Kotak Mahindra TRAINING Development
Kotak Mahindra TRAINING Development
Kotak Mahindra TRAINING Development
ON
AT
OF
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ACKNOWLEDGEMENT
Hard work and dedication are keys to success and this project is no
different. The success of a research work does not depend upon one person.
This report also involves hard work and suggestions of different people. I
would like to thank the Director and the faculty of my institute for giving me
this opportunity to work on this research project.
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CONTENTS
1. Executive Summary
2. Introduction to Training
4. Company profile
5. Process of training
6. Problem Description
7. Objective of the Research
8. Research Methodology
9. Result
10. Data Analysis & Data Interpretation
11. SWOT Analysis
12. Conclusion
13. Suggestions
14. Bibliography
15. Annexure
Questionnaire
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EXECUTIVE SUMMARY
INTRODUCTION
Training and development refer to imparting of specific skills abilities and
knowledge to an employee. A formal definition of training and development
is
“…………it is any attempt to improve current or future employee
performance by increasing an employee’s ability to perform through
learning, usually by changing the employee’s attitude or increasing his or her
skills and knowledge. The need for training and development is determined
by employee’s performance deficiency
RESEARCH METHODOLOGY:
The data for the study on the topic “TRAINING NEEDS
IDENTIFICATION” is collected from KOTAK MAHINDRA LTD.
The information was basically obtained from two sources
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a. PRIMARY DATA: Informal conversations were the source of
information regarding the training methods already followed and
identification of the training needs of the workers
b. SECONDARY DATA: Information regarding the new methods that
can be implemented was collected on the basis of book research
The nature of the research is Descriptive and Exploratory.
SAMPLE SIZE: sample size of 45 employees.
SAMPLING: Nonrandom sampling method
SAMPLE unit ; employee
SAMPLE AREA: kotak life insurance, New Delhi
INSTRUMENT USED:
Questionnaires and In-depth Interviews are used.
CONCLUSION:
Statements for the training needs were classified into three categories
namely personal, development, organizational development and customer
relationship development based on the following criteria:
1. Personal development related statements are those which primarily
target individual growth and development Statements under this
category include training needs to improve personal performance,
promote positive attitude facilitate individual growth and
development, acquisition of new skills, learning and practice of
ethical values, increased awareness of safety measures etc.
2. Organizational development training need s are those which when
imparted, improve organizational efficiency and effectiveness by
understanding organizational climate and job requirements
Statements under this include understanding quality requirements of
the job, enhancing organizational effectiveness minimizing gap
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between planning and implementation, increasing job involvement,
professional management, learning MIS, managing conflict etc
3. Customer development specific needs include training to serve
customer needs in terms of delivery, complaint settlement, quality of
product and service, understanding of needs and expectations. These
are required to improve the external image of the company.
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INTRODUCTION
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PRE TRAINING
-Clear understanding of the situation that calls for more effective behavior
TRAINING-
Implementing the effectiveness in behavior
POST TRAINING-
The management has to handle a person who is more confident, post training
A lot of adjustment is needed on both sides
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knowledge and skills for doing specific jobs with proficiency In other words,
the trainees acquire technical knowledge, skills and problem solving ability
by undergoing the training programme Training objectives should always be
expressed in behavioral terms to remove ambiguity and vagueness e.g. To
have more productive workers (vague)
To increase output by 10%over current levels (behavioral terms)
TRAINING DEVELOPMENT
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Training means learning skills and Development means the growth of an
knowledge for doing a particular job employee in all respects It shapes
It increases the job skills attitudes
The term training is generally used to The term development is associated
indicate imparting specific skills with the overall growth of the
among operative workers and executives
employees
Training is concerned with Executive development seeks to
maintaining and improving the develop competence and skills for
current job performance Thus it has a future performance Thus it has a long
short term perspective term perspective
Training is job centered in nature Development is career centered in
nature
The role of trainer or supervisor is All development is ‘self
very important in training development’ The executives have to
be internally motivated for self
development
TRAINING EDUCATION
Application oriented Theoretical orientation
Job experience Classroom learning
Specific task General concepts
Narrow perspective Broad perspective
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To conclude, in order to bring about a distinction, amongst training
development and education in sharp focus it can be said that training is
offered to operatives, whereas development programmes are meant for
employees in higher position Education however is common to all
employees their grade not withstanding
TRAINING OBJECTIVES
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theft, natural disaster - they're all built into the working of the Universe,
waiting to happen.
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Kotak Mahindra
The Kotak Mahindra group has established itself as one of India's largest
financial services groups, offering a wide range of financial products and
services. With a group Net worth of Over Rs.I000 corers, it caters to a
customer base of over 5,00,000 and has a joint ventures with leading
international players- Goldman Sachs for Investment Banking & Brokerage,
and Ford Credit International for Automobile Finance. Kotak Mahindra has
always believed in offering its customers a lifetime of value.
Kotak Mahindra Finance Ltd., the flagship company of the group, enjoys the
highest credit rating of F AAA by CRISIL and IND AAA (FD) by FITCH
Ratings India.
Wit_ years of expertise in the Indian financial market, Kotak Mahindra is a
leader in several of its businesses – investment banking, retail distribution
and car finance. With a
Distribution network spread across 40 cities, the group enjoys a widespread
reach. It also has ofi1ces overseas in New York, London and Dubai. .
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Old Mutual
With 156 years of experience in the life insurance business, Old -Mutual pic
(Where it is included on the FTSE 100 Index) and also on the South African,
In 2000, Old Mutual acquired Gerard Group in the United Kingdom and
United Asset Management in the United States, bringing total assets under
highlights for the year ended 31st December 2000, included a 2% increase in
foundation upon which to further build the business for customer and
shareholder value in the years ahead. The company has the ability to cater to
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A LIFETIME OF VALUE
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the Group’s entry into information distribution.
1998 Enters the mutual fund market with the launch of Kotak
Mahindra Asset Management Company.
2000 Kotak Mahindra ties up with Old Mutual plc. for the
Life Insurance business.
Kotak Securities launches kotakstreet.com - its on-line
broking site. Formal commencement of private equity
activity through setting up of Kotak Mahindra Venture
Capital Fund.
2001 Matrix sold to Friday Corporation
Launches Insurance Services
2003 Kotak Mahindra Finance Ltd. converts to bank
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THE ENTIRE PROCESS OF TRAINING
Just like the budget TNA estimates the training needs of the different levels
of employees in the organization Although this is done at the beginning of
the year, yet to make my concepts clearer I was asked to submit an
exhaustive list of many topics, on which training could be carried out at he
different levels The levels were classified into:
Top level
Middle level
Lower level
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3. Succession plan
4. Leadership
5. Quality management
6. Cost cutting and maintenance
7. Motivation
8. Employee retention
9. Risk management
10.Manpower planning
11.Stress management
12.Conflict resolution
13.Labour relations
14.Business ethics and conduct
15.Self appraisal
16.Counseling
17.Planning, organizing and controlling
18.Management by objectives
19.Job enrichment
20.Effective communication
21.OD interventions
22.Civil rights and equal opportunity programs
23.Employee empowerment
24.Customer development (marketing)
25.Personal development
26.Customer relationship management (marketing department)
27.Grievance handling (particularly the HR department)
28.Technology trends
29.Training for internal trainers
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FOR THE MIDDLE LEVEL
1. Manpower planning
2. Job enrichment
3. Self appraisal
4. Civil rights and equal opportunity programme
5. Work performance and conduct
6. Security and safety
7. Labour relations
8. Prevention of stock shortages and equipment failures
9. Effective communication
10.Interpersonal skills
11.Technology trends
12.Supervision
13.Training for internal trainers
14.Quality management
15.Basic decision making
16.Cost cutting
17.Motivation
18.Team building
19.Kaizen and 5S
20.Disciplinary training
FOR THE LOWER LEVEL
The lower level can be divided further into:
Skilled
Semi skilled; and
Unskilled
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There training needs are as under:
1. Disciplinary training
2. Career planning (skilled)
3. Skill enhancement; basic process training
4. Technology trends
5. Self appraisal (skilled/semiskilled)
6. Civil rights and equal opportunity programs
7. Work performance and conduct
8. Effective communication
9. Quality management
10.Prevention of stock shortages and equipment failure
11.Hygiene
12.Safety: generic and machine specific
13.Cost cutting
14.Motivation (skilled)
15.Standard operating procedures (semiskilled/unskilled)
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THE TRAINING CALENDAR
Once the training needs are identified a training calendar giving the training
schedule for each month is prepared specifying the training needs for
different cadres of employees. The calendar may be altered if required
At the Kotak Mahindra Limited, training is taken at all levels on a regular
basis A few days before the actual training programme the, a notice of the
same is sent out to the nominated trainees or the HR department may ask the
respective department heads to nominate their own trainees. The training
calendar is consulted at the beginning of each month and a notice of the
programme to be conducted is given out
THE TRAINER
Most of the times training is provided by an internal trainer as it is more cost
effective At other times trainers may be called from outside particularly if
the topic is technical
If the trainer is external, a notice has to be sent out to him specifying the
topic of training, the date, venue and the fees that would be paid to him
A sample of the training calendar and the notice is given on the adjoining
pages.
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FACTORS THAT ENSURE SUCCESS OF A TRAINING
PROGRAMME
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The job of a training manager
Produce a
Design the training
-Target population analysis
process and produce a
-Task analysis
training plan
-Performance analysis
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THE SYSTEMS APPROACH TO TRAINING
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More demand on Need for managers who can make quick and
management time accurate decisions
Greater foreign competition Need for employees who have skills in the
technical aspect of the job
Need for managers who have skills in
management techniques that maximize
employee productivity
THE CHANGE MODEL
TNA can be done on the basis that what sorts of changes are needed for the
betterment of the organization. This gives rise to the Change model Price
observes that training need exists when there is a gap between the present
performance of an employee or group of employees and their desired
performance .If an organization uses training to achieve its goals it must first
access its training needs
Which goals can it attain through training
Which people need training?
What is the purpose of training; and finally
What will be the training cores?
Goldstein believes that assessing training needs is far more important tan
choosing particular training technique The Change Model is depicted as
under:
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Recognition of the
Stimulus
Recognition of the
need to change
Diagnosis
Goals
In other words we can say that Training needs assessment (TNA) is the
examination or the diagnostic portion of the training system, the system that
TNA examines are often referred to as perceived performance deficiencies A
perceived performance deficiency exists where there is a difference between
the expected and perceived job performance Perceived performance
deficiency can be equated with the reasons that often lead to losses within
organizations or with the symptoms of the need to change The example
below depicts this in a clearer way:
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TIPS ON PROVIDING THE RIGHT KIND OF TRAINING
Before examining the various forms of TNA it is important to focus on the
kinds of training organizations should provide. Training should be provided
based on current and/or future job requirements training should have a dual
goal of organizational effectiveness and an improved work experience for
the job incumbent Organizations should benefit from training if it raises
employee performance by raising skill and motivation level and /or increases
the organization’s ability to attract or retain high quality employees and
Attempts are made to determine the training needs for the entire organization
rather than its specific departments to involve the top management in this
programme The existence of the gap between employees present
performance and the desired performance can be determined on the basis of
skill analysis involving five steps
Analysis and determination of the major requirements of the specific
job
Identification of the task needed to be accomplished to meet the job
requirements
Understanding of the procedures needed to accomplish each of the job
tasks
Analysis of the knowledge and skills needed to accomplish the
procedures; and
Identification of the special problems of the job and analysis of any
particular kind of skill needed to meet the problem
Selection policy and size and general skill level of the available work force
are two of the important factors that affects the general ongoing training
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programme of an organization Training programmes should be formulated
by the line personnel with the advise and assistance of the staff An
important point to be noted is that training can also be given in lieu of
the high standards accomplished by the employees i.e. in the form of a
reward
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SUMMARY: ESSENTIALS OF TRAINING
To conclude there are four essential s for effective training namely:
a) Stimulus
b) Response
c) Motivation
d) Reward and incentives
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At present there is no systematic standardization of the different training
programmes in India Each organization has developed its own method of
training both for workers and supervisors However management must
consider a systematic training to improve the efficiency and morale of the
employees systematic training programme will help the management to
standardize the job performance as well as the selection and placement
programme As already specified for the success of any training programme
the selection of trainer is of prime importance The trainer must be picked
from the immediate supervisors in case of on the job training programme
Secondly the statues of the training in charge should be equivalent to that of
the personal manager in the organization Thirdly the needs of training
should be based on organizations needs The last but not the least important
point is the importance of human relations for the development of an
effective organization Training in good human relations means training good
leadership and developing sound relationship among people in the
organization
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Preventive approach
Developmental approach
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become apparent from career planning discussions or performance appraisal
reviews Supervisors see employees on daily basis and thus are another
source of recommendation for training The HR department also reviews self
nominations to learn whether training is actually needed Self nominations
appears to be less common for training situations but more common for
developmental activities
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KEY STEPS INVOLVED IN CONDUCTING A TNA
Defining the perceived performance deficiency
Prioritizing the problem
Identifying the job requirements, trainees skills and abilities and
environmental constraints on correcting the deficiency
Developing the behavioral description of the need
1. PERSON ANALYSIS
A person analysis compares the individual with the task requirements The
individual must have the necessary KSA as well as the motivation and the
opportunity to perform the task Training the incumbent can typically
rectify the deficiencies that are due to lack of skill or knowledge To
ascertain whether a lack of KSA is the cause of the performance
deficiency the incumbent must be asked to perform the desired behavior
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The first step in the diagnostic process is to clearly define the deficiency
in the behavioral terms, that needs to be corrected In a reactive TNA the
problem is typically identified as a result of the performance appraisal
Problem identification for a proactive TNA stems from performance
appraisal in conjunction with a planning process Whatever be the source
or type, there is often a tendency to state the problem in terms of the
perceived solutions rather than in behavioral terms According to Mager
and Pipe one way of removing the problem is to ask the individual
defining the problem “what specific behaviors are not taking place
that should be” Without a specific behavioral description of the problem
an accurate TNA is highly improbable.
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PROBABILITY OF SUCCESS: The objective of training is to improve
performance by changing behavior Even if a training need is accurately
identified and the correct timing is effectively administered there are still a
variety of factors that may inhibit behavioral change One such factor is the
particular climate/culture of the organization Orientation towards
development is a dimension of climate that has been identified by several
researchers The table on the next page lists a variety of resources that can be
used in organizational analysis.
DATA SOURCE TRAINING NEED IMPLICATION
RECOMMENDED
Organizational goals Were the training emphasis can and should be
and objectives placed These provide normative standards of both
direction and expected impact which can highlight
deviations from objective and performance
problems
Manpower inventory Where training is needed to fill the gaps caused by
retirement turnover age etc This provides an
important demographic data base regarding
possible scope of the training programme
Skill inventory Number of employees in each skill group,
knowledge and skill level training time per job etc
This provides an estimate of the magnitude of the
specific training needs Useful in cost benefit
analysis of training projects
Organizational climate These “quality of working life” indicators at the
indices organizational level may help focus on problems
that have training components
Analysis of effective Cost accounting concepts may represent ratio
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indices between actual performance and the standard or
desired
Changes in system or New or changed equipment may present training
subsystem problems
Management requests One of the most commom techniques of TNA
or interrogation
Exit interviews Often information not otherwise available can be
obtained in these problem areas and supervisory
training needs specially
MBO or Work Provides performance review potential review and
Planning and Review long term business objective Provides actual
systems performance data on recurring basis so that base
line measurement may be known subsequently
improvements may be made
Of all the sources listed the most useful for an organizational analysis is the
organizations goal and objectives In larger organizations a formal strategic
document exists which the trainer should not only read but analyze to get the
true feeling for the direction in which the organization is headed
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These might include elementary notions, job demand and the specific
human behavior involved such as decision making, communicating etc A
task oriented approach focuses on a description of the work activities
performed These involve a description of how where why a worker
performs an activity The table below specifies the data sources for job
analysis
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Review literature Possibly useful in comparison analysis of job
concerning the job structure but far removed from unique aspect
of the job structure within any specific
organization
DEVELOP OBJECTIVES
The information obtained in the job, person and work environment
analysis is used to develop the training objectives Many advocate this
approach while others have questioned its value. Critics have typically
stated that behavioral objectives are rigid and fail to consider individual
learning styles
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3. Craft training method
4. Executive training method
5. Special training method
The second classification can be on the basis where the training
takes place i.e.
1. On the job training
2. Off the job training
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TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE
CLASIFICATION
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3. There may arise heavy production losses
SUPERVISORY TRAINING
Supervisory training needs reveal utmost divergence in view of the divergent
duty of the supervisor Employee attitude survey s help in finding areas of
supervisory training Likewise supervisors themselves may be requested to
indicate the areas where they need training Frequently these surveys indicate
that supervisors need training in human relations, production control,
company policies and how to instruct Supervisory courses consist of Job
method training (JMT) and Job relations training (JRT)
The JMT helps the supervisors to improve methods in their departments,
while the JRT helps them in handling human relations problems in their
departments
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JOB INSTRUCTION TRAINING
Job instruction training (JIT) is received directly on the job, and is so often
called “on the job training” It is primarily used to teach workers how to do
their current jobs In this the worker learns to master the operations involved
on the actual job situation under the supervision of his immediate boss who
has to carry the primary burden of conducting this training Usually no
equipment or space is needed, since new employees are trained in the actual
job location
The trainer may be a skilled workman He may be a superior who breaks in
the new man and then turns him over to the skilled workman who continues
to guide the learner
JIT may include the following steps
1. The trainee receives an overview of the job, its purpose and its desired
outcomes with an emphasis on the relevance of the training
2. The trainer demonstrates the job to give the employees a model to
Copy.
3. The trainee then mimics the trainer’s example
4. Demo by the trainer and practice by the trainees is continued till the
job is mastered
5. On the above basis a continuous feedback is received
6. Finally the employee performs the job without supervision, although
the trainer may visit the employee to see if there are any lingering questions
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JOB ROTATION
To cross train employees in a variety of jobs, some trainers move a trainee
from job to job by job instruction training This is a method of training
wherein workers rotate through a variety of jobs, thereby providing them a
wider exposure Trainees are placed in different jobs in different parts of the
organization for a specified period of time They may spend several days or
even years in different company locations In this way they get an overall
perspective of the organization Besides giving workers variety in their jobs it
helps the organizations in vacations ,absences downsizing or when
resignations occur It helps workers to sharpen their skills and is used to
develop people for higher level positions by exposing them to a wide range
of experience in a relatively short span of time It is used for both blue
collared as well as white collared positions
APPRENTICESHIP
Apprenticeship training is ancient device An apprentice is a worker who is
learning a trade but who has not reached the state where he is competent to
work without supervision It is particularly common in the skilled trades.
Organizations that employ skilled trade people such as plumbers, carpenters,
masons, printers and sheet metal workers may develop journeymen by
conducting formal apprentices programmes A new worker is tutored by a
established worker An apprenticeship lasts 2 to 5 years Classroom
instructions are imparted typically in the evenings for 144 or more hours per
year Each apprentice is usually given a workbook consisting of reading
material, tests to be taken and practice problems to be solved The apprentice
serves as an assistant and learns the craft by working with a fully skilled
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member of the trade called a Journeyman This training is used in such trades
,crafts and technical fields in which proficiency can be acquired after a
relatively long period of direct association with the work and under the
direct supervision of experts At the end of apprenticeship programme ,the
person is “promoted” to journeyman
COACHING
At management levels, coaching of immediate subordinates by their
managers is common Coaching is similar to apprenticeships because the
coach attempts to provide a model for the trainee to copy It tends to be less
formal than an apprenticeship programme because there are few formal
classroom sessions and because it is provided when needed rather than being
part of a carefully planned programme Coaching is almost always handled
by the supervisor or the manager not by the HR department
VESTIBULE TRAINING
To keep instructions from disrupting normal operations, some organizations
use vestibule training This type of training is often used in production work
A vestibule consists of training equipment that is set up a short distance from
actual production line The method is good for promoting practice a learning
principle involving the repetition of behavior These special training areas are
used for skilled and semiskilled jobs particularly those involving technical
equipment
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OFF THE JOB TRAINING TECHNIQUES
Off the job methods are those training and development programmes that
take place away from the daily pressures of the job and are conducted by
highly competent outside resource people who often serve as trainers, which
is one of the main advantages of this method Such people include
technicians, consultants and university faculty Its major drawback is the
transfer problem Too often trainees learn new facts and principles at lectures
workshops and conferences but have no idea how to apply them, once they
are back in their jobs
LECTURES
The lecture method is a popular form of instruction in educational
institutions Even though the effectiveness of the lecture method is often
questioned many instructors find themselves 30%-50% of their time
lecturing It is also used in industry Lectures consist of meeting in which one
or a small number of those present actually play an active part The lecturer
may be a member of the company or a guest speaker Before preparing a
lecture the following 4 questions must be considered
Who is your audience?
What is your audience?
What is the available time?
What is the subject matter?
Besides the following points must be considered:
It should be brief and to the point, presenting the theme of the
subject in a manner that arouses the interest of the audience from the start
The speaker must poised courteous and sincere
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Simple language must be used
The method is generally used when:
1. Basic theoretical knowledge has to be built up before actual practice
2. When the summary of some research work has to be communicated
3. With a more homogeneous audience a trainer can direct the lecture to
specific topics and techniques which is often more beneficial than
using some broad based material
AVAILABLE DEVICES
Flip chart: It can replace the blackboard with the advantage that no erasing
is required It is especially useful for single presentations which may not
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justify the designing of costly visuals Limitation of space is a major
disadvantage Drawings have to be stored away flat to avoid damage
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The conference method can draw on the learning principles of motivation
and feedback
ROLE PLAYING:
Role playing believes that learning is facilitated by active participation
rather than passive reception This is a training method often aimed at
enhancing either human relations, skills or sales techniques Role playing can
be defined as an educational or therapeutic technique in which some
problems involving human interaction, real or imaginary is presented and
then spontaneously acted out Participants suggest how the problem can be
handled more effectively in the future The acting is followed by discussion
and analysis to determine what happened and why and if necessary how the
problem can be handled in the future Role playing is less structured than
acting, where performers have to say lines on cue Participants are assigned
different roles in the scenario to be enacted so in this way it is a device that
forces trainees to assume different identities Usually participants exaggerate
each others behaviour Ideally ,they get to see themselves as others see them
The experience may create greater empathy and tolerance of individual
differences and is therefore well suited to diversity training which aims to
create a work environment conducive to a diverse workforce The unique
values of role playing include the following
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It permits the practice of carrying out an action and make it clear that
good human relations require skills
Attitudinal change is effectively accomplished by placing the person
in the specified role
It trains a person to be aware of, and be sensitive to others feelings
The information serves as feedback of the effect his behaviour has on
other people
A fuller appreciation of the important part played by feelings in
determining behaviour in social situations is developed
Each person is able to discover his own personal faults
It permits training in control of feelings and emotions
The two important types of role-plays are
POST ENACTMENT:
In conducting post enactment discussion, reaction to role-play
should be obtained from the people who have acted a role-play
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b. Increasing sensitivity to the motivation of others
c. Improving interviewing skills
d. Enhancing ability to develop innovative solutions to the human
relations problem
CASE STUDY:
By studying the case, trainees learn about real or hypothetical circumstances
and the action s others take under those circumstances Besides learning the
content of the case a person can develop decision making skills particularly
the analytical skills
According to KR Andrews “business case is a written description of an
actual situation in business which provokes in the reader the need to
decide what is going on what the situation really is or what the problems
are and what can and should be done”
Cases are organized around one or more problems or issues that are
confronted by an organization Cases are designed primarily to illustrate
problem issues rather than to portray “success stories” Cases can range in
length from one page to over fifty pages The method calls for language skills
But many people are sent to case study courses primarily because they lack
communication skills
ADVANTAGES
o When cases are meaningful and similar to work related
situations there is some transference
o There also is the advantage of participation through discussion
of the case It improves participants skills in problem analysis,
communication and particularly brings home to the participant
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that nothing is absolutely “right or wrong” in the field of human
behaviour
DISADVANTAGES
Feed back and reception are usually lacking
One inherent difficulty is personal bias
According to Castore trainees may grow tired of case study after
being exposed to it for awhile and find other methods more involving
and more interesting
Survey results indicate that the case method is considered by the training
directors to be the best method of developing problem solving skills
SIMULATION
Simulation is an approach that replicate certain essential characters of the
real world organization so that the trainees can react to it as if it were the
real thing and then consequently transfer what has been learned from the to
their job As the name implies, simulation training is based on a reproduction
of some aspect of job reality
Coppard defines simulation as “a representation of a real life situation which
attempts to duplicate selected components of the situation along with their
interrelationships in such a way that it can be manipulated by the user”
Simulation usually enhances cognitive skills, particularly decision making
Avery popular training technique for higher level jobs in which the
employees must process large amounts of information
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Simulation have many forms –some use expensive technical instruments
while others are far less costly Some simulations need only one participant,
while others may involve as many as 15 to 20 people working together as a
team Simulations are broad based training techniques that can be adapted to
suit a company’s need By using equipment simulators workers can practice
new behaviour and operate certain complex equipment free of danger to
themselves Equipment simulators can range from simple mock ups to
computer based simulations of complete environments Some of them are
utilized to train a single individual and others are used for team training
B.BUSINESS GAMES:
It is described as a dynamic training exercise utilizing a model of a business
situation This trains the employee in certain skills within the rules of the
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game participants try to meet the stated objectives of the exercise
Participants may be divided into various teams which are placed in
competition to each other in resolving some problem information which may
be supplied to all the teams The game illustrates the value of analytic
technique such as use of mathematical model to arrive at the optimal
solution
Business games are developed to simulate interpersonal relations problems,
financial, budgeting and resource allocation problems It is a simulation
which consists of a sequential decision making exercise structured around
the hypothetical model of an organizations operations in which the
participants assume roles in managing the simulated operations It attempts to
reproduce the social psychological and economic dynamics or organizational
behaviour in an artificial setting Participants are told about the objective of
the game and evaluated on the basis of how far they are able to meet the
objectives
PROGRAMMED INSTRUCTION
It is a training approach which makes the advantage of private tutoring
available to large group of students being trained in new skills Programmed
instruction is one of the innovations used in teaching technology developed
in recent years but its origin goes to the research of learning theorist BF
Skinner The method involves an actual piece of equipment usually called the
Teaching machine or a specially constructed paper booklet In either case,
the method has three characteristics:
The participants are active and they determine their own learning pace
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What is to be learned involves many discrete pieces of material, and
the participants get immediate feedback on whether they have learned
each piece
The material to be learned is prepared in such a way that it can be
presented to the learner in a series of sequential steps These steps
progress from simple to more complex level of instruction The
information to be taught is presented in the form of a programme The
person who writes the programme is is called the programmer and
the people for whom the programme is being written is referred to as
the target population
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COMPUTER AIDED INSTRUCTION
It is one of the newest developments in instructional methodology It is a
logical extension of programmed instruction and shares many of its benefits
SYNDICATE METHOD:
Working in small groups to achieve a particular purpose is described as
Syndicate method The essence of this method is that the participants
learn from each other and contribute their own experience to the fullest
The syndicate method is designed to provide the participant an
environment that would help him to reflect critically on his own work
and experience; to update his knowledge of new concepts and techniques
with the help of other co participants to develop sound judgment through
greater insight into the human behaviour The method is suitable for
training and development of executives with considerable experience It
is not useful in the case of management students without any
experience
The participants are divided into groups consisting of about eight to ten
participants These groups are called syndicates Each syndicate
functions as a team that can represent various functions as well as interest
areas The syndicates are given assignments which have to be furnished
and a report submitted by specific date and time By rotation each
member of the syndicate becomes the leader for completing the specific
task Each assignment to the syndicate is given in the form of a “brief”
This is a carefully prepared document by the faculty Generally each
syndicate is required to submit a report which is circulated to other
syndicates for critical evaluation
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BEHAVIOUR MODELLING:
According to social learning theory, most human behaviour is learnt
observationally through modeling When social learning theory is applied to
industrial training programme it is commonly referred to as behaviour
modeling It is generally used to improve the interpersonal and
communication skills of supervisors in dealing with the subordinates
There are a number of training sessions and each session follows the same
format The topic is first introduced by the trainer and then a film is shown
depicting the supervisor model effectively handling a situation followed by
asset of three to six learning parts that are shown in the film immediately
before and after the model is presented A group discussion is held in which
the effectiveness of the method is discussed After this the practice session
starts in which one of the trainee assumes the role of an employee And then
feedback from the training class is given on the effectiveness of each trainee
in demonstrating the desired behaviour
At the end of each training session the trainees are given copies of the
learning points and are asked to try and apply them to their job in the
following week It has been found that this programme has had desirable
effects on learning behaviour and performance criteria
Employees may learn a new behaviour by observing and then imitating the
new behaviour recreation of the behaviour may be videotaped so that the
trainer and the trainee can review it When watching the ideal behaviour the
trainee also gets to see negative consequences of not following the right
behaviour By observing the positive and negative consequences the
employee receives enforcement that enables him to correct the behaviour
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This approach has been successful in teaching supervisors how to
discipline employees and is particularly common in athletics
SENSTIVITY TRAINING:
It provides the participants with an opportunity to actually experience some
concept of management just as a manager would experience them in his
organizational situation Sensitivity training purports to develop awareness
and sentiments to one’s own and other’s behavioral patterns is a group
training method that uses intensive participation and immediate feedback for
self analysis and change The method provides face to face learning of on
going behaviour within a small group and lacks structure In this the
participants remain involved and enthusiastic This attempts to develop the
diagnostic ability of the participants –the ability to perceive reality The
individual is made more aware of himself and his impact on others At a
group level one learns about normative structures and authority relationships
leading to better team work It increases sensitivity and awareness towards
others and their styles It helps to understand how conflicts arise and are
resolved
Obviously the learning is at an emotional rather than at an intellectual level
Being an emotional experience the degree of change depends on the amount
of emotional involvement A predominant problem with the effectiveness of
sensitivity training is the transfer problem that is the inability of the
participant to apply concepts and awareness gained in the laboratory or
group to his job
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ROLE OF THE TRAINER
The trainer acts as the facilitator to obtain the feed back and check severe
psychological damage to the participants He is responsible for creating an
environment with time and space in which learning can take place He should
focus on the discussion and group learning for constructive purposes It
allows the participants to form their own conclusion based on “HERE AND
NOW” i.e. learning from the interactions with the group
Thus sensitivity training is aimed at developing the entire person and not just
a particular skill The method is likely to increase managerial sensitivity and
trust and enhance respect for the contribution of others However the method
has not received proper recognition in the business world
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TYPES OF SENSTIVITY TRAINING
SENSTIVITY
TRAINING
T-GROUP TRANSACTIONAL
ANALYSIS
T-GROUP
One of the significant and repeated methods of sensitivity training is the
Tgroup T group leads to understanding of self and contribute towards
organizational change and development through training in attitudinal
change in the participants and create better team work
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To give the trainee an understanding of how and why he acts towards
other people as he does and of the way in which he affects them
To provide some insights into why people act the way they do
To teach the participants how to listen i.e. actually hear what other
people are saying rather than concentrating on a replay
To provide insights concerning how groups operate and what sorts of
processes groups go under certain conditions
To foster tolerance and understanding of the behaviour of others
To provide a setting in which an individual can try new ways of
interacting with people and receive feedback as to how these new
ways affect them
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TRANSACTIONAL ANALYSIS:
He basic philosophy and approach to TA was developed by Dr Eric Berne, a
psychologist searching for alternatives to Freudian therapeutic procedure she
realized that all of us have one of three operating ego states Parent adult or
child at any given time
TA can be used to eradicate or minimize the dysfunctional aspect of the
personality The dysfunctional aspect of ones personality develop from
cultural assumptions assimilated during childhood, the ways in which we are
supposed to control and nurture others and the way in which we have to
learn to deal with our own feelings
The TA programme can vary from one day capsule to a five day programme
It involves sharing of concepts and knowledge of TA, playing structural
exercises and games leading the participants to assess their own personalities
FISHBOWL METHOD
It is essentially used in providing skills for understanding human behaviour
It effectively uses group interaction to develop in the participants a degree of
self awareness The primary objective of this method is to inculcate in the
participants the discipline of observing others and on the basis of this
provide feedback to learn about ones behaviour and personality as seen
through the eyes of others
Fish bowl can be effectively used in developing:
Individual and group behaviour
Content of communication
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Role that an individual plays in-group activities
Resolving intergroup conflict level of participation
Dynamics of group problem solving
Decision making; and
Interpersonal relations
METHODOLOGY:
The exercise can involve up to 25 participants seated in 2 circles one inner
and one outer The inner group is the target group, members of this group
will either discuss a preselected topic or move towards the completion of a
group task After the discussion by the members of the inner group the outer
group is asked to comment on the content and more importantly the
dynamics and processes of the inner group members Feedback may be
obtained by one of the following methods:
Each member of the outer group observes all the members of the inner
group on a specific dimension of the group process
Each member of the outer group observes one member of the inner
group on all the dimensions of group activity
Participants must learn to provide feedback with clarity and precision
Feedback must never be critical or lose its constructive nature After one
cycle is completed the outer circle changes places with the inner circle and
the cycle repeated
NON-GROUP METHODS:
Under this method the assessment is made on an individual basis It is of
three types:
Counseling
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Understudy system
Special projects
COUNSELING: It helps the trainees to observe their weaknesses and
involve measures to overcome them It is related to periodic appraisal or
rating Specific counseling purports to help the subordinates to do their job
better picture of how they are doing their job build strong personal
relationships and eliminate or minimize anxiety
UNDERSTUDIES SYSTEM: In this the trainees work directly with
individuals whom they are likely to replace However ,it is disappointing as a
training method because of the likelihood of imitation of week and strong
points of the seniors
SPECIAL PROJECT ARRANGEMENTS: These are likely to be highly
effective training systems In these systems a task force is built representing
varied functions in the company The special projects enable the trainees to
achieve knowledge of the subject assigned as well as to learn how to deal
with others who have varied view points
Some of other methods of training that can be useful particularly for
management students and beginners are
Field trips
Prescribed reading
Distance learning
Induction training
CONCLUSION:
Of all the methods mentioned above none can be quoted as the best A
combination of methods can be used or it can be changed according to the
changing circumstances
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ADVANTAGES AND DISADVANTAGES OF ON THE JOB AND OFF
THE JOB TECHNIQUES
65
OFF THE JOB TECHNIQUE
ADVANTAGES
Away from work and home pressures
More time available
Trainee specific difficulty can be easily sorted
Relaxed atmosphere more conducive to learning
Under this method trainee attention can be obtained more easily as the
distraction is minimum
Enables testing of hypothesis and ideas in low risk environment
Improves morale and motivation for self development
DISADVANTAGES
Cost of external facilities
Artificial sheltered environment
Difficulty of simulating work problems
Difficulty of transferring learning to work situation
Resistance of trainees being away from home
Difficulty of transferring learning to work situation
Generally more time consuming
Often involves traveling costs and inconvenience
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EVALUATION OF TRAINING AND DEVELOPMENT
It basically involves the following steps:
Setting the evaluation criteria
Selecting the trainees to be tested
Testing on the basis of set criteria
Finding out the gap between the actual and set standard performance
Giving feedback, showing the path to improvement
Transfer to the job
Follow up studies
REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS
/WHY TRAINING RESULTS ARE NOT EVALUATED
Many training directors don’t have the proper skills to conduct a rigorous
evaluation research
Some managers are just reluctant to evaluate something which they have
already convinced themselves is worthwhile
Many organizations carry out training because their competitors are
doing so or the unions are demanding it
Training is in itself expensive, evaluation adds up to the cost
Some training cannot be evaluated because of the complexity of the
behaviour being taught
BENEFITS OF TRAINING
Leads to improved profitability and or more positive attitude towards
profit orientation
Improves the job knowledge and skills at all levels of an organization
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Improve the morale of the workplace
Helps create a better corporate image
Helps people identify with organizational goals
Foster authenticity, openness and trust
Improves the relationship between boss and subordinates
Aids in organizational development
The organization may learn from the inputs given by the trainees
Helps prepare guidelines for work
Aids in understanding and carrying out organizational responsibilities
Provides information for future needs in all areas of the organization
Helps employees adjust to change
Aids in improving organizational communication
SAMPLE
The questionnaire was distributed to 1000 executives of which about 400
completed forms were received This sample of companies was drawn up on
the basis of three criteria
Adequate representation of various industry groups
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Enough common ground to allow meaningful comparison between
companies
All core aspects of management were covered i.e. Production, Marketing
Finance, Personnel, Systems etc
TOOL
The data was collected through as structured questionnaire namely “Training
Needs Assessment Questionnaire” developed by Pattanayak and Dhar, 1996
The questionnaire comprised of 44 items is designed to elicit detailed
information with respect to the assessment of training needs
PROCEDURE
The questionnaire was distributed to the executives both personally and
through post and later on collected The participants for the various
Executive Development Programmes (EDP) at NITIE were also contacted
and they filled questionnaires
The TNA variables were evaluated on the pre decided scale as shown
Strongly agree - 5 points
Agree - 4 points
Neutral - 3 points
Disagree - 2 points
Strongly disagree - 1 point
The executives were broadly classed as those working in the
Public sector
Private sector
They were further classified as
Senior level
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Middle level
Junior level; in each category
ANALYSIS
On the basis of data collected under the structured questionnaire the analysis
was drawn on statistical packages and the various graphs and charts were
obtained to draw out results
70
3. Customer development specific needs include training to serve
customer needs in terms of delivery, complaint settlement, quality of
product and service, understanding of needs and expectations These are
required to improve the external image of the company
Based on the survey conducted, the results were analyzed and inferences
drawn from senior, middle and junior level executives of public and private
sectors
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b) PRIVATE SECTOR: the points which received the maximum
support by senior executives of private sector organizations
were:
Improving their performance
Enhancing organizational effectiveness
Learning cost effectiveness techniques
Involving decision-making skills
Increasing the managerial/supervisory effectiveness
Updating technical skills
Executives have laid maximum stress on the organizational development
(35%) followed by personal development (33%) and customer relationship
development (32%) This can be attributed to the fact that these personnel
that have gone through severe screening procedure and have grown up with
customer relations related education passed on to them quite early Moreover,
maximum needs is realized for organizational development so as to increase
effectiveness in an increasing competitive scenario
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Increasing the managerial/supervisory effectiveness
Whereas relatively lesser response was received from areas such as ethical
values, middle level public sector employees were sensitive to training in
areas of personal development (34%) and organizational development
(34%), which is marginally ahead of customer development needs (32%)
b) PRIVATE SECTOR: For this segment training needs were maximum
for:
Improving their performance
Understanding the quality requirements of their jobs
Increasing the managerial/supervisory effectiveness
Learning and developing the MIS
Promoting a positive attitude in general
Enhancing organizational effectiveness
Whereas fairly average response was received for training on ethical values,
occupational health, etc importance to organizational development and
personal development related training needs was 2%ahead of customer
development needs (32%) We observe similarity between public and private
sector in middle level executive category This shows equal concern for
improvement in personal performance
3.JUNIOR LEVEL EXECUTIVES
a) PUBLIC SECTOR: Maximum training needs are felt for:
Improving performance
Understanding the quality requirements of their jobs
Promoting a positive attitude in general
Facilitating growth and development of the individual
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Familiarizing them to new job related technique
Enriching their job knowledge
74
SUMMARY
Cumulative results of the senior level executives surveyed showed
that they had greater concern for training needs in the areas as
organizational and personal development
Cumulative results of the middle were also along the pattern of senior
level executives with greater emphasis on personal and organizational
development
Junior survey differ from senior and middle level executives survey
who identified maximum training needs for organizational
development
There are certain areas in which almost all level executives both public and
private sector wanted some sort of training, which varied with individual
requirements
1) Performance improvement
2) Quality of work life improvement
3) Quality improvement of the job itself
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4) Managing organization professionally
5) Improving presentation and communicational skills
Some of the areas which remained untouched i.e. in which they remain least
bothered are:
1) Increasing ethical values in business
2) Commitment to organization
3) Increasing awareness about occupational health
PROBLEM
DESCRIPTION:
How to design the entire training process and identifying the training
needs of the employees.
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OBJECTIVE OF THE RESEARCH
To understand the entire training process and identifying the training needs of
the employees at the Kotak Mahindra Limited.
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RESEARCH METHODOLOGY
RESEARCH DESIGN: DESCRIPTIVE AND EXPLORATORY
The information was basically obtained from two sources
1. PRIMARY DATA: Informal conversations were the source of information
regarding the training methods already followed and identification of the
training needs of the workers
2. SECONDARY DATA: Information regarding the new methods that can be
implemented was collected on the basis of book research.
SAMPLE TYPE: Random
SAMPLE: Sample collected from Kotak Mahindra Ltd The history of the
company can be divided into two parts, which are company before
78
RESULTS
Graphical presentation of the findings is as follows:
PERSONAL DEVLOPMENT
ORGANIZATIONAL DEVLOPMENT
33%
34% 32%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT
34%
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RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY SENIOR
EXECUTIVES OF PRIVATE SECTOR
35% 32%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT
33%
34% 32%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT
34%
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DO TRAINING PROGRAMMES MEET ONES
NEED AS AN EXECUTIVE?
80 75
60
PERCENT
YES
40 UNCERTAIN
23
NO
20
2
0
ANSWERS RECEIVED
70
62
60
50
PERCENT
40 YES
31 UNCERTAIN
30
NO
20
10 7
0
ANSWERS
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SWOT ANALYSIS OF THE COMPANY
STRENGTHS:
Talented human resources
Financially secure company
WEAKNESS
Training not conducted on a regular basis
OPPURTUNITIES
Huge potential for growth in the market because of excellent process
operations
All round improvement assured if training is conducted on a regular
basis
THREATS
Irregularity in training can de motivate the employees leading to
failure and downfall
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CONCLUSION
Thus to sum up “success is a journey and not a destination” Likewise its true
for an organization as well In order to enable continuous improvement
a continuous training programme must be carried out An organization
is like a sapling, if it receives regular care and nutrition then it grows to
provide shelter and food else in adverse circumstances it vanes and dies
out
The success of an organization’s plans for the future depends largely on a
sound training strategy In the face of continuous technological
innovation higher levels of knowledge and skills and their applications
are crucial resources that can only be mobilized by Training and
development in fact, maximize the growth of the executives in the
organization, improve their competence and skills, foster a higher level
of motivation and build behavior adaptability to changes in technology,
structure and environment of the organization
But these can be of use only when the organizations perceive and attach
importance to training and development of their managers and plan to ensure
successful conduct of training programmes for employees as well.
83
SUGGESTIONS:
84
BIBLIOGRAPHY:
BOOKS:
85
Kothari, C.R., Interpretation and Report Writing, Research
Methodology, Second Edition, New Delhi, New Age International (P)
Limited, 2004, Pg 344-359
QUESTIONNAIRE:
1 2 3 4 5
Strongly Agree Somewhat Disagree Strongly
Agree Agree Disagree
===========================================
1. The top management of KOTAK MAHINDRA LIMITED
believes that
1.1 Human resources are an important resource 1-----2-----3-----4-----5
1.2 Human resources need to be continuously 1-----2-----3-----4-----5
developed in systematic manner.
86
5. In my opinion my training needs are ( ) Yes / No ( )
identified
If yes, my training needs are identified by
5.1 My self in the informal discussion 1-----2-----3-----
4-----5
with my superior.
5.2 My superior 1-----2-----3-----4-----5
5.3 Training department 1-----2-----3-----4-----5
5.4 Any other 1-----2-----3-----4-----5
87
8.4 My availability at that time 1-----2-----3-----
4-----5
8.5 Any other ( please specify ) 1-----2-----3-----4-----5
88
11.3 Structured training programmes 1-----2-----3-----4-----5
11.4 Any other ( please indicate ):
(I) 1-----2-----3-----4-----5
(II) 1-----2-----3-----4-----5
89
13.4 are adding much value 1-----2-----3-----4-----5
13.5 are relevant to my jobs 1-----2-----3-----4-----5
Agreed Disagreed
Excellent Very Good Good Fair
Poor
90
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