SUMMER TRAINING PROJECT REPORT ON

Study of h.r.d. training program

at Property junction infracon (p) ltd.

AT
SUBMITTED TO

Jiwaji University Gwalior

For The Partial Fulfillment of Master of Business Administration 2012-14
SUBMITTED TO: Dr" Geor#e T$o%as S&ARMA
&o' o( Mana#e%ent De)art%ent"

SUBMITTED B!: NEERAJ MBA *r' Se%ester

IPS COLL ! OF T C"#OLO!$ A#% APP&AISAL !'ALIO&

STUDENTS DECLA AT!"N

a%

NEERAJ

S&ARMA

student

of

IPS

CO++EGE

O,

TEC&NO+OG! AND MANAGEMENT G-A+IOR. Hereby declare that industrial training report is the record of authentic work carried out by me from ./ j0ne to *1 j0ly 21.* towards fulfillment of requirement for the completion of MBA course as prescribed by JI-AJI UNI3ERSIT!4 G-A+IOR4 MP" It has not been submitted to any other university of institute for the award of any degree/diploma etc.

%AT (S"A&MA PLAC S M (!'ALIO&

&A) MBA *&%

AC+#O'L %! M #T

Many people have helped and encouraged me. It is impossible to single them out & give them the credit they deserve. I am thankful to M&, MA#IS" SI#!" for providing me an opportunity to work with Property
#UNCT!"N infracon (P) ltd. for the summer training

project.

I would like to give a special thanks to my "O%, %&, ! O&! T"OMAS for the valuable support ,,which is provided by him .

PLAC ( -

#eeraMBA *rd S M

Sharma
%ate(-

CO !" !#
Sno" . 2 * 5 / 6 7 8 9 .1 Title Pa#e

C&APTER ." INTRODUCTION O, T&E COMPAN!

INTRODUCTION O, COMPAN!
PROPERTY JUNCTION INFRACON Pvt. Ltd. is one of the services Provider in the Indian REAL ESTATE mar et! "ith its ori#ins in $%&'. (e are rea) estate service service *rovider. Pro*ert+ ,-nction thrives to *rovide a#ric-)t-re! commercia)! residentia) *ro*ert+ services to the c-stomers.

For )ast some months "e have *roves a horde of so)-tion that ma e )ife eas+ and comforta.)e. The standard service *rovided .+ *ro*ert+ ,-nction ta e care of each and ever+ dai)+ chores of c-stomers! .e it a cor*oration or an individ-a). It/s o-r mission to create o**ort-nities so *eo*)e can )ive .etter. (e consider it o-r res*onsi.i)it+ to ma e a *ositive im*act in the comm-nities "e serve. (hether it/s thro-#h the #rants "e *rovide to the tho-sands of c-stomers that share o-r mission or thro-#h the ins*irin# efforts of *ro*ert+ *rovider! "e are *assionate a.o-t the he)*in# *eo*)e to )ive .etter. As the cons-m*tion *attern of mar et chan#in# da+ .+ da+! hence chan#in# the ha.it of cons-mers! the demand of rea) estate *ro*ert+ services "hich a)so inc)-de cash on is increasin#. The *ro*ert+ ,-nction India comes as an o**ort-nit+ "hich rea) estate the *rod-ct direct)+ to the on a thro-#h a "e))0mana#ed service *rovider of 1*ro*ert+ ,-nction2.

It has many featured Services like:

Co-nse)in# and cons-)tanc+ 3an in# s-**ort Le#a) and technica) assistance Interiors cons-)tanc+ Re#istr+ Possession S-**ort

3esides that it a)so *romise that the *rod-ct and services "i)) .e char#ed )ess than the common mar et *rice and the 4-a)it+ is #-aranteed at *ro*ert+ ,-nction.

Real estate services are well known in !ndia and abroad. "stablished in #$%&' property (unction has been providing an )pportunity which the product directly to the home on a through a well managed real estate of *PROPERT! JUNCTION:"

 !t is a highly customer centric services company providing over hundred plus services to corporations to individuals. !t is !ndia+s leading R"A, "-.A." service provider.

&ISTOR! O, T&E ORGANISATION

PROPERTY JUNCTION INFRACON P5T. LT6. is one of the *ioneers in the Indian rea) estate mar et! "ith its ori#ins in $%&'. For over one +ear "e have

deve)o*ed and im*)emented so)-tions for f-)fi)) the needs of each and ever+ c-stomer. Pro*ert+ ,-nction is an Indian cor*oration that r-ns a chain of )ar#e! disco-nt services. It is the India/s )ar#est cor*orations .+ reven-e and is fo-nded .+ 7r. 8a-sh)endra Sin#h In $%&$. 3efore o*enin# *ro*ert+ ,-nction the+ are st-d+ the severa) needs and rea) estate thro-#h man+ s-rve+s and 4-estionnaires. 9e .ecome convinced Indian cons-mers "anted a ne" t+*e of services! tr-stin# his vision: the+ *-t -* his mone+ and his effort for the first Pro*ert+ J-nction Infracon Pvt. Ltd. ;"a)ior. In 7arch $%&$! *ro*ert+ ,-nction started his services in ;"a)ior "ith ever+ fe" cons-mers and fe" services. After some months Com*an+ started to #ro" "ith man+ ne" services. 3-t toda+ *ro*ert+ ,-nction has aro-nd &< )a hs c-stomers and h-ndred *)-s services to f-)fi)) the needs of cons-mers and no" ever+ month it ,oined the h-ndred ne" cons-mers. No" a da+s it is the most s-ccessf-) service *rovider com*an+ in the co-ntr+ "ith the ima#e of *rovidin# #ood 4-a)it+ of items at the roc .ottom *rice.. Therefore! it has to comm-nicate this ima#e to the cons-mer sho"in# ha**+ fami)+ .-+in# their service.

/51 ,lats %bhk %/0 1/#.2% sq.ft.

#bhk &bhk Per%ission o( )ro)erty : %5 8a9ul #5 :iversion

3$0 %/0

4a5 671 sq.ft. 4b5 3#& sq.ft. 72&.2# sq.ft.

&5 . ; c. p. 4 town ; country planning 5 15 municipal O;je<tives o( )ro)erty j0n<tion : .he main ob(ective of property (unction is to satisfy customer needs. <ustomers want quality' satisfaction property and reasonable price.

:eeping their understanding of consumer+s trends and creating new analytical tools. Attract more customers by giving features like installment payment ' customer booking etc.

Maintain e=cellent customer service > ?ive the customers what they want@ quality property at affordable prices on service.

PRODUCTION
PRODUCT AND SER ICES O! PROPERT" #UNCTION

Pro*ert+ ,-nction is a rea) estate com*an+. And it is an indian com*an+ and it service *rovider "hich ta e care of each and ever+ dai)+ chores of c-stomers! .e it a cor*oration or an individ-a) and com*an+ *rod-ct name mansarovar serenit+.

PROPERT" #UNCTION SER ICES

It *rovides the fo))o"in# *rod-ct and services.
$. %. &. '. (. ).

Co-nse)in# and cons-)tanc+ 3an in# s-**ort Le#a) and technica) assistance Interiors cons-)tanc+ Re#istr+ Possession S-**ort

Rea) estate *rovides= From a#ric-)t-re! commercia)! residentia) of Pro*ert+ J-nction India a)) of ho-se ho)d re4-irements "ith 4-a)it+ ass-rance so that its c-stomers can sta+ an eas+ and hea)th+ )ife .+ s*endin# more time "ith their fami)+.

$ANSARO AR SERENIT" :%

Training and Human Resource Management

.he &R (0n<tionin# is changing with time and with this change' the relationship between the training function and other management activity is also changing. .he development activities are now equally important with that of other HR functions. ?one are the days' when training was considered to be futile' waste of time' resources' and money. 8ow a days' training is an investment because the departments such as' marketing ; sales' HR' production' finance' etc depends on training for its survival. !f trainin# is not considered as a priority or not seen as a vital part in the organi9ation' then it is difficult to accept that such a company has effectively carried out HRM. .raining actually provides the opportunity to raise the profile development activities in the organi9ation. .o increase the commitment level of employees and growth in quality movement 4concepts of HRM5' senior management team is now increasing the role of training. -uch concepts of HRM require careful planning as well as greater emphasis on employee development and long term education. .raining is now the important tool of &0%an Reso0r<e Mana#e%ent to control the attrition rate because it helps in motivating employees' achieving their professional and personal goals' increasing the level of (ob satisfaction' etc. As a result training is given on a variety of skill development and covers a multitude of courses.

Role o( &RD Pro(essionals in Trainin# .his is the era of cut throat competition and with this changing scenario of businessA the role of HR )ro(essionals in trainin# has been widened. HR role now is@ %. Active involvement in employee education #. Rewards for improvement in performance &. Rewards to be associated with self esteem and self worth 1. Broviding pre employment market oriented skill development education and post employment support for advanced education and training /. Cle=ible access i.e. anytime' anywhere training

C&APTER = . INTRODUCTION

TRAINING
!t is a learning process that involves the acquisition of knowledge' sharpening of skills' concepts' rules' or changing of attitudes and behaviours to enhance the performance of employees. Trainin# is a<tivity lea'in# to s>ille' ;e$avior"

!t+s not what you want in life' but it+s knowing how to reach it !t+s not where you want to go' but it+s knowing how to get there !t+s not how high you want to rise' but it+s knowing how to take off !t may not be quite the outcome you were aiming for' but it will be an outcome !t+s not what you dream of doing' but it+s having the knowledge to do it !tDs not a set of goals' but it+s more like a vision !t+s not the goal you set' but it+s what you need to achieve it

.raining is about knowing where you stand 4no matter how good or bad the current situation looks5 at present' and where you will be after some point of time. .raining is about the acquisition of knowledge' skills' and abilities 4E-A5 through professional development.

RO+E O, TRAINING

Objectives Trainin& '()ectives are one of the most important parts of training program. Fhile some people think of training ob(ective as a waste of valuable time. .he counterargument here is that resources are always limited and the training ob(ectives actually lead the design of training. !t provides the clear guidelines and develops in less time because ob(ectives focus specifically on needs. !t helps in adhering to a plan.

Trainin& '()ective tell the trainee that what is e=pected out of him at the end of the training program. .raining ob(ectives are of great significance from a number of stakeholder perspectives' %. .rainer #. .rainee &. :esigner 1. "valuator Trainer = .he training ob(ective is also beneficial to trainer because it helps the trainer to measure the progress of trainees and make the required ad(ustments. Also' trainer comes in a position to establish a relationship between ob(ectives and particular segments of training.

Trainee = .he training ob(ective is beneficial to the trainee because it helps in reducing the an=iety of the trainee up to some e=tent. 8ot knowing anything or going to a place which is unknown creates an=iety that can negatively affect learning. .herefore' it is important to keep the participants aware of the happenings' rather than keeping it surprise. -econdly' it helps in increase in concentration' which is the crucial factor to make the training successful. .he ob(ectives create an image of the trainin# )ro#ra% in trainee+s mind that actually helps in gaining attention. .hirdly' if the goal is set to be challenging and motivating' then the likelihood of achieving those goals is much higher than the situation in which no goal is set. .herefore' trainin# o;je<tives helps in increasing the probability that the participants will be successful in training. Desi#ner = .he training ob(ective is beneficial to the training designer because if the designer is aware what is to be achieved in the end then he+ll buy the training package according to that only. .he training designer would then look for the training methods' training equipments' and training content accordingly to achieve those ob(ectives. Curthermore' planning always helps in dealing effectively in an une=pected situation. <onsider an e=ampleA the ob(ective of one training program is to deal effectively with customers to increase the sales. -ince the ob(ective is known' the designer will 'esi#n a trainin# )ro#ra% that will include ways to improve the interpersonal skills' such as verbal and non verbal language' dealing in une=pected situation i.e. when there is a defect in a product or when a customer is angry. .herefore' without any guidance' the training may not be designed appropriately. Eval0ator = !t becomes easy for the trainin# eval0ator to measure the progress of the trainees because the ob(ectives define the e=pected performance of trainees. .raining ob(ective is an important to tool to (udge the performance of participants.

I%)ortan<e O( Trainin#

O)ti%0% Utili?ation o( &0%an Reso0r<es = .raining and :evelopment helps in optimi9ing the utili9ation of human resource that further helps the employee to achieve the organi9ational goals as well as their individual goals.

Develo)%ent o( &0%an Reso0r<es = .raining and :evelopment helps to provide an opportunity and broad structure for the development of human resources+ technical and behavioral skills in an organi9ation. !t also helps the employees in attaining personal growth.

Develo)%ent o( s>ills o( e%)loyees = .raining and :evelopment helps in increasing the (ob knowledge and skills of employees at each level. !t helps to e=pand the hori9ons of human intellect and an overall personality of the employees.

Pro'0<tivity = .raining and :evelopment helps in increasing the productivity of the employees that helps the or#ani?ation further to achieve its long term goal. Tea% s)irit = .raining and :evelopment helps in inculcating the sense of team work' team spirit' and inter team collaborations. !t helps in inculcating the 9eal to learn within the employees. Or#ani?ation C0lt0re = .raining and :evelopment helps to develop and improve the organi9ational health culture and effectiveness. !t helps in creating the learning culture within the organi9ation. Or#ani?ation Cli%ate = .raining and :evelopment helps building the positive

perception and feeling about the organi9ation. .he employees get these feelings from leaders' subordinates' and peers. @0ality = .raining and :evelopment helps in improving upon the quality of work and work life. &ealt$y wor> environ%ent = Trainin# an' Develo)%enthelps in creating the healthy working environment. !t helps to build good employee' relationship so that individual goals

aligns with organi9ational goal.

&ealt$ an' Sa(ety = .raining and :evelopment helps in improving the health and safety of the organi9ation thus preventing obsolescence. Morale > .raining and :evelopment helps in improving the morale of the work force. !mage > .raining and :evelopment helps in creating a better corporate image. Brofitability > .raining and :evelopment leads to improved profitability and more positive attitudes towards profit orientation. .raining and :evelopment aids in organi9ational development i.e. )rgani9ation gets more effective decision making and problem solving. !t helps in understanding and carrying out organi9ational policies .raining and :evelopment helps in developing leadership skills' motivation' loyalty' better attitudes' and other aspects that successful workers and managers usually display.

Mo'els o( Trainin#
.raining is a sub system of the organi9ation because the departments such as' marketing ; sales' HR' production' finance' etc depends on training for its survival. Trainin# is a transforming process that requires some input and in turn it produces output in the form of knowledge' skills' and attitudes 4E-As5. T&E TRAINING S!STEM A -ystem is a combination of things or parts that must work together to perform a particular function. An organi9ation is a system and training is a sub system of the organi9ation. .he -ystem Approach views training as a sub system of an organi9ation. Syste% A))roa<$ can be used to e=amine broad issues like ob(ectives' functions' and aim. !t establishes a logical relationship between the sequential stages in the process of training need analysis 4.8A5' formulating' delivering' and evaluating. .here are 1 necessary inputs i.e. technology' man' material' time required in every system to produce products or services. And every system must have some output from these inputs in order to survive. .he output can be tangible or intangible depending upon the organi9ation+s requirement. A system approach to training is planned creation of training program. .his approach uses step by step procedures to solve the problems. Gnder systematic approach' training is undertaken on planned basis. )ut of this planned effort' one such basic model of five steps is system model that is e=plained below. Or#ani?ation are working in open environment i.e. there are some internal and e=ternal forces' that poses threats and opportunities' therefore' trainers need to be aware of these forces which may impact on the content' form' and conduct of the training efforts. .he

internal forces are the various demands of the organi9ation for a better learning environmentA need to be up to date with the latest technologies.

S.stemati/ Model Trainin0

he syste% %o'el consists of five phases and should be repeated on a regular basis to make further improvements. .he training should achieve the purpose of helping employee to perform their work to required standards. .he steps involved in -ystem Model of training are as follows@ %. Analy?e an' i'enti(y thetrainin# needs i.e. to analy9e the department' (ob' employees requirement' who needs training' what do they need to learn' estimating training cost' etc .he ne=t step is to develop a performance measure on the basis of which actual performance would be evaluated. #. Desi#n an' )rovi'e trainin# to meet identified needs. .his step requires developing ob(ectives of training' identifying &. Develo) .his phase requires listing the activities in the trainin# )ro#ra% that will assist the participants to learn' selecting delivery method' e=amining the training material' validating information to be imparted to make sure it accomplishes all the goals ; ob(ectives. 1. I%)le%entin# is the hardest part of the system because one wrong step can lead to the failure of whole training program.

/. Eval0atin# each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices.

T$e learnin# ste)s4 seA0en<in# an' str0<t0rin# t$e <ontents"

Instr0<tional Syste% Develo)%ent Mo'el BISDC Mo'el

Instructi'nal System Devel'*ment m'del or !-: training model was made to answer the training problems. .his model is widely used now a days in the organi9ation because it is concerned with the training need on the (ob performance. .raining are defined on the basis of (ob responsibilities and (ob description and on the basis of the defined ob(ectives individual progress is measured. .his model also helps in determining and developing the favorable strategies' sequencing the content' and delivering media for the types of training ob(ectives to be achieved. .he !nstructional -ystem :evelopment model comprises of five stages@ ." ANA+!SIS = .his phase consist of training need assessment' (ob analysis' and target audience analysis. 2" P+ANNING = .his phase consist of setting goal of the learning outcome' instructional ob(ectives that measures behavior of a participant after the training' types of training material' media selection' methods of evaluating the trainee' trainer and the training program' strategies to impart knowledge i.e. selection of content' sequencing of content' etc.

*" DE3E+OPMENT = .his phase translates design decisions into training material. !t consists of developing course material for the trainer including handouts' workbooks' visual aids' demonstration props' etc' course material for the trainee including handouts of summary. 5" EDECUTION = .his phase focuses on logistical arrangements' such as arranging speakers' equipments' benches' podium' food facilities' cooling' lighting' parking' and other training accessories. /" E3A+UATION = .he purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. .his phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices. .he ISD m'del is a continuous process that lasts throughout the trainin# )ro#ra%. !t also highlights that feedback is an important phase throughout the entire training program. !n this model' the output of one phase is an input to the ne=t phase.

Transitional Model
Transiti'nal m'delfocuses on the organi9ation as a whole. .he outer loop describes the vision' mission and values of the organi9ation on the basis of whichtrainin# %o'el i.e. inner loop is e=ecuted. 3ision = focuses on the milestones that the organi9ation would like to achieve after the defined point of time.

A vision statement tells that where the organi9ation sees itself few years down the line. A vision may include setting a role mode' or bringing some internal transformation' or may be promising to meet some other deadlines. Mission = e=plain the reason of organi9ational e=istence. !t identifies the position in the community. .he reason of developing a mission statement is to motivate' inspire' and inform the employees regarding the organi9ation. .he mission statement tells about the identity that how the organi9ation would like to be viewed by the customers' employees' and all other stakeholders. 3al0es = is the translation of vision an' %ission into communicable ideals. !t reflects the deeply held values of the organi9ation and is independent of current industry environment. Cor e=ample' values may include social responsibility' e=cellent customer service' etc.

.he mission' vision' and values precede the ob(ective in the inner loop. .his model considers the organi9ation as a whole. .he ob(ective is formulated keeping these three things in mind and then the trainin# %o'el is further implemented.

MET&ODS O, TRAINING
.here are various %et$o's o( trainin#' which can be divided in to <o#nitive an' ;e$avioral %et$o's. .rainers need to understand the pros and cons of each method' also its impact on trainees keeping their background and skills in mind before giving training. Co#nitive %et$o's are more of giving theoretical training to the trainees. .he various methods under <ognitive approach provide the rules for how to do something' written or verbal information' demonstrate relationships among concepts' etc. .hese methods are associated with changes in knowledge and attitude by stimulating learning.

.he various methods that come under <ognitive approach are@

+ECTURES DEMONSTRATIONS DISCUSSIONS COMPUTER BASED TRAINING BCBTC INTE++EGENT TUTORIA+ S!STEMBITSC PROGRAMMED INSTRUCTION BPIC 3IRTUA+ REA+IT!

+ECTURE = A MET&OD O, TRAINING

!t is one of the oldest methods of training. .his method is used to create understanding of a topic or to influence behavior' attitudes through lecture. A lecture can be in printed or oral form.+e<t0re is telling someone about something. ,ecture is given to enhance the knowledge of listener or to give him the theoretical aspect of a topic. .raining is basically incomplete without lecture. Fhen the trainerbegins the training session by telling the aim' goal' agenda' processes' or methods that will be used in training that means the trainer is using the lecture method. !t is difficult to imagine training without lecture format. .here are some variations in ,ecture method. .he variation here means that some forms of lectures are interactive while some are not. Strai#$t +e<t0re: -traight lecture method consists of presenting information' which the trainee attempts to absorb. !n this method' the trainer speaks to a group about a topic. However' it does not involve any kind of interaction between the trainer an' t$e trainees. A lecture may also take the form of printed te=t' such as books' notes' etc. .he difference between the straight lecture and the printed material is the trainer+s intonation' control of speed' body language' and visual image of the trainer. .he trainer in case of straight lecture can decide to vary from the training script' based on the signals from the trainees' whereas same material in print is restricted to what is printed. A good lecture consists of introduction of the topic' purpose of the lecture' and priorities and preferences of the order in which the topic will be covered. Main ,eat0res o( +e<t0re Met$o' -ome of the main features of lecture method are@ !nability to identify and correct misunderstandings

,ess e=pensive

<an be reached large number of people at once Enowledge building e=ercise ,ess effective because lectures require long periods of trainee inactivity

DEMONSTRATION TRAINING MET&OD

.his method is a visual display of how something works or how to do something. As an e=ample' trainer shows the trainee show to perform or how to do the tasks of the (ob. !n order to be more effective' demonstration method should be should be accompanied by the discussion or lecture method. .o carry out an effective 'e%onstration' a trainer first prepares the lesson plan by breaking the task to be performed into smaller modules' easily learned parts. .hen' the trainer sequentially organi9es those modules and prepares an e=planation for why that part is required. Fhile performing the demonstration' trainer@ :emonstrates the task by describing how to do' while doing

Helps the focusing their attention on critical aspects of the task .ells the trainees what you will be doing so they understand what you will be showing them

"=plains why it should be carried out in that way

.he difference between the lecture method and the demonstration method is the level of involvement of the trainee. !n the lecture method' the more the trainee is involved' the more learning will occur. .he financial costs that occur in the 'e%onstration %et$o' are as follows@

<ost of training facility for the program <ost of materials that facilitate training Cood' travel' lodging for the trainees and the trainers <ompensation of time spent in training to trainers and trainees

<ost related to creating content' material <ost related to the organi9ation of the training

After completing the demonstration the trainer provide feedback' both positive and or negative' give the trainee the opportunity to do the task and describe what he is doing and why.

Dis<0ssion Trainin# Met$o'

.his method uses a lecturer to provide the learners with conte=t that is supported' elaborated' e=plains' or e=panded on through interactions both among the trainees and between the trainer and the trainees. .he interaction and the communication between these two make it much more effective and powerful than the lecture method. !f the Dis<0ssion %et$o' is used with proper sequence i.e. lectures' followed by discussion and questioning' can achieve higher level knowledge ob(ectives' such as problem solving and principle learning. .he :iscussion method consists a two way (low o( <o%%0ni<ation i.e. knowledge in the form of lecture is communicated to trainees' and then understanding is conveyed back by trainees to trainer. Gnderstanding is conveyed in the form of ver;al an' non ver;al (ee';a<> that enables the trainer to determine whether the material is understood. !f yes' then definitely it would help out the trainees to implement it at their workplaces and if not' the trainer may need to spend more time on that particular area by presenting the information again in a different manner. @0estionin# can be done by both ways i.e. the trainees and the trainer. Fhen the trainees ask questions' they e=plain their thinking about the content of the lecture. A trainer who asks questions stimulates thinking about the content of the lecture. Asking and responding questions are beneficial to trainees because it enhance understanding and keep the trainees focused on the content. Besides that' discussions' and interactions allow the trainee to be actively engaged in the material of the trainer. .his activity helps in

improving recall.

COMPUTER BASED TRAINING BCBTC

Fith the worldwide e=pansion of companies and changing technologies' the demands for knowledge and skilled employees have increased more than ever' which in turn' is putting pressure on &R 'e)art%ent to provide training at lower costs. Many organi9ations are now implementing <B. as an alternative to classroom based training to accomplish those goals. -ome of the benefits of Co%)0ter Base' Trainin# are@

According to a recent survey' about 3/0 of the organi9ations are providing training to employees through !ntranet or !nternet. Internet is not the %et$o' o( trainin#' but has become the technique of delivering training. .he growth of ele<troni< te<$nolo#y has created alternative training delivery systems.

<B. does not require face to face interaction with a human trainer. .his method is so varied in its applications that it is difficult to describe in concise terms.

Pro#ra%%e' Instr0<tion BPIC

Pro#ra%%e' instr0<tion is a <omputer based training that comprises of graphics' multimedia' te=t that is connected to one another and is stored in memory. Brogrammed instruction is the procedure of guiding the participants strategically through the information in a way that facilitates the most effective and efficient learning. !t provides the participant with content' information' asks questions' and based on the answer goes to the

ne=t level of information i.e. if the trainee gives the correct answerA one branch moves the trainee forward to the new information. And if the trainee gives the wrong answer then different branch is activated' taking the trainee back to the review relevant information in more elaborate manner. .his method allows the trainees to go through the content according to the individual speed' and capability. .hose trainees' who respond better' move through the content rapidly. Brogrammed !nstruction also comes in

Brinted form i.e. books .ape !nteractive Hideo )ther formats

!n programmed instruction' trainees receive information in substantial amount and then tested on their retention of information. !f the trainees are not able to retain the information' they are referred back to the original information. !f the trainees retain the information' they are referred to the ne=t log of information that is to be learned.

Trainin# Pro<ess
." I'enti(yin# Trainin# Nee's .raining need is a difference between standard performance and actual performance.Hence' it tries to bridge the gap between standard performance and actual performance. .he gap clearly underlines the need for training of employees. Hence' under this phase' the gap is identified in order to assess the training needs.

2" Esta;lis$ S)e<i(i< O;je<tives

After the identification of training needs' the must crucial task is to determine the ob(ectives of training. Hence' the primary purpose of training should focus to bridge the gap between standard performance and actual performance. .his can be done through setting training ob(ectives. .hus' basic ob(ective of training is to bring proper match between man and the (ob.

*" Sele<t A))ro)riate Met$o's .raining methods are desired means of attaining training ob(ectives. After the determination of training needs and specification of ob(ectives' an appropriate training method is to be identified and selected to achieve the stated ob(ectives. .here are number of training methods available but their suitability is (udged as per the need of organi9ational training needs.

5" I%)le%ent Pro#ra%s After the selection of an appropriate method' the actual functioning takes place. Gnder this step' the prepared plans and programs are implemented to get the desired output. Gnder it' employees are trained to develop for better performance of organi9ational activities

/" Eval0ate Pro#ra% !t consists of an evaluation of various aspects of training in order to know whether the training program was effective. !n other words' it refers to the training utility in terms of effect of training on employesD performance.

6" ,ee';a<> Cinally' a feedback mechanism is created in order to identify the weak areas in the training program and improve the same in future. Cor this purpose' information relating to class room' food' lodging etc. are obtained from participants. .he obtained information' then' tabulated' evaluated' and analy9ed in order to mark weak areas of training programs and for future improvements.

ROLE PLAYING
)ne of the most effective training methods is role playing. 8ot (ust for sales or customer service training' this technique is an e=cellent way to achieve a number of benefits for employees' management and support people. Role playing is not (ust Ipracticing working with an imaginary customer out loud.I Role playing allows a group of employees to act out work scenarios. !t opens communications' and for the amount of time when it puts a player Don the spot'D it also gives a great deal of confidence and develops camaraderie among those participating in 4doing5 the role play situations. Cor instance' you might train salespeople by having two people act out a DsalesD scenario. )ne acts as the salesperson' the other acts as the customer. .his allows salespeople to practice their sales techniques. A trainer and/or other trainees may watch the role play and critique it afterwards. Role playing can be used in every department by management and employees to practice business situations. Role playing is the systematic building of correct habits while learning the acceptable system and the best way to communicate your ideas to the customer. Role playing should be done in a low stress environment' which makes it easier to learn. .he trainer can critique the role play situation and corrections can be made immediately by more rehearsal. Assimilation of the training material and implementation of a key element of the system can occur quickly in business. Role playing should be performed where the (ob will take place. .his means at the work desk' on the phone' at the checkout counter' delivery or warehouse area. .his setting should provide all necessary notes or equipment the employee may have' and should be performed with the person playing the part of the customer. Role Playin# is an EE<ellent EEer<ise ,or:

Ana)+>in# *ro.)ems Jo. intervie" to see ho" comforta.)+ the+ comm-nicate Im*rove se))in# .+ a**)+in# vario-s se))in# so)-tions 6eve)o*in# team"or ! coo*eration! and creative *ro.)em0so)vin# E?ercise for im*rovin# )istenin# s i))s

JOB ROTATION
Job Rotation is a management approach where employees are shifted between two or more assignments or (obs at regular intervals of time in order to e=pose them to all verticals of an organi9ation. !t is a pre planned approach with an ob(ective to test the employee skills and competencies in order to place him or her at the right place. !n addition to it' it reduces the monotony of the (ob and gives them a wider e=perience and helps them gain more insights. Job rotation is a well planned practice to reduce the boredom of doing same type of (ob everyday and e=plore the hidden potential of an employee. .he process serves the purpose of both the management and the employees. !t helps management in discovering the talent of employees and determining what he or she is best at. )n the other hand' it gives an individual a chance to e=plore his or her own interests and gain e=perience in different fields or operations.

SUGGESTION

+IMITATIONS

CONC+USION

BIB+IOGRAP&!
BOO+S(
*avid +. *ecen,o-#tephen .. /obins 0%11'2 .ersonal and 3uman /esource Management +. Monappa 0%11'2, .ersonal Management +llan .epper 0$4442 + 3andbook on !raining and *evelopment

' BSIT S(
www. www.wikipedia.org www.naukrihub-training and development.com