entire organi>ation rather than its specific departments to involve the top management in this programme programme The e#istence of the gap "etween employees present performance and the desired performance can "e determined on the "asis of = 3634 involving five steps •
&nalysis and determination of the major re@uirements of the specific jo"
•
Identification of the task needed to "e accomplished to meet the jo" re@uirements
•
Jnderstanding of the procedures needed to accomplish each of the jo" tasks
•
&nal &nalys ysis is of the the kn know owle ledg dgee and and skil skills ls need needed ed to acco accomp mpli lish sh the the proceduresQ and
•
Identification of the special pro"lems of the jo" and analysis of any particular kind of skill needed to meet the pro"lem
election policy and si>e and general skill level of the availa"le work force are two of the important factors that affects the general ongoing training
*4
programme programme of an organi>ation organi>ation Training Training programmes programmes should "e formulated "y the line personnel with the advise and assistance of the staff A6 +36 6 67 :3 +3669 *36 3 9/6 6 ; > : :9: 3673+7 3**:7 4 : 4 .. 6 : >+ > 3 +?3+7
YODERS PRINCIPLES FOR EFFECTIVE TRAININ
1. Trainin Training g is a management management function function and accordingl accordingly y every individua individuall is a trainer *. The staff staff trainer trainer must not e#ert author authority ity over line line "ut provide provide advice advice and guidance ,. +very individu individual al re@uires re@uires training training . Trainin Training g should should "e supported supported "y "y all levels levels of manager managerss 0. +ith +ither er a comm commit itte teee or some some othe otherr indi indivi vidu dual al shou should ld "e even eventu tual ally ly responsi"le for training 2. &ttem &ttempt pt must "e made made to disting distinguis uish h "etwee "etween n staff staff and line trainin training g functions 3. Trai Traini ning ng shou should ld "e aime aimed d at the the atta attain inme ment nt of the the o" o"je ject ctiv ives es of the the enterprise "y providing proper knowledge skills and attitude 4. The o"ject o"jective ive and scope scope of the traini training ng should should "e defined defined at the very outset of the programme programme 5. &ttempts &ttempts should should "e made to employ employ tested tested principle principless of learning learning 16.Training should "e imparted in the real work environment environment 11.)astly everything should "e measured and the proper yardstick standard time cost etc should "e developed
*5
SUMMARY! ESSENTIALS OF TRAININ
To conclude there are four essential s for effective training namely= aE tim timulus ulus "E (esponse cE Mo Moti tiva vati tion on dE (eward (eward and and ince incenti ntives ves
STIMULUS! The trainer’s communication must "e scientific and to the
point The trainee should understand what he is going to learn The instructor must use all or at least most of the sense organs of the trainee so as to get ma#imum possi"le participation RESPONSE! The trainer must o"serve the responses of the trainees as well
as the result of his stimuli The responses of the trainees can "e o"served either "y asking @uestions or allowing him to do the jo" according to his directions The instructor should allow the repetition of the correct response and encourage the trainees to retain the improved "ehaviour MOTIVATION! The trainee must "e motivated to learn Jnless the trainee
is motivated and interested in learning< even a good instructor cannot train him Thus a positive attitude towards learning must "e inculcated in the trainee REWARDS REWARDS AND INCENTIVES! INCE NTIVES! (ewards and incentives act as a stimulus
for the trainee to satisfy his need for social approval Aor any effective training programme the management must have a provision for the trainees The management must give sufficient information a"out the reward whether in the form of financial or non financial "enefits to the trainees who will come out successfully of the training programme programme
,6
&t present there is no systematic standardi>ation of the different training programmes programmes in India +ach organi>ation organi>ation has developed its own method of traini training ng "oth "oth for worker workerss and sup superv erviso isors rs Howeve Howeverr manag managem ement ent mu must st consider a systematic training to improve the efficiency and morale of the employ employees ees sys system temati aticc traini training ng progr program amme me will will help help the manag managem ement ent to standardi>e the jo" performance as well as the selection and placement programme programme &s already specified for the success of any training programme the selection of trainer is of prime importance The trainer must "e picked from the immediate supervisors in case of on the jo" training programme econdly the statues of the training in charge should "e e@uivalent to that of the person personal al manag manager er in the orga organi> ni>ati ation on Th Third irdly ly the needs needs of traini training ng should "e "ased on organi>ations needs The last "ut not the least important point is the importance importance of human relations for the development of an effective organi>ation organi>ation Training in good human relations means training good lead leader ersh ship ip and and deve develo lopi ping ng soun sound d rela relati tion onsh ship ip amon among g peop people le in the the organi>ation
CATAORIES CATAORIES OF TRAININ TRAI NIN NEEDS ANALYSIS ANALYSIS
& T'& can "e categori>ed "ased upon whether it is +3*/ + +3*/ & reacti reactive ve i.e. i.e. remedi remedialE alE T'& T'& occurs occurs when when the percei perceived ved perfo perform rmanc ancee deficiency is a discrepancy "etween perceived and e#pected performance for the employees employees current current jo" & proactive proactive T'& is conducted conducted to respond respond to the perception that current jo" "ehavior reflects an ina"ility to meet future standa standards rds or e#pect e#pectati ations ons Th There ere are are ? /3+36 > : +3*/ TNA namely=
,1
reventive approach Developmental approach The +/6/ 3+3*: is designed to assure that an employee will "e a"le to meet future e#pectations for his or her current jo" The 7/63 3+3*: is conducted when current jo" "ehavior leads to
the perception that the individual has the potential "ut is not yet ready to perform at a higher level position & proactive T'& rests on the a"ility of someone to predict or anticipate a future pro"lem &ny well done T'& is time consuming and costly ations organi>ations do not not conduct a T'& T'& prior to training T'& increases the pro"a"ility of a successful training effort "y determining if and how training can help to solve a particular pro"lem It is impossi"le for trainers to prove that their training activity caused an improvement in jo" performance without without conducting a T'&
HOW SHOULD A TNA BE CONDUCTED
To pinpoint the range of training needs and define their content< the H( depart departme ment nt uses uses diffe differen rentt approa approache chess to need need assess assessmen mentt It may may survey survey potential trainees to identify specific topics a"out which they want to learn more more ¬h ¬her er H( led approa approach ch is task task identi identific ficati ation on Train Trainers ers "egin "egin "y evaluating the jo" description to identify the salient task that the jo" re@uires Trainers are also alert to others sources of information that may indicate a need need for for trai traini ning ng such such as prod produc ucti tion on reco record rdss @u @ual alit ity y cont contro roll repo report rtss grieva grievance nces< s< safety safety report reports< s< a"sent a"senteei eeism sm and turnov turnover er statis statistic ticss and e#it e#it interv interview iewss of depart departing ing emplo employee yeess may may reveal reveal pro"le pro"lems ms that that sho should uld "e addressed through training and development development efforts Training needs may also
,*
"ecome apparent from career planning discussions or performance performance appraisal reviews upervisors see employees on daily "asis and thus are another source of recommendation for training The H( department also reviews self nominations to learn whether training is actually needed elf nominations appears to "e less common for training situations "ut more common for developmental activities
,,
KEY STEPS INVOLVED INVOLVED IN I N CONDUCTIN CONDUC TIN A TNA •
Defining the perceived performance performance deficiency
•
rioriti>ing the pro"lem
•
Identi Identifyi fying ng the jo" re@uir re@uirem ement ents< s< traine trainees es skills skills and a"ilit a"ilities ies and environmental environmental constraints on correcting the deficiency
•
Developing the "ehavioral description of the need
These steps are e#plained as under=
&sk &s k @u @ues esti tion onss a"ou a"outt the jo" Train rainin ing g
comm commit itte tees es Inputs Inputs from from severa severall view view point pointss can often often
and conferences &nalysis of
reveal training needs the Indicators of task interference environmental
operating pro"lem /ard sort
factors Jtili>ed in in tr training co conferences :h : how to toC statements sorted "y training importance
1. PERSON PERSON ANALY NALYSIS
& person analysis compares the individual with the task re@uirements The individual must have the necessary $& as well as the motivation and the opportunity to perform the task Training the incum"ent can typically rectify the deficiencies that are due to lack of skill or knowledge To asce ascert rtai ain n whet whethe herr a lack lack of $& $& is the the caus causee of the the perf perfor orm mance ance deficiency the incum"ent must "e asked to perform the desired "ehavior
2. DEFINE DEFINE THE DEFICIENC DEFICIENCY Y IN BEHAV BEHAVIORAL IORAL TERMS TERMS ,
The first step in the diagnostic process is to clearly define the deficiency in the "ehavioral terms< that needs to "e corrected In a reactive T'& the pro"lem is typically identified as a result of the performance performance appraisal ro"le ro"lem m identi identific ficati ation on for for a proac proactiv tivee T'& T'& stems stems from from perfo perform rmanc ancee appraisal in conjunction with a planning process 7hatever "e the source or type< there is often a tendency to state the pro"lem in terms of the perceived solutions rather than in "ehavioral terms &ccording &ccording to Mager and ipe one way of removing the pro"lem is to ask the individual defini defining ng the pro"lem pro"lem &?:3 *>* :3/+ 3+ 6 3=69 3* :3 :;7 ' 7ithout a specific "ehavioral description of the pro"lem
an accurate T'& is highly impro"a"le.
.PRIORTI5E ORANISATIONAL OALS
inc incee orga organi ni>a >ati tion onss have have limi limite ted d reso resour urce cess all all pro" pro"le lems ms cann cannot ot "e handled simultaneously &n organi>ational analysis asks :what pro"lem should "e solved to provide the greatest organi>ational "enefit The answer to this @uestion will depend upon the following three criteria=
ORANISATION ORANISATIONAL AL OALS= The e#tent to which the performance
deficiency hinders the attainment of organi>ational organi>ational goals
RESOURCES! Th Thee capa capaci city ty to take take corr correc ecti tive ve acti action on mu must st also also "e
considered !ust as any individual has strengths and weaknesses so to do training departments and immediate supervisorsE differ in their a"ilities to rectify the performance pro"lems These along with other resource limitations such as "udget and time constraints must "e consideredE ,0
PROBABILITY OF SUCCESS! The o"jective of training is to improve
performance "y changing "ehavior +ven if a training need is accurately identified and the correct timing is effectively administered there are still a variety of factors that may inhi"it "ehavioral change %ne such factor is the particular
climateKculture climateKculture
of
the
organi>ation organi>ation
%rientation
towards
development is a dimension of climate that has "een identified "y several researchers The ta"le on the ne#t page lists a variety of resources that can "e used in organi>ational organi>ational analysis. DATA
SOURCE TRAININ NEED IMPLICATION
RECOMMENDED %rga %rgani> ni>ati ationa onall goals goals 7ere the the trai traini ning ng emph emphas asis is can can and and shou should ld "e
and o"jectives
placed These provide normative standards of "oth direction and e#pected impact which can highlight devi eviati ation onss
Manp Manpow ower er inve invent ntor ory y
from rom
o"je o" ject ctiive
and
per perform ormance ance
pro"lems 7her 7heree trai traini ning ng is is need needed ed to to fill fill the the gap gapss caus caused ed "y "y reti retire rem ment ent turn turnov over er age age etc etc This his prov provid ides es an impo port rtaant
kill inventory
demog emogra raph phiic
data data
"ase "ase
rega egardin rding g
possi"le scope of the the training programme programme 'um"er of employees in each skill group< knowledge and skill level training time per jo" etc This provides an estimate of the magnitude of the spec specif ific ic trai traini ning ng need needss Js Jsef eful ul in cost cost "ene "enefi fitt
analysis of training projects %rgani>ational climate These :@uality of working lifeC indicators at the indices
organi>ational level may help focus on pro"lems
that have training components &nal &nalys ysis is of eff effecti ective ve /ost /ost acco accoun unti ting ng conc concep epts ts may may repr repres esen entt rati ratio o
,2
indices
"etween ac actual pe performance an and th the st standard or or
desired /hanges in system or 'ew or changed e@uipment may present training su"system pro"lems Manageme Management nt re@uests re@uests %ne of the most commom techni@ues of T'& or interrogation +#it interviews
%ften inf information not not ot otherwise ava availa"le can can "e o"tained in these pro"lem areas and supervisory
M8%
or
training needs specially 7ork rovides performance review potential review and
lanni lanning ng and (eview (eview long long term term "u "usi sine ness ss o" o"je ject ctiv ivee rov rovid ides es actu actual al systems
performance performance data on recurring "asis so that "ase line line meas measur urem emen entt may may "e kn know own n su"s su"se@ e@ue uent ntly ly improvements improvements may "e made
%f all the sources listed the most useful for an organi>ational analysis is the organi>ations goal and o"jectives In larger organi>ations a formal strategic document e#ists which the trainer should not only read "ut analy>e to get the true feeling for the direction in which the organi>ation is headed
. "OB TASK TASK AND WORK WORK ENVIRONMENT ENVIRONMENT ANAL ANALY YSIS
&s part of T'& a jo" analysis should focus on what the trainee needs to "e a"le to do< to perform the jo" satisfactorily In T'& a jo" analysis should take "oth worker and task oriented approach & ?+=+ +67 3+3*: focuses on the skill knowledge and a"ilities to perform the jo"
,3
These might include elementary notions< jo" demand and the specific human "ehavior involved such as decision making< communicating etc & 3= +67 3+3*: focuses on a description of the work activities
performed These involve a description of how where why a worker performs an activity The ta"le "elow specifies the data sources for jo" analysis
TECHNIU TECHNIUES ES FOR TRAININ NEEDS IMPLICATIONS OBTAININ "OB DATA !o" description %utlines the jo" in terns of typical duties an and
resp respon onsi si"i "ili liti ties es "u "utt is no nott mean meantt to "e all all inclusive
Helps
define
performance
discrepancies !o" !o" spec specif ific icat atio ions ns or )ist specified tasks re@uire for each jo" More task analysis
specific than jo" descriptions pecifications may e#tend to judgment of the re@d
erformance standards
knowledge and skills %"jectives of the task of the jo" and standards "y which they are judged This may include "ase line data as well Most effective way o determining specific
erform the jo"
tasks "ut has serious limitations the higher the level of jo" the greater is the gap "etween performance performance and result outcomes outcomes %"serve
jo"
work
sampling
,4
(eview
literature ossi"ly useful in comparison analysis of jo"
concerning the jo"
structure "ut far removed from uni@ue aspect of the the jo" jo" stru struct ctur uree with within in any any spec specif ific ic organi>ation
G. WORK ENVIRONMENT ANALYSIS ANALYSIS
+ven if the $ is ac@uired there is no guarantee that the deficiency will "e eliminated Training can only rectify a deficiency which is due to the lack lack of $.H $.How owev ever er<< the the capa capaci city ty to perf perfor orm m will will no nott resu result lt in performance if the other two varia"les are not present analysis T: 36 > ?::+ : /3+3 3+ +6 +>++7 3 ?+= 6/+66
DEVELOP OB"ECTIVES
The inform informati ation on o"tain o"tained ed in the jo"< jo"< person person and work work enviro environm nment ent analysis is used to develop the training o"jectives Many advocate this approach while others have @uestioned its value. /ritics have typically stated that "ehavioral o"jectives are rigid and fail to consider individual learning styles
Training may be classified lucidly as given by Yoder into the following categories
1. enera enerall train training ing metho methods ds *. (ank and file jo" training training methods methods
,5
,. /raft /raft traini training ng metho method d . +#ecut +#ecutive ive trai trainin ning g metho method d 0. pecia peciall train training ing metho method d The second classification can "e on the "asis where the training takes place i.e. 1. %n the the jo" jo" tra train inin ing g *. %ff %ff the the jo" jo" trai traini ning ng
6
TYPE TYPES S OF TRAI TRAINI NIN N METH METHOD ODS S ON TH THE E BASI BASIS S OF ABOV ABOVE E CLASIFICATION
•
INDUCTION OR ORIENTATION TRAININ
Induction or orientation training may "e defined as a process of guiding and counseling the employee to familiari>e him with the jo" situation The induction process accomplishes seve severa rall o" o"je ject ctiv ives es incl includ udin ing g form format atio ion n of a favo favora ra"l "lee impr impres essi sion on and and atti attitu tude de<< deve develo lopm pmen entt of a feeli eeling ng of "elongingness and felicitation of learning and teamwork on part of the employees content of the induction programme programme shou should ld "e pred redete eterm rmin ineed in the form orm of a chec heckli klist specifying the topics to "e covered &ttempts are to "e made to follow up and assess the programme "y interviewing the new employees as a measure to correct the gaps in the knowledge and attitude of the employees
•
RANK AND FILE "OB TRAININ
This is "ased on similarities in training on several specific jo"s This type of training can either "e imparted in a class room or on the jo" It is performed "y foreman or a group group leader Its advantages advantages arise in so far far as it is realistic and economical and does not hamper production as well as necess necessita itate te transi transitio tion n from from classr classroom oom to jo" situat situation ionss Its limita limitatio tions ns include 1. The traine trainerr may may "e an incom incompeten petentt teacher teacher *. The sho shop p floor floor may"e may"e "us "usy y
1
,. There may arise heavy productio production n losses losses •
SUPERVISORY TRAININ TRAININ
upervisory training needs reveal utmost divergence in view of the divergent duty of the supervisor +mployee attitude survey s help in finding areas of supervisory training )ikewise supervisors themselves may "e re@uested to indicate the areas where they need training Are@uently these surveys indicate that that sup superv erviso isors rs need need train training ing in hum human an relati relations ons<< produc productio tion n contr control< ol< company policies and how to instruct upervisory courses consist of !o" method training !MTE and !o" relations training !(TE The "MT helps the supervisor supervisorss to improve methods in their their departmen departments< ts< whil whilee the the "RT helps them in handling handling human relations relations pro"lems pro"lems in their departments
ON THE "OB TECHNIUES
&s the name suggests on the jo" techni@ues are conducted in the real jo" settings %n the jo" methods usually involve training in the total jo" These methods are typically conducted "y individuals< workers or supervisors The main advantage is that the trainees learn while actually performing the jo" which may minimi>e the training costs They also learn in the same physical and social environment in which they will "e working once the normal training period is completed However this method has its limitations It does happen sometimes that the supervisors and coworkers are not interested in traini training ng new emplo employee yeess Th This is "ecom "ecomes es a pro"le pro"lem m partic particula ularl rly y when when the trainers "elieve that their jo" security may "e threatened "y training the new comers
*
•
"OB INSTRUCTION TRAININ
!o" instruction training !ITE is received directly on the jo"< and is so often called :on the jo" trainingC It is primarily used to teach workers how to do their current jo"s In this the worker learns to master the operations involved on the actual jo" situation under the supervision of his immediate "oss who has to carry the primary "urden of conducting this training Jsually no e@uipment or space is needed< since new employees are trained in the actual jo" location The trainer may "e a skilled workman He may "e a superior who "reaks in the new man and then turns him over to the skilled workman who continues to guide the learner !IT may include the following steps 1.
Thee trai Th traine neee rec recei eive vess an ov over ervi view ew of of the the jo" jo"<< its its purp purpos osee and and its its desi desire red d
outcomes with an emphasis on the relevance of the training *.
Thee trai Th traine nerr dem demon onst stra rate tess the the jo" jo" to give give the the emp emplo loye yees es a mo mode dell to
/opy. ,.
Thee tra Th train inee ee then then mimic imicss the the trai traine ner’ r’ss e#am e#ampl plee
.
Dem Demo "y the the trai traine nerr and and prac practi tice ce "y "y the the trai traine nees es is is cont contin inue ued d till till the the
jo" is mastered 0.
%n the the a"o a"ove ve "asi "asiss a cont contin inuo uous us feed feed"a "ack ck is rece receiv ived ed
2.
Aina Ainall lly y the the empl employ oyee ee per perfo form rmss the the jo" jo" with withou outt supe superv rvis isio ion< n< alt altho houg ugh h
the trainer may visit the employee to see if there are any lingering @uestions
,
"OB ROTATION
To cross train employees in a variety of jo"s< some trainers move a trainee from jo" to jo" "y jo" instruction training This is a method of training wherein workers rotate through a variety of jo"s< there"y providing them a wider e#posure Trainees are placed in different jo"s in different parts of the organi>ation for a specified period of time They may spend several days or even years in different company locations In this way they get an overall perspective of the organi>ati organi>ation on 8esides giving workers workers variety in their their jo"s it help helpss the the orga organi ni>a >ati tion onss in vaca vacati tion onss i >ing ng or when when resignations occur It helps workers to sharpen their skills and is used to develop people for higher level positions "y e#posing them to a wide range of e#perience in a relatively short span of time It is used for "oth "lue collared as well as white collared positions
APPRENTICESHIP
&pprentice &pprenticeship ship training training is ancient ancient device device &n apprentic apprenticee is a worker worker who is learning a trade "ut who has not reached the state where he is competent to work without supervision It is particularly common in the skilled trades. %rgani>ations %rgani>ations that employ skilled trade people such as plum"ers< carpenters< masons masons<< printe printers rs and sheet sheet metal metal worker workerss may may develo develop p journe journeyme ymen n "y conducting formal apprentices programmes & new worker is tutored "y a esta esta"l "lis ishe hed d work worker er &n appr appren enti tice cesh ship ip last lastss * to 0 year yearss /las /lassr sroo oom m instructions are imparted typically in the evenings for 1 or more hours per year +ach apprentice is usually given a work"ook consisting of reading material< tests to "e taken and practice pro"lems to "e solved The apprentice serves as an assistant and learns the craft "y working with a fully skilled
mem"er of the trade called a !ourneyman This training is used in such trades
COACHIN
&t mana manage geme ment nt leve levels ls<< coac coachi hing ng of imme immedi diat atee su"o su"ord rdin inat ates es "y thei their r managers is common /oaching is similar to apprenticeships "ecause the coach attempts to provide a model for the trainee to copy It tends to "e less forma formall than than an appren apprentic ticesh eship ip progr programm ammee "ecaus "ecausee there there are few few forma formall classroom sessions and "ecause it is provided when needed rather than "eing part of a carefully planned programme programme /oaching is almost always handled "y the supervisor or or the manager not not "y the H( department department
VESTIBULE TRAININ
To keep instructions from disrupting normal operations< some organi>ations use vesti"ule training This type of training is often used in production work & vesti"ule vesti"ule consists of training e@uipment that is set up a short distance from actual production line The method is good for promoting practice a learning principle involving involving the repetition of "ehavior "ehavior These These special training areas areas are used for skilled and semiskilled jo"s particularly those involving technical e@uipment
0
OFF THE "OB TRAININ TECHNIUES
%ff the jo" methods are those training and development programmes that take place away from the daily pressures of the jo" and are conducted "y highly competent outside resource people who often serve as trainers< which is on onee of the the main ain adva advant ntag ages es of this this metho ethod d uch uch peop people le incl includ udee technicians< consultants and university faculty Its major draw"ack is the transfer pro"lem Too Too often trainees learn new facts and principles at lectures workshops workshops and conferenc conferences es "ut have no idea how to apply them< once they are "ack in their jo"s
LECTURES
Thee lect Th lectur uree metho ethod d is a po popu pula larr form form of inst instru ruct ctio ion n in educ educat atio iona nall institutions +ven though the effectiveness of the lecture method is often @ues @u esti tion oned ed many many inst instru ruct ctor orss find find them themse selv lves es ,6 ,6F? F?06 06F F of thei theirr time time lecturing It is also used in industry )ectures consist of meeting in which one or a small num"er of those present actually play an active part The lecturer may "e a mem"er of the company or a guest speaker 8efore preparing a lecture the following @uestions must "e considered •
7ho is your audienceS
•
7hat is your audienceS
•
7hat is the availa"le timeS
•
7hat is the su"ject matterS
8esides the following points must "e considered=
su"ject
It should "e "rief and to the point< presenting the theme of the in a manner that arouses the interest of the audience from the start The speaker must poised courteous and sincere
2
imple language must "e used
The method is generally used when= 1. 8asic 8asic theoretical theoretical knowle knowledge dge has to "e "uilt "uilt up "efore "efore actual actual practice practice *. 7hen the the summary summary of some some research research work has has to "e communi communicated cated ,. 7ith 7ith a more homogeneo homogeneous us audience audience a trainer can can direct the lecture lecture to specific topics and techni@ues which is often more "eneficial than using some "road "ased material
AUDIO VISUAL TECHNIUES!
&udiovisual techni@ues cover an array of training techni@ues< such as films slides and videotapes. It allows participants to see while listening and is usually @uite good at capturing their interests These allow a trainers message to "e uniformly given to numerous organi>ational locations at one time and to "e reused as often as re@uired It is important to note that people remem"er *6Fof what they hear< ,6F of what they see and 06F of what they see and hear
AVAILABLE DEVICES
B3*=3+7! It is ine#pe ine#pensi nsive ve and is availa availa"le "le in all lectur lecturee halls halls Its use
re@uire no prior preparation is very useful for demonstrating calculations and formulations %ne of the major disadvantages of using a "lack"oard is that the speaker has to turn away from the audience
F *:3+! It can replace the "lack"oard with the advantage that no erasing
is re@uired It is especially especially useful useful for single presentati presentations ons which may not
3
justify the designing of costly visuals )imitation of space is a major disadvantage Drawings have to "e stored away flat to avoid damage
OVERHEAD PRO"ECTOR! It projects large si>e transport images onto a
screen under normal lighting conditions
CONFERENCE METHOD! It is also known as the discussion method It
encourages the participation of all mem"ers of a group in an e#change of opinions< ideas and criticism It is a small group discussion in which the leader plays a neutral role providing guidance’s and feed "ack In spite the intention to encourage general participation< the conferences are dominated "y a few< few< with the majority no more active than< had they "een facing a lecture This is particularly effective if the ratio of trainees to trainers is not very large This method is useful when the material needs clarification and ela"oration or where a lively discussion would facilitate understanding OB"ECTIVES OF THE CONFERENCE METHOD!
1. Develo Developin ping g the decisio decision n the decisio decision n makin making g and pro"lem pro"lem solving solving skills of the personnel *. resentin resenting g new and comp complicat licated ed materia materiall ,. /hanging /hanging and mod modifyin ifying g attit attitudes udes
ometimes the lecture method may "e followed "y a conference< giving the participants a chance to share opinion a"out the material &n effective effective trainer can get all the participants involved even the less vocal ones The success of this method depends largely on the skills personality and education of the discussion leader
4
The conference method can draw on the learning principles of motivation and feed"ack
ROLE PLAYIN! PLAYIN!
(ole (ole playin playing g "eliev "elieves es that that learn learning ing is facili facilitat tated ed "y active active partic participa ipatio tion n rather rather than passiv passivee recept reception ion This is a traini training ng metho method d often often aimed aimed at enhancing either human relations< skills or sales techni@ues (ole playing can "e defined as an educational or therapeutic techni@ue in which some pro"lems involving human interaction< real or imaginary is presented and then spontaneously acted out articipants suggest how the pro"lem can "e handled more effectively in the future The acting is followed "y discussion and analysis to determine what happened and why and if necessary how the pro"lem can "e handled in the future (ole playing is less structured than acting< where performers have to say lines on cue articipants are assigned different roles in the scenario to "e enacted so in this way it is a device that forces trainees to assume different identities Jsually participants e#aggerate each others "ehaviour "ehaviour Ideally
•
It re@uires a person to carry out a thought or decision he may have reache reached d (ole (ole playin playing g e#per e#perien ience ce demons demonstra trates tes the gap "etwee "etween n thinking and doing
5
•
It permits the practice of carrying out an action and make it clear that good human relations re@uire skills
•
&ttitudinal change is effectively accomplished "y placing the person in the specified role
•
It trains a person to "e aware of< and "e sensitive to others feelings The information serves as feed"ack of the effect his "ehaviour has on other people
•
& fuller appreciation of the important part played "y feelings in determining "ehaviour in social situations is developed
•
+ach person is a"le to discover his own personal faults
•
It permits training in control of feelings and emotions
The two important types of role?plays are
•
S+;*;+7 + 34 is characteri>ed "y use of written cases selected
from te#t or written to meet organi>ational training o"jectives It can further "e su"divided into three types •
Single role play consists of two or three playing out roles in front of a
class
POST ENACTMENT!
In
con ond ducti uctin ng
post ost
ena enactm ctment ent
discu iscuss ssiion on<<
reac reacttion ion
to
role ole?pla ?play y
should "e o"tained from the people who have acted a role?play
ROLE PLAY HAS BEEN SHOWN TO BE EFFECTIVE IN
a. tudying tudying small small group group leadershi leadership p skills skills
06
". Increasing sensitivity sensitivity to the motivation motivation of others c. Im Impro provin ving g intervi interviewi ewing ng skills skills d. +nhancing +nhancing a"ilit a"ility y to develop develop innovative innovative soluti solutions ons to the human human relations pro"lem CASE STUDY=
8y studying the case< trainees learn a"out real or hypothetical circumstances and the action s others take under those circumstances 8esides learning the content of the case a person can develop decision making skills particularly the analytical skills &ccord &ccording ing to $( &ndrew &ndrewss “business case is a written description of an actual situation in business which provokes in the reader the need to decide what is going on what the situation really is or what the problems are and what can and should be done”
/ase /asess are are orga organi ni>e >ed d arou around nd on onee or more ore pro" pro"le lems ms or issu issues es that that are are confronted "y an organi>ation /ases are designed primarily to illustrate pro"lem issues rather than to portray :success storiesC /ases can range in length from one page to over fifty pages The method calls for language skills 8ut many people are sent to case study courses primarily "ecause they lack communication skills
ADVANTAES o
7hen 7hen case casess are are meani eaning ngfu full and and sim similar ilar to work work rela relate ted d situations there is some transference transference
o
There also is the advantage of participation through discussion of the case It improves participants skills in pro"lem analysis< communication and particularly "rings home to the participant
01
that nothing is a"solutely :right or wrongC in the field of human "ehaviour
DISADVANTAES •
Aeed "ack and reception are usually lacking
•
%ne inherent difficulty is personal "ias
•
&ccording to /astore trainees may grow tired of case study after "eing e#posed to it for awhile and find other methods more involving and more interesting
urvey results indicate that the case method is considered "y the training directors to "e the "est method of developing pro"lem solving skills
SIMULATION
imulation is an approach that replicate certain essential characters of the real world organi>ation so that the trainees can react to it as if it were the real thing and then conse@uently transfer what has "een learned from the to their jo" &s the name implies< simulation training is "ased on a reproduction of some aspect of jo" reality /oppard defines simulation as :a representation of a real life situation which attempts to duplicate selected components of the situation along with their interrelationships in such a way that it can "e manipulated "y the userC imulation usually enhances cognitive skills< particularly decision making &very ery po popu pula larr trai traini ning ng tech techni ni@u @uee for for high higher er leve levell jo"s jo"s in whic which h the the employees must process large amounts of information
0*
imulation have many forms Nsome use e#pensive technical instruments while others are far less costly ome simulations need only one participant< while others may involve as many as 10 to *6 people working together as a team imulations are "road "ased training techni@ues that can "e adapted to suit a company’s need 8y using e@uipment simulators workers can practice new "ehaviour and operate certain comple# e@uipment free of danger to thems themselv elves es +@uipm +@uipment ent simula simulator torss can range range from from simple simple mo mock ck ups to computer "ased simulations of complete environments ome of them are utili>ed to train a single individual and others are used for team training
A.IN BASKET E%ERCISE
It simulates how managers make decision an the allocated time The name is derived from the famous I' and %JT trays found on the ta"le of e#ecutives These trays are more prominent in the case of government officials and pu"lic sector managers managers The managers proceeds through the line "asket and makes decision a"out the matters that need attention Jsually there are 1*?10 items in the "asket I' "asketQ the entire e#ercise may may take *?, hours to "e completed completed ro"lem from from various management field may "e put in the form of letters memos and memoranda in the I' "asket of the participant The participant is re@uired to respond to these items as he might do on the jo" !udges unconstructively o"serve and evaluate the participant’s performance performance along certain dimensions such as the @uality and @uantity of work accomplishes
B.BUSINESS AMES!
It is descri"ed as a dynamic training e#ercise utili>ing a model of a "usiness situation This trains the employee in certain skills within the rules of the 0,
gam game part partic icip ipan ants ts try to meet meet the the stat stated ed o" o"je ject ctiv ives es of the the e#er e#erci cise se art artic icip ipan ants ts may may "e divi divide ded d into into vari variou ouss team teamss whic which h are are plac placed ed in competition to each other in resolving some pro"lem information which may "e supplied to all the teams The game illustrates the value of analytic tech techni ni@u @uee such such as use use of math mathem emat atic ical al mo mode dell to arri arrive ve at the the op opti tima mall solution 8usiness games are developed to simulate interpersonal relations pro"lems< financ financial ial<< "ud "udget geting ing and resour resource ce alloca allocatio tion n pro"le pro"lems ms It is a simula simulatio tion n which consists of a se@uential decision making e#ercise structured around the the hy hypo poth thet etic ical al mo mode dell of an orga organi ni>a >ati tion onss op oper erat atio ions ns in whic which h the the participants assume assume roles in managing the the simulated operations operations It attempts attempts to reproduce the social psychological and economic dynamics or organi>ational organi>ational "ehaviour in an artificial setting articipants are told a"out the o"jective of the game game and evaluated evaluated on the the "asis of how far far they are a"le a"le to meet the o"jectives
PRORAMMED PRORAMMED INSTRUCTION
It is a training approach which makes the advantage of private tutoring availa"le to large group of students "eing trained in new skills rogrammed instruction is one of the innovations used in teaching technology developed in recent years "ut its origin goes to the research of learning theorist 8A kinner The method involves an actual piece of e@uipment usually called the T3*:69 3*:6 + 3 *34 *6+;*7 3+ = In either case<
the method has three characteristics=
•
The participants are active and they determine their own learning pace 0
•
7hat is to "e learned involves many discrete pieces of material< and the participants get immediate feed"ack on whether they have learned each piece
•
The material to "e learned is prepared in such a way that it can "e presented to the learner in a series of se@uential steps These steps progress from simple to more comple# level of instruction The information information to "e taught is presented in the form of a +9+3 The person who writes the programme programme is is called the +9+3 +9+3+ + and the people for whom the programme is "eing written is referred to as the 3+9 ;36
T:+ 3+ :+ =67 > +9+37 6+;*6! •
LINEAR PRORAMMIN !In this method which was developed
"y kinner< the student works through all the se@uences of a "ook in a straight path from the first page to the last He is given feed"ack in every step •
INTR INTRIN INSI SIC C
OR BRND BRNDIN IN
PRO PRORA RAMM MMIN IN! ! This his
form form
deve develo lope ped d "y Dr /row /rowde derr make makess the the stud studen entt work work thro throug ugh h the the programme programme "y one of the several :pathsC or :"ranchesC according to the response he chooses •
ADAPTIVE PRORAMMIN! D/7 "y ordon ask these
programmes programmes can only "e presented in machines which :adaptC to the trainees This form makes allowance for more variations in student a"ility
00
COMPUTER AIDED INSTRUCTION
It is one of the newest developments in instructional methodology It is a logical e#tension of programmed instruction and shares many of its "enefits
SYNDICATE METHOD!
7orking in small groups to achieve a particular purpose is descri"ed as yndicate method The essence of this method is that the participants learn from each other and contri"ute their own e#perience to the fullest Thee synd Th syndic icat atee metho ethod d is desi design gned ed to prov provid idee the the part partic icip ipan antt an environment that would help him to reflect critically on his own work and e#perienceQ to update his knowledge of new concepts and techni@ues with the help of other co participants to develop sound judgment through greate greaterr insigh insightt into into the human human "ehavi "ehaviou ourr The method is suitable for training and development of eecutives with considerable eperience It is not not usef useful ul in the the case case of mana manage geme ment nt stud studen ents ts with withou outt any eperience
The participants are divided into groups consisting of a"out eight to ten participants T: T: 9+; 9+; 3+ 3+ *3 *37 7 467 467* *3 3 +ach +ach syn syndic dicate ate functions as a team that can represent various functions as well as interest areas The syndicates are given assignments which have to "e furnished and and a repo report rt su"m su"mit itte ted d "y spec specif ific ic date date and and time time 8y rota rotati tion on each each mem"er of the syndicate "ecomes the leader for completing the specific task +ach assignment to the syndicate is given in the form of a :"riefC This is a carefully prepared document "y the faculty enerally each syndicate is re@uired to su"mit a report which is circulated to other syndicates for critical evaluation 02
BEHAVIOUR BEHAVIOUR MODELLIN!
&cco &ccord rdin ing g to soci social al lear learni ning ng theo theory ry<< mo most st hu huma man n "eha "ehavi viou ourr is lear learnt nt o"servationally through modeling !hen social learning theory is applied to industrial training programme it is commonly referred to as behaviour modeling It is generally
used to improve the interpersonal and
communication skills of supervisors in dealing with the su"ordinates There are a num"er of training sessions and each session follows the same format The topic is first introduced "y the trainer and then a film is shown depicting the supervisor model effectively handling a situation followed "y asset of three to si# learning parts that are shown in the film immediately "efore and after the model is presented & group discussion is held in which the effectiveness of the method is discussed &fter this the practice session starts in which one of the trainee assumes the role of an employee &nd then feed"ack from the training class is given on the effectiveness of each trainee in demonstrating the desired "ehaviour
&t the end of each training session the trainees are given copies of the learning points and are asked to try and apply them to their jo" in the following week It has "een found that this programme has had desira"le effects on learning "ehaviour and performance criteria +mployees may learn a new "ehaviour "y o"serving and then imitating the new "ehaviour recreation of the "ehaviour may "e videotaped so that the trainer and the trainee can review it !hen watching the ideal behaviour the trainee also gets to see negative conse"uences of not following the right behaviour 8y o" o"se serv rvin ing g the the po posi siti tive ve and and nega negati tive ve cons conse@ e@ue uenc nces es the the
employee receives enforcement that ena"les him to correct the "ehaviour 03
This This appr approa oach ch has has been been succ succes essf sful ul in teac teachi hing ng supe superv rvis isor orss how how to discipline employees and is particularly common in athletics
SENSTIVITY TRAININ!
It provides the participants with an opportunity to actually e#perience some concept of management just as a manager would e#perience them in his organi>ational situation ensitivity training purports to develop awareness and sentiments to one’s own and other’s "ehavioral patterns is a group training method that uses intensive participation and immediate feed"ack for self analysis and change The method provides face to face learning of on goin go ing g "eha "ehavi viou ourr with within in a sm smal alll grou group p and and lack lackss stru struct ctur uree In this this the the participants remain involved and enthusiastic This attempts to develop the diagnostic a"ility of the participants Nthe a"ility to perceive reality The individual is made more aware of himself and his impact on others &t a group level one learns a"out normative structures and authority relationships leading to "etter team work It increases sensitivity and awareness towards others and their styles It helps to understand how conflicts arise and are resolved %"viously the learning is at an emotional rather than at an intellectual level 8eing an emotional e#perience the degree of change depends on the amount of emotional involvement & predominant pro"lem with the effectiveness of sens sensit itiv ivit ity y trai traini ning ng is the the tran transf sfer er pro" pro"le lem m that that is the the ina" ina"il ilit ity y of the the participant to apply concepts and awareness gained in the la"oratory or group to his jo"
04
ROLE OF THE TRAINER
The trainer acts as the facilitator to o"tain the feed "ack and check severe psychological damage to the participants He is responsi"le for creating an environment with time and space in which learning can take place He should focus focus on the discus discussio sion n and group group learni learning ng for for constr construct uctive ive purpos purposes es It allows the participants to form their own conclusion "ased on :H+(+ &'D '%7C i.e. learning from the interactions interactions with the group group
OALS OF SENSTIVITY TRAININ •
Introspection or awareness< the a"ility to reflect on feelings and ideas within oneself
•
&wareness of feelings= developing a high regard for the significance of feelings in working and living situations
•
(ecognition of and concern a"out feelings< "ehaviour discrepancies= developing an a"ility to diagnose the relationship "etween how one feels and how it is shown in "ehavioral terms This helps in moving towards greater congruence "etween the two
•
Ale#i"ility= developing skills in "ehaving in new and different different ways
Thus sensitivity training is aimed at developing the entire person and not just a particular skill The method is likely to increase managerial sensitivity and trust and enhance respect for the contri"ution of others However the method has not received proper recognition in the "usiness world
05
TYPES OF SENSTIVITY TRAININ
+'TIRITG T(&I'I'
T? T?(%J
T(&'+( (%J
T(&'&/TI%'&) &'&)GI
A&MI)G (%J
/%JI' (%J
T-ROUP
%ne of the significant and repeated methods of sensitivity training is the Tgroup Tgroup T group group leads leads to und unders erstan tandin ding g of self self and contri contri"ut "utee toward towardss orga organi> ni>ati ationa onall change change and develo developm pment ent throug through h traini training ng in attitu attitudin dinal al change in the participants and create "etter team work
C3 C3, , D;66 D;66, , L3?+ L3?+ 367 W*= *= :3/ ;3+7 ;3+7 : 36 36 93 > T ROUP 3 >?
26
•
To give the trainee an understanding of how and why he acts towards other people as he does and of the way in which he affects them
•
To provide some insights into why people act the way they do
•
To teach the participants how to listen i.e. actually hear what other people are saying rather than concentrating concentrating on a replay replay
•
To provide insights concerning how groups operate and what sorts of processes groups go under under certain conditions conditions
•
To foster tolerance and understanding of the "ehaviour of others
•
To provide a setting in which an individual can try new ways of interacting with people and receive feed"ack as to how these new ways affect them
T-9+; 3+ *3>7 3= •
artic icip ipan ants ts in this this grou group p have have no prio prior r ST#$%&'# &#()*S = art knowledge of on another The advantage of such a group is that the mem"ers can e#press and involve himself or herself without fear or retaliation
•
+$MI,Y &#()*S = articipants in this group "elong to the same
department or hierararchical level and have knowledge of one another The disadvantage is that the mem"ers may shy away from giving feed"ack< may dilute it or may not disclose themselves in the fear of it "eing used against them them •
C()SI% C()SI% &#()*S &#()*S = ers erson onss are are from from the the same same orga organi ni>a >ati tion on or
institution "ut not in the same department or hierarchical level They are @uite independent of one another
21
TRANSACTIONAL TRANSACTIONA L ANALYSIS! ANALYSIS!
He "asic philosophy and approach to T& was developed "y Dr +ric 8erne< a psychologist searching for alternatives alternatives to Areudian therapeutic therapeutic procedure she reali>ed that all of us have one of three operating ego states arent adult or child at any given time T& can "e used to eradicate or minimi>e the dysfunctional aspect of the personality The dysfunctional aspect of ones personality develop from cultural assumptions assimilated during childhood< the ways in which we are supposed to control and nurture others and the way in which we have to learn to deal with our own feelings The T& programme programme can vary from one day capsule to a five day programme programme It involves sharing of concepts and knowledge of T&< playing structural e#ercises and games leading the participants to assess their own personalities
FISHBOWL METHOD
It is essentially used in providing skills for understanding human "ehaviour It effectively uses group interaction to develop in the participants a degree of self awareness The primary o"jective of this method is to inculcate in the participants the discipline of o"serving others and on the "asis of this provide feed"ack to learn a"out ones "ehaviour and personality as seen through the eyes of others F: ? *36 >>*/4 ;7 6 7/69= •
Individual and group "ehaviour
•
/ontent of communication communication
2*
•
(ole that an individual plays in?group activities
•
(esolving intergroup conflict level of participation
•
Dynamics of group pro"lem solving
•
Decision makingQ and
•
Interpersonal relations
METHODOLOY!
The e#ercise can involve up to *0 participants participants seated seated in * circles circles one inner inner and one outer The inner group is the target group< mem"ers of this group will either discuss a preselected topic or move towards the completion of a group task &fter the discussion "y the mem"ers of the inner group the outer grou group p is aske asked d to comm commen entt on the the cont conten entt and and mo more re impo import rtan antl tly y the the dynam dyn amics ics and proces processes ses of the inner inner group group mem"ers mem"ers Aeed"a Aeed"ack ck may may "e o"tained "y one of the following methods= •
+ach mem"er of the outer group o"serves all the mem"ers of the inner group on a specific dimension of the group process
•
+ach mem"er of the outer group o"serves one mem"er of the inner group on all the dimensions of group activity
artic articipa ipants nts mu must st learn learn to provid providee feed"a feed"ack ck with with clarit clarity y and precis precision ion Aeed"ack must never "e critical or lose its constructive nature &fter one cycle is completed the outer circle changes places with the inner circle and the cycle repeated NON-ROUP METHODS!
Jnder this method the assessment is made on an individual "asis It is of three types= •
/ounseling 2,
•
Jnderstudy system
•
pecial projects
C()%S',I%& = It help helpss the the trai traine nees es to o" o"se serv rvee thei theirr weak weakne ness sses es and and
involve measures to overcome them It is related to periodic appraisal or rating pecific counseling purports to help the su"ordinates to do their jo" "etter picture of how they are doing their jo" "uild strong personal relationships and eliminate or minimi>e an#iety )%-'#ST) )%-'#ST)-I'S -I'S SYST'M SYST'M = In this this the the trai traine nees es work work dire direct ctly ly with with
individuals whom they are likely to replace However
effective training systems In these systems a task force is "uilt representing varied functions in the company The special projects ena"le the trainees to achieve knowledge of the su"ject assigned as well as to learn how to deal with others who have varied view points ome ome of othe otherr meth method odss of trai traini ning ng that that can can "e usef useful ul part partic icul ular arly ly for for management students and beginners are
Aield trips
rescri"ed reading
Distance learning
Induction training
CONCLUSION!
%f all the methods mentioned a"ove none can "e @uoted as the "est & com"ination of methods can "e used or it can "e changed according to the changing circumstances
2
ADVANTAES AND DISADVANTAES OF ON THE "OB AND OFF THE "OB TECHNIUES
ON THE "OB METHOD ADVANTAES •
'o special facilities facilities needed
•
'o additional staff staff needed
•
(eal life situation< not simulated productive in terms of departments work
•
Trainee Trainee can esta"lish work relationship from the start
•
)earning can "e controlled
•
'o off the jo" cost involved
•
'o transfera"ility transfera"ility of trainee re@uired re@uired
DISADVANTAES •
/ost lost in departmental "udget
•
(isk to machine< e@uipment etc and increase in scrap due to lack of e#perience
•
art time instructor may lack training skills
•
)ack of time due to pressures of production
•
Difficulty Difficulty in accommodating trainee idiosyncrasies
•
syc sycho holo logi gica call pres pressu sure ress on trai traine neee du duee to e#po e#posu sure re "efo "efore re e#perienced workers
20
OFF THE "OB TECHNIUE
ADVANTAES •
&way from work and home pressures
•
More time availa"le
•
Trainee Trainee specific difficulty can "e easily sorted
•
(ela#ed atmosphere more conducive to learning
•
Jnder this method trainee attention can "e o"tained more easily as the distraction is minimum
•
+na"les testing of hypothesis and ideas in low risk environment
•
Improves morale and motivation for self development
DISADVANTAES •
/ost of e#ternal facilities
•
&rtificial sheltered environment
•
Difficulty of simulating work pro"lems
•
Difficulty Difficulty of transferring transferring learning to work situation
•
(esistance of trainees "eing away from home
•
Difficulty Difficulty of transferring transferring learning to work situation
•
enerally more time consuming
•
%ften involves traveling costs and inconvenience
22
EVALUATION EVALUATION OF TRAININ AND DEVELOPMENT
It "asically involves the following steps= •
etting the evaluation criteria
•
electing the trainees to "e tested
•
Testing on the "asis of set criteria
•
Ainding out the gap "etween the actual and set standard performance
•
iving feed"ack< showing the path to improvement improvement
•
Transfer to the jo"
•
Aollow up studies
REASONS REASONS WHY TRAININ TRAININ IS INORED INORED BY ORANIS ORANISAT ATIONS IONS JWHY TRAININ RESULTS ARE NOT EVALUATED •
Many training directors don’t have the proper skills to conduct a rigorous evaluation research
•
ome managers are just reluctant to evaluate something which they have already convinced themselves is worthwhile
•
Many Many orga organi> ni>ati ations ons carry carry out traini training ng "ecaus "ecausee their their compet competito itors rs are doing so or the unions are demanding it
•
Training Training is in itself e#pensive< evaluation adds up to the cost
•
ome training cannot "e evaluated "ecause of the comple#ity of the "ehaviour "eing taught
BENEFITS OF TRAININ •
)eads to improved profita"ility and or more positive attitude towards profit orientation orientation
•
Improves the jo" knowledge and skills at all levels of an organi>ation
23
•
Improve the morale of the workplace
•
Helps create a "etter corporate image
•
Helps people identify with organi>ational organi>ational goals
•
Aoster authenticity< openness and trust
•
Improves the relationship "etween "oss and su"ordinates
•
&ids in organi>ational organi>ational development
•
The organi>ation may learn from the inputs given "y the trainees
•
Helps prepare guidelines for work
•
&ids in understanding and carrying out organi>ational responsi"ilities
•
rovides information information for future needs in all areas of the organi>ation
•
Helps employees adjust to change
•
&ids in improving organi>ational organi>ational communication
SECONDARY DATA ON TRAININ NEEDS IDENTIFICATION IN INDIAN INDUSTRIES
& few years ago a survey was conducted to identify the training needs in Indian industry I have included this to get a "etter view of the the overall picture
SAMPLE
The @uestionnaire was distri"uted to 1666 e#ecutives of which a"out 66 completed forms were received This sample of companies was drawn up on the "asis of three criteria &de@uate representation of various industry groups
24
+nou +n ough gh comm common on groun round d to allo allow w meani eaning ngfu full com compari pariso son n "etw "etwee een n companies &ll core aspects of management were covered i.e. roduction< Marketing Ainance< ersonnel< ystems etc
TOOL
The data was collected through as structured @uestionnaire namely :Training :Training 'eeds &ssessment 9uestionnaireC developed "y attanayak and Dhar< 1552 The @uesti @uestionn onnair airee compri comprised sed of items items is design designed ed to elicit elicit detail detailed ed information with respect to the assessment of training needs PROCEDURE
The @uestionnaire was distri"uted to the e#ecutives "oth personally and thro throug ugh h po post st and and late laterr on coll collec ecte ted d Th Thee part partic icip ipan ants ts for for the the vari variou ouss +#ecutive Development rogrammes +DE at 'ITI+ were also contacted and they filled @uestionnaires The T'& varia"les varia"les were evaluated on the pre decided scale as shown •
trongly agree
? 0 points
•
&gree
? points
'eutral
? , points
•
Disagree
? * points
•
trongly disagree ? 1 point
•
The e#ecutives were "roadly classed as those working in the •
u"lic sector
•
rivate sector
They were further classified as •
enior level 25
•
Middle level
•
!unior levelQ in each category
ANALYSIS
%n the "asis of data collected under the structured @uestionnaire the analysis was drawn on statistical packages and the various graphs and charts were o"tained to draw out results
CONCLUSION OF THE STUDY
tatem tatement entss for the traini training ng needs needs were were classi classifi fied ed into into three three catego categorie riess namely namely personal personal<< developme development< nt< organi>a organi>ation tional al developm development ent and customer customer relationship development "ased on the following criteria= 1. erson ersonal al develo developm pment ent relat related ed statem statement entss are those which which prima primaril rily y targ target et indi indivi vidu dual al grow growth th and and deve develo lopm pmen entt tat tatem emen ents ts un unde derr this this catego category ry includ includee train training ing needs needs to impro improve ve person personal al perfo perform rmanc ance< e< promote positive attitude facilitate individual growth and development< development< ac@u ac@uis isit itio ion n of new new skil skills ls<< lear learni ning ng and and prac practi tice ce of ethi ethica call valu values es<< increased awareness of safety measures< updating technical skills and genera generall kno knowle wledge dge<< shapin shaping g creat creative ive potent potential ials< s< develo developm pment ent and managing self etc *. %rga %rgani ni>a >ati tion onal al deve develo lopm pmen entt trai traini ning ng need need s are are thos thosee whic which h when when impart imparted< ed< impro improve ve orga organi> ni>ati ationa onall effi efficie ciency ncy and effe effecti ctiven veness ess "y understanding organi>ational climate and jo" re@uirements tatements under und er this this includ includee und unders erstan tandin ding g @ualit @uality y re@uir re@uirem ement entss of the jo"< jo"< enha enhanc ncin ing g orga organi ni>a >ati tion onal al eff effecti ective vene ness ss minim inimi> i>in ing g gap gap "etw "etwee een n planning and implementation< implementation< increasing jo" involvement< involvement< professional management< learning MI< managing conflict etc
36
,. /ust /ustom omer er deve develo lopm pmen entt spec specif ific ic need needss incl includ udee trai traini ning ng to serv servee customer needs in terms of delivery< complaint settlement< @uality of product and service< understanding of needs and e#pectations These are re@uired to improve the e#ternal image of the company
8ased on the survey conducted< the results were analy>ed and inferences drawn from senior< middle and junior level e#ecutives of pu"lic and private sectors
1. SENIOR SENIOR LEVEL LEVEL E%ECUT E%ECUTIVE IVES S
aE PUBLIC PUBLIC SECTO SECTOR! R! The @u @ues esti tion onss whic which h rece receiv ived ed the the ma#imum waitage pertained to= •
Jnderstanding the @uality re@uirements re@uirements of the jo"
•
+nhancing organi>ational organi>ational effectiveness effectiveness
•
&c@uiring new skills in general
•
Improving the decision making skills
•
Increasing the managerialKsupervisory managerialKsupervisory effectiveness
•
+nriching the jo" knowledge
enior level e#ecutives of pu"lic sector laid almost e@ual stress on all the facets facets of develo developm pment ent with with a marg margina inally lly e#tra e#tra impor importan tance ce to person personal al developm development ent ,FE ,FE and organi> organi>ation ational al developme development nt ,FE ,FE followed followed "y customer development ,,FE
31
"E PRIVATE SECTOR! the points which received the ma#imum support support "y senior senior e#ecutives e#ecutives of private private sector sector organi>a organi>ation tionss were= •
Improving their performance
•
+nhancing organi>ational effectiveness effectiveness
•
)earning cost effectiveness techni@ues
•
Involving decision?making skills
•
Increasing the managerialKsupervisory managerialKsupervisory effectiveness effectiveness
•
Jpdating technical skills
+#ecutives have laid ma#imum stress on the organi>ational development ,0FE followed "y personal development ,,FE and customer relationship development ,*FE This can "e attri"uted to the fact that these personnel that have gone through severe screening procedure and have grown up with customer relations related education passed on to them @uite early Moreover< ma#imum needs is reali>ed for organi>ational development so as to increase effectiveness effectiveness in an increasing competitive scenario
2. MIDDLE MIDDLE LEVE LEVEL L E%ECUT E%ECUTIVE IVES S 3) PUBLIC SECTOR! Ma#imum training needs were identified in the
areas such as= •
Improving their performance
•
+nhancing organi>ational organi>ational effectiveness effectiveness
•
Aacilitating growth and development of the individual
•
Increasing jo" satisfaction
•
Improving their decision making skills
3*
•
Increasing the managerialKsupervisory managerialKsupervisory effectiveness
7hereas relatively lesser response was received from areas such as ethical values< middle level pu"lic sector employees were sensitive to training in areas areas of person personal al develo developm pment ent ,FE ,FE and orga organi> ni>ati ationa onall develo developm pment ent ,FE< which is marginally ahead of customer development needs ,*FE ) PRIVATE SECTOR! Aor this segment training needs were ma#imum
for= •
Improving their performance
•
Jnderstanding the @uality re@uirements of their jo"s
•
Increasing the managerialKsupervisory managerialKsupervisory effectiveness
•
)earning and developing the MI
•
romoting romoting a positive attitude in general
•
+nhancing organi>ational organi>ational effectiveness effectiveness
7hereas fairly average response was received for training on ethical values< occupa occupatio tional nal health health<< etc impor importan tance ce to orga organi> ni>ati ationa onall develo developm pment ent and personal development development related training needs was *Fahead of customer development needs ,*FE 7e o"serve similarity "etween pu"lic and private sector in middle level e#ecutive category This shows e@ual concern for improvement in personal performance performance ."UNIOR LEVEL E%ECUTIVES 3) PUBLIC SECTOR! Ma#imum training needs are felt for= •
Improving performance
•
Jnderstanding the @uality re@uirements of their jo"s
•
romoting a positive attitude in general
•
Aacilitating growth and development of the individual
3,
•
Aamiliari>ing Aamiliari>ing them to new jo" related techni@ue
•
+nriching their jo" knowledge
However a mediocre response was received in the field of learning and practicing the ethical values ersonal development needs ,FE are a slightly more than customer development needs ,,FE and organi>ational development needs ,,FE
) PRIVATE SECTOR! Ma#imum training needs were= •
Improving performance
•
Jnderstanding the @uality re@uirements re@uirements of their jo"s
•
Aacilitating growth and development of the individual
•
Aamiliari>ing Aamiliari>ing them to new jo" related techni@ue
•
reparing themselves for meeting the challenges of glo"al competition
•
Aacilitating rapid organi>ational growth and development
However a lesser need was felt for training in serving the customer in terms of @uality of product or service< and enrichment of the organi>ational organi>ational culture %verall organi>ational development ,FE was felt slightly more compared to the need need for for person personal al develo developm pment ent ,,FE ,,FE and custom customer er develo developm pment ent ,,FE
3
SUMMARY
/umulative results of the senior level e#ecutives surveyed showed that that they they had had grea greate terr conc concer ern n for for trai traini ning ng need needss in the the area areass as organi>ational organi>ational and personal development
/umulative results of the middle were also along the pattern of senior level e#ecutives with greater emphasis on personal and organi>ational development
!unior survey differ from senior and middle level e#ecutives survey who
identified
ma#imum
training
needs
for
organi>ational
development
There are certain areas in which almost all level e#ecutives "oth pu"lic and private sector wanted some sort of training< which varied with individual re@uirements 1E erforma erformance nce improve improvement ment *E 9uality 9uality of work life improvem improvement ent ,E 9uality 9uality improvem improvement ent of the the jo" itself itself
30
E Managing Managing organi organi>atio >ation n profession professionally ally 0E Improvin Improving g presentation presentation and communica communicationa tionall skills
ome of the areas which remained untouched i.e. in which they remain least "othered are= 1E Increasin Increasing g ethical ethical values values in "usines "usinesss *E /ommitme /ommitment nt to to org organi>a ani>ation tion ,E Increasin Increasing g awareness awareness a"out a"out occupation occupational al health health
PROBLEM DESCRIPTION! H? 796 : 6+ +3669 +* 367 76>469 : +3669 67 > : 4.
32
OB"ECTIVE OF THE RESEARCH
To understand the entire training process and identifying the training needs of the employees at the $otak Mahindra )imited.
33
RESEARCH METHODOLOY RESEARCH DESIN! DESCRIPTIVE AND E%PLORATORY
The information was "asically o"tained from two sources 1. PRIMARY DATA! Informal conversations were the source of information regard regarding ing the train training ing metho methods ds alread already y follow followed ed and identi identifi ficat cation ion of the training needs of the workers *. SECONDARY DATA! Information regarding the new methods that can "e implemented was collected on the "asis of "ook research. SAMPLE TYPE! (andom SAMPLE! ample collected from $otak Mahindra )td The history of the
company can "e divided into two parts< which are company "efore independence and company after independence. INSTRUMENT USED! 9J+TI%''&I(+ &'D I'T+(RI+7.
&fter analysis of data o"tained< report is prepared.
34
RESULTS
raphical presentation of the findings is as follows= RELATIVE DISTRIBUTION OF MAJ OR TRAINING NEEDS NEEDS OF JUNIOR EXECUTIVES IN PRIVATE SECTOR
33%
34%
COUSTOME COUSTOME R DEVLOPMENT PERSONAL DEVLOPMENT ORGANIZATIONAL DEVLOPMENT
33%
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY MIDDLE LEVEL EXECUTIVES IN PUBLIC SECTOR
32%
34%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT DEVELOPMENT
ORGANISATIONAL DEVELOPMENT DEVELOPMENT
34%
35
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY SENIOR EXECUTIVES EXECUTIVES OF PRIVATE SECTOR
32%
35%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT
33%
RELATIVE TRAINING ATTRIBUES AS IDENTIFIED BY SENIOR EXECUTIVES OF PUBLIC SECTOR
32%
34%
CUSTOMER DEVELOPMENT PERSONAL D EVELOPMENT EVELOPMENT ORGANISATIONAL D EVELOPMENT
34%
46
DO TRAINING PROGRAMMES MEET ONES NEED AS AN EXECUTIVE? !0
75
T 0 N E C40 R E P 20
YES UNCERTAIN
23
NO
2 0 ANS"ERS RECEIVED
DO ATTITUDE ABOUT JOB IMPROVES AFTER TRAINING
70 2 0 50 T N 40 E C R E 30 P
YES YES
3#
UNC ERTAIN NO
20 7
#0 0 ANS"ERS
41
SWOT ANALYSIS OF THE COMPANY
STRENTHS!
Talented human resources
Ainancially secure company
WEAKNESS
Training Training not conducted on a regular "asis
OPPURTUNITIES
Huge potential for growth in the market "ecause of e#cellent process operations
&ll round improvement assured if training is conducted on a regular "asis
THREATS
Irreg Irregula ularit rity y in traini training ng can de mo motiv tivate ate the emplo employee yeess leadin leading g to failure and downfall
4*
CONCLUSION
Thus to sum up :success is a journey and not a destinationC )ikewise its true for an organi>ation as well In order to ena"le continuous improvement a continuous training programme must "e carried out &n organi>ation is like a sapling< if it receives regular care and nutrition then it grows to provide shelter and food food else in adverse circumstances circumstances it vanes and dies out The success of an organi>ation’s plans for the future depends largely on a soun sound d trai traini ning ng stra strate tegy gy In the the face face of cont contin inuo uous us tech techno nolo logi gica call innovation higher levels of knowledge and skills and their applications are are cruc crucia iall reso resour urce cess that that can can on only ly "e mo mo"i "ili li>e >ed d "y Traini aining ng and and develo developme pment nt in fact< fact< ma#im ma#imi>e i>e the growth growth of the e#ecut e#ecutive ivess in the organi>ation< improve their competence and skills< foster a higher level of motivation and "uild "ehavior adapta"ility to changes in technology< structure and environment of the organi>ation organi>ation 8ut these can "e of use only when the organi>ations perceive and attach importance to training and development of their managers and plan to ensure successful conduct of training programmes for employees as well.
4,
SUESTIONS!
%ften it so happens that the management is so focused on achieving the targets set that training takes a "ackseat and is ignored This should not happen and training should "e made a part of regular organi>ational organi>ational activity
enerally programmes for training are so designed that a few topics like like commu communic nicati ation< on< kai>en kai>en etc get mo more re priori priority ty and others others like like personal development and skill enhancement are ignored If training programme programme is carried on a regular "asis pro"a"ly all topics will get e@ual attention
In my view leadership skills can "e developed more effectively "y day to day interactions rather than short term training programmes programmes
More reading material should "e provided which can "e kept for later use
+fforts should "e made to make training programmes "i?directional and where "oth the trainer and trainee are e@ually at work This can "e done if methods other than coaching such as role plays< audiovisuals etc are used
Trai Traini ning ng resu result ltss mu must st "e imme immedi diat atel ely y meas measur ured ed and and stor stored ed for for futu future re reference This should "e done keeping in view the /ontinuous rocess Improvement /IE tenet :'othing improves until it is measuredC and the corollary :&s soon as something is measured it automatically "egins to improveC.
4
BIBLIORAPHY! BOOKS!
&swathappa< $.< +nvironment of Human (esource Development< Human Resource Resource and Personnel Personnel Management < Third +dition< 'ew Delhi< Tata Mc raw?hill u"lishing /ompany )imited< *66*< g ,6? ,,.
Resource and &swathappa< $.< Training and Development< Human Resource Personnel Management < Third +dition< 'ew Delhi< Tata Mc raw?hill u"lishing /ompany )imited< *66*< g 131?15.
$othari< /.(.< (esearch Methodology?&n Introduction< Introduction< Research Methodology< econd +dition< + dition< 'ew Delhi< 'ew &ge International E )imited< *66< g 1?*6.
$othari< /.(.< Defining the (esearch ro"lem< Research Methodology< econd +dition< + dition< 'ew Delhi< 'ew &ge International E )imited< *66< g *?*0.
$othari< /.(.< (esearch Design< Research Research Methodology < econd +dition< 'ew Delhi< 'ew &ge International E )imited< *66< g ,1? ,*.
$othari< /.(.< ampling Design< Research Research Methodology < econd +dition< 'ew Delhi< 'ew &ge International E )imited< *66< g 00? 02.
$othari< /.(.< Methods of Data /ollection< Research Methodology Methodology < econd +dition< 'ew Delhi< 'ew &ge International International E )imited< ) imited< *66< g 50?11*.
$othari< /.(.< rocessing and &nalysis of Data< Research Research + dition< 'ew Delhi< 'ew &ge International E Methodology< econd +dition< )imited< *66< g 1**?1,1.
40
Research $othari< /.(.< Interpretation and (eport 7riting< 7riting< Research Methodology< econd +dition< + dition< 'ew Delhi< 'ew &ge International E )imited< *66< g ,?,05
9J+TI%''&I(+= 1 S+694 A9+
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KOTAK MAH MAHINDRA LI LIMITED
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Human resources resources are an important important resource 1?????*?????,????? 1?????*?????,??????????0 ?????0
1.2
Human Human resou resource rcess need need to "e conti continuo nuousl usly y
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42
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10. 10.
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1?????*?????,????? 1?????*?????,?????
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11.1 elf efforts
1?????*?????,??????????0
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colleagues
1?????*?????,??????????0 44
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1?????*?????,??????????0
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1?????*?????,????? 1?????*?????,??????????0 ?????0
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1?????*?????,??????????0
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1?????*?????,??????????0 1?????*?????,??? ???????0
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1?????*?????,????? 1?????*?????,??????????0 ?????0
12. focus on important issues
1?????*?????,??????????0
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methodology
1?????*?????,?????
?????0 12.8 involve e#pert faculty
1?????*?????,??????????
12. provide a stimulating stimulating learning e#perience e#perience
1?????*?????,????? 1?????*?????,??????????0 ?????0
12.10 help in my general development
1?????*?????,????? 1?????*?????,? ????
?????0 12.11 provide appropriate appropriate reading materials materials
1. 1.
1?????*?????,????? 1?????*?????,??????????0 ?????0
A +93 +93+7 +7 * *:6 :6* *3 3 +3 +36 669 69 + +9 9+3 +3 I > : +9+3!
1.1 have important aspects
1?????*?????,??????????0
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1?????*?????,??????????0 1?????*?????,??? ???????0
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?????0 45
1.G are adding much value
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1?????*?????,??????????0
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1?????*?????,??????????0
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1?????*?????,??????????0
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1?????*?????,??????????0
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1?????*?????,????? 1?????*?????,??????????0 ?????0
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1?????*?????,????? 1?????*?????,??????????0 ?????0
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1?????*?????,??????????0
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1?????*?????,??????????0
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1?????*?????,??????????0
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51
