A

ON

AT

KOTAK MAHINDRA OLD MUTUAL LIFE INSURANCE LIMITED

SUBMITTED IN PARTIAL FULFILLMENT

OF

MASTER OF BUSINESS ADMINISTRATION(2008-2010)

(U.P.TECHNICAL UNIVERSITY , LUCKNOW)

ADVANCE INSTITUTE OF MANAGEMENT

UNDER THE GUIDANCE OF: SUBMITTED BY

BHAWNA
SINHA
SACHIN JAIN
(HR HEAD) ROLL NO: 0811570017

1
 ACKNOWLEDGEMENT

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

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

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

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

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

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 CONTENTS

1. Executive Summary

2. Introduction to Training

3. Nature of Training & Development

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

14. Bibliography
15. Annexure
 Questionnaire

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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

OBJECTIVE OF THE STUDY

To understand the entire training process and identifying the training needs
of the employees at the Kotak Mahindra old mutual life insurance ltd.

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

Successful candidates placed on the job need training to perform their

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

Thus training is systematic and intentional basically involving the

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

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

basis of identified resources in three phases

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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

NATURE OF TRAINING AND DEVELOPMENT

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

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

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

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

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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)

EDUCATION TRAINING AND DEVELOPMENT: DIFFERENCE

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

TRAINING VERSUS DEVELOPMENT

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

TRAINING DEVELOPMENT

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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 VERSUS EDUCATION

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

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

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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

 Optimize the workers performance in pursuit of organizational goals

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

THE COMPANY PROFILE

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

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

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

Insurance is an attractive option for investment. While most people

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

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

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

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

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

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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

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

expanding operations in life assurance, asset management, banking and

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

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

Namibian, Malawi and Zimbabwe stock exchanges.

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

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

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

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

operating profit to US$ 1,381 million.

Old Mutual has made significant progress through continued development of

core business, and through focused acquisitions has established a strong

foundation upon which to further build the business for customer and

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

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

innovative product range catering to all income groups.

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 A LIFETIME OF VALUE

Kotak Mahindra one of India's leading financial institutions was born in

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

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

1986 Kotak Mahindra Finance Limited starts the activity of

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

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

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

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

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17
 THE ENTIRE PROCESS OF TRAINING

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

Top level

Middle level

Lower level

DIAGRAM SHOWS THE DIFFERENT MANAGEMENT LEVELS IN

AN ORGANIZATION
These were the training areas identified:

FOR THE TOP LEVEL

1. Management development programmes
2. Emotional training

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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 TRAINING NOTICE

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

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

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

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FACTORS THAT ENSURE SUCCESS OF A TRAINING
PROGRAMME

1. THE OVERALL TRAINING PROGRAMME

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

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 The job of a training manager

Define the problems

Arrange the problem in

order of priority

Evaluate the result

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

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

Diagram Shows A Schematic View Of Evolution Of A Training Plan

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 THE SYSTEMS APPROACH TO TRAINING

The systems approach to training given by Eckstrand involves seven major

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

ASSESING TRAINING NEEDS

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

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

Stimulus for change

Recognition of the
Stimulus

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 Recognition of the
need to change

Diagnosis

Goals

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

SYMPTOMS OF THE NEED TO

Failure to train
CHANGE Failure to
1.low productivity motivate the
workers
2.high absenteeism employees
effectively
3high turnover
4low employee morale
5high grievances

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

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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
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

28
the high standards accomplished by the employees i.e. in the form of a
reward

YODER’S PRINCIPLES FOR EFFECTIVE TRAINING

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

SUMMARY: ESSENTIALS OF TRAINING

To conclude there are four essential s for effective training namely:
a) Stimulus
b) Response

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 c) Motivation
d) Reward and incentives

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

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

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

30
employees systematic training programme will help the management to
standardize the job performance as well as the selection and placement
programme As already specified for the success of any training programme
the selection of trainer is of prime importance The trainer must be picked
from the immediate supervisors in case of on the job training programme
Secondly the statues of the training in charge should be equivalent to that of
the personal manager in the organization Thirdly the needs of training
should be based on organizations needs The last but not the least important
point is the importance of human relations for the development of an
effective organization Training in good human relations means training good
leadership and developing sound relationship among people in the
organization

CATAGORIES OF TRAINING NEEDS ANALYSIS

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

Preventive approach
Developmental approach

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

HOW SHOULD A TNA BE CONDUCTED

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

32
nominations to learn whether training is actually needed Self nominations
appears to be less common for training situations but more common for
developmental activities

33
KEY STEPS INVOLVED IN CONDUCTING A TNA
 Defining the perceived performance deficiency
 Prioritizing the problem
 Identifying the job requirements, trainees skills and abilities and
environmental constraints on correcting the deficiency
 Developing the behavioral description of the need

These steps are explained as under:

Ask questions about

the job
Training committees Inputs from several view points can often
and conferences reveal training needs
Analysis of the Indicators of task interference environmental
operating problem factors
Card sort Utilized in training conferences “how to”
statements sorted by training importance

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

2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS

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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.

3.PRIORTIZE ORGANISATIONAL GOALS

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

ORGANISATIONAL GOALS: The extent to which the performance

deficiency hinders the attainment of organizational goals

RESOURCES: The capacity to take corrective action must also be

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

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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
indices between actual performance and the standard or
desired

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

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

3. JOB TASK AND WORK ENVIRONMENT ANALYSIS

As part of TNA a job analysis should focus on what the trainee needs to
be able to do, to perform the job satisfactorily In TNA a job analysis
should take both worker and task oriented approach A worker oriented
approach focuses on the skill knowledge and abilities to perform the job
These might include elementary notions, job demand and the specific
human behavior involved such as decision making, communicating etc A

37
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

TECHNIQUES FOR TRAINING NEEDS IMPLICATIONS

OBTAINING JOB
DATA
Job description Outlines the job in terns of typical duties and
responsibilities but is not meant to be all
inclusive Helps define performance
discrepancies
Job specifications or List specified tasks require for each job More
task analysis specific than job descriptions Specifications
may extend to judgment of the reqd
knowledge and skills
Performance standards Objectives of the task of the job and
standards by which they are judged This may
include base line data as well
Perform the job Most effective way o determining specific
tasks but has serious limitations the higher
the level of job the greater is the gap between
performance and result outcomes
Observe job work
sampling

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

4. WORK ENVIRONMENT ANALYSIS

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

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

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

categories

1. General training methods

2. Rank and file job training methods

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

40
TYPES OF TRAINING METHODS ON THE BASIS OF ABOVE
CLASIFICATION

 INDUCTION OR ORIENTATION TRAINING

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

 RANK AND FILE JOB TRAINING

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

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

ON THE JOB TECHNIQUES

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

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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

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

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

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

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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

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

AUDIO VISUAL TECHNIQUES:

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

AVAILABLE DEVICES

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

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

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

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

OVERHEAD PROJECTOR: It projects large size transport images onto a

screen under normal lighting conditions

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

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

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

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

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

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

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

reached Role playing experience demonstrates the gap between
thinking and doing
 It permits the practice of carrying out an action and make it clear that
good human relations require skills

49
  Attitudinal change is effectively accomplished by placing the person
in the specified role
 It trains a person to be aware of, and be sensitive to others feelings
The information serves as feedback of the effect his behaviour has on
other people
 A fuller appreciation of the important part played by feelings in
determining behaviour in social situations is developed
 Each person is able to discover his own personal faults
 It permits training in control of feelings and emotions
The two important types of role-plays are

 Structured role play is characterized by use of written cases selected

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

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

ROLE PLAY HAS BEEN SHOWN TO BE EFFECTIVE IN

a. Studying small group leadership skills
b. Increasing sensitivity to the motivation of others
c. Improving interviewing skills

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

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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
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

52
suit a company’s need By using equipment simulators workers can practice
new behaviour and operate certain complex equipment free of danger to
themselves Equipment simulators can range from simple mock ups to
computer based simulations of complete environments Some of them are
utilized to train a single individual and others are used for team training

A.IN BASKET EXERCISE

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

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

53
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
 What is to be learned involves many discrete pieces of material, and
the participants get immediate feedback on whether they have learned
each piece

54
  The material to be learned is prepared in such a way that it can be
presented to the learner in a series of sequential steps These steps
progress from simple to more complex level of instruction The
information to be taught is presented in the form of a programme The
person who writes the programme is is called the programmer and
the people for whom the programme is being written is referred to as
the target population

There are three kinds of programmed instructions:

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

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

55
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

BEHAVIOUR MODELLING:
According to social learning theory, most human behaviour is learnt
observationally through modeling When social learning theory is applied to

56
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
This approach has been successful in teaching supervisors how to
discipline employees and is particularly common in athletics

57
SENSTIVITY TRAINING:
It provides the participants with an opportunity to actually experience some
concept of management just as a manager would experience them in his
organizational situation Sensitivity training purports to develop awareness
and sentiments to one’s own and other’s behavioral patterns is a group
training method that uses intensive participation and immediate feedback for
self analysis and change The method provides face to face learning of on
going behaviour within a small group and lacks structure In this the
participants remain involved and enthusiastic This attempts to develop the
diagnostic ability of the participants –the ability to perceive reality The
individual is made more aware of himself and his impact on others At a
group level one learns about normative structures and authority relationships
leading to better team work It increases sensitivity and awareness towards
others and their styles It helps to understand how conflicts arise and are
resolved
Obviously the learning is at an emotional rather than at an intellectual level
Being an emotional experience the degree of change depends on the amount
of emotional involvement A predominant problem with the effectiveness of
sensitivity training is the transfer problem that is the inability of the
participant to apply concepts and awareness gained in the laboratory or
group to his job

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

GOALS OF SENSTIVITY TRAINING

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

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

59
 TYPES OF SENSTIVITY TRAINING

SENSTIVITY
TRAINING

T-GROUP TRANSACTIONAL
ANALYSIS

STRANGER FAMILY COUSIN

GROUP GROUP GROUP

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

Campbell, Dunnette, Lawler and Weick have summarized the main

goals of T GROUP as follows

60
  To give the trainee an understanding of how and why he acts towards
other people as he does and of the way in which he affects them
 To provide some insights into why people act the way they do
 To teach the participants how to listen i.e. actually hear what other
people are saying rather than concentrating on a replay
 To provide insights concerning how groups operate and what sorts of
processes groups go under certain conditions
 To foster tolerance and understanding of the behaviour of others
 To provide a setting in which an individual can try new ways of
interacting with people and receive feedback as to how these new
ways affect them

T-groups are classified as:

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

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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

62
  Role that an individual plays in-group activities
 Resolving intergroup conflict level of participation
 Dynamics of group problem solving
 Decision making; and
 Interpersonal relations

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

63
  Understudy system
 Special projects
COUNSELING: It helps the trainees to observe their weaknesses and
involve measures to overcome them It is related to periodic appraisal or
rating Specific counseling purports to help the subordinates to do their job
better picture of how they are doing their job build strong personal
relationships and eliminate or minimize anxiety
UNDERSTUDIES SYSTEM: In this the trainees work directly with
individuals whom they are likely to replace However ,it is disappointing as a
training method because of the likelihood of imitation of week and strong
points of the seniors
SPECIAL PROJECT ARRANGEMENTS: These are likely to be highly
effective training systems In these systems a task force is built representing
varied functions in the company The special projects enable the trainees to
achieve knowledge of the subject assigned as well as to learn how to deal
with others who have varied view points
Some of other methods of training that can be useful particularly for
management students and beginners are
 Field trips
 Prescribed reading
 Distance learning
 Induction training
CONCLUSION:
Of all the methods mentioned above none can be quoted as the best A
combination of methods can be used or it can be changed according to the
changing circumstances

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

ON THE JOB METHOD

ADVANTAGES
 No special facilities needed
 No additional staff needed
 Real life situation, not simulated productive in terms of departments
work
 Trainee can establish work relationship from the start
 Learning can be controlled
 No off the job cost involved
 No transferability of trainee required
DISADVANTAGES
 Cost lost in departmental budget
 Risk to machine, equipment etc and increase in scrap due to lack of
experience
 Part time instructor may lack training skills
 Lack of time due to pressures of production
 Difficulty in accommodating trainee idiosyncrasies
 Psychological pressures on trainee due to exposure before
experienced workers

65
OFF THE JOB TECHNIQUE

ADVANTAGES
 Away from work and home pressures
 More time available
 Trainee specific difficulty can be easily sorted
 Relaxed atmosphere more conducive to learning
 Under this method trainee attention can be obtained more easily as the
distraction is minimum
 Enables testing of hypothesis and ideas in low risk environment
 Improves morale and motivation for self development

DISADVANTAGES
 Cost of external facilities
 Artificial sheltered environment
 Difficulty of simulating work problems
 Difficulty of transferring learning to work situation
 Resistance of trainees being away from home
 Difficulty of transferring learning to work situation
 Generally more time consuming
 Often involves traveling costs and inconvenience

66
EVALUATION OF TRAINING AND DEVELOPMENT
It basically involves the following steps:
 Setting the evaluation criteria
 Selecting the trainees to be tested
 Testing on the basis of set criteria
 Finding out the gap between the actual and set standard performance
 Giving feedback, showing the path to improvement
 Transfer to the job
 Follow up studies
REASONS WHY TRAINING IS IGNORED BY ORGANISATIONS
/WHY TRAINING RESULTS ARE NOT EVALUATED
 Many training directors don’t have the proper skills to conduct a rigorous
evaluation research
 Some managers are just reluctant to evaluate something which they have
already convinced themselves is worthwhile
 Many organizations carry out training because their competitors are
doing so or the unions are demanding it
 Training is in itself expensive, evaluation adds up to the cost
 Some training cannot be evaluated because of the complexity of the
behaviour being taught

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

67
  Helps create a better corporate image
 Helps people identify with organizational goals
 Foster authenticity, openness and trust
 Improves the relationship between boss and subordinates
 Aids in organizational development
 The organization may learn from the inputs given by the trainees
 Helps prepare guidelines for work
 Aids in understanding and carrying out organizational responsibilities
 Provides information for future needs in all areas of the organization
 Helps employees adjust to change
 Aids in improving organizational communication

SECONDARY DATA ON TRAINING NEEDS IDENTIFICATION IN

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

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

68
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
 Middle level
 Junior level; in each category

69
ANALYSIS
On the basis of data collected under the structured questionnaire the analysis
was drawn on statistical packages and the various graphs and charts were
obtained to draw out results

CONCLUSION OF THE STUDY

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

70
 product and service, understanding of needs and expectations These are
required to improve the external image of the company

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

1. SENIOR LEVEL EXECUTIVES

a) PUBLIC SECTOR: The questions which received the
maximum waitage pertained to:
 Understanding the quality requirements of the job
 Enhancing organizational effectiveness
 Acquiring new skills in general
 Improving the decision making skills
 Increasing the managerial/supervisory effectiveness
 Enriching the job knowledge
Senior level executives of public sector laid almost equal stress on all the
facets of development with a marginally extra importance to personal
development (34%) and organizational development (34%) followed by
customer development (33%)
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

71
  Involving decision-making skills
 Increasing the managerial/supervisory effectiveness
 Updating technical skills
Executives have laid maximum stress on the organizational development
(35%) followed by personal development (33%) and customer relationship
development (32%) This can be attributed to the fact that these personnel
that have gone through severe screening procedure and have grown up with
customer relations related education passed on to them quite early Moreover,
maximum needs is realized for organizational development so as to increase
effectiveness in an increasing competitive scenario

2. MIDDLE LEVEL EXECUTIVES

a) PUBLIC SECTOR: Maximum training needs were identified in the
areas such as:
 Improving their performance
 Enhancing organizational effectiveness
 Facilitating growth and development of the individual
 Increasing job satisfaction
 Improving their decision making skills
 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:

72
  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
 Familiarizing them to new job related technique
 Enriching their job knowledge

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

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

73
b) PRIVATE SECTOR: Maximum training needs were:
 Improving performance
 Understanding the quality requirements of their jobs
 Facilitating growth and development of the individual
 Familiarizing them to new job related technique
 Preparing themselves for meeting the challenges of global competition
 Facilitating rapid organizational growth and development
However a lesser need was felt for training in serving the customer in terms
of quality of product or service, and enrichment of the organizational culture
Overall organizational development (34%) was felt slightly more compared
to the need for personal development (33%) and customer development
(33%)

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

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

75
PROBLEM
DESCRIPTION:

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

76
OBJECTIVE OF THE RESEARCH

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

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

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

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

independence and company after independence.

INSTRUMENT USED: QUESTIONNAIRE AND INTERVIEWS.

After analysis of data obtained, report is prepared.

78
RESULTS
Graphical presentation of the findings is as follows:

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF JUNIOR EXECUTIVES

IN PRIVATE SECTOR

34% 33% COUSTOMER DEVLOPMENT

PERSONAL DEVLOPMENT

ORGANIZATIONAL DEVLOPMENT

33%

RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS IDENTIFIED BY MIDDLE

LEVEL EXECUTIVES IN PUBLIC SECTOR

34% 32%
CUSTOMER DEVELOPMENT

PERSONAL DEVELOPMENT

ORGANISATIONAL DEVELOPMENT

34%

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

35% 32%
CUSTOMER DEVELOPMENT

PERSONAL DEVELOPMENT

ORGANISATIONAL DEVELOPMENT

33%

RELATIVE TRAINING ATTRIBUES AS IDENTIFIED BY SENIOR EXECUTIVES OF

PUBLIC SECTOR

34% 32%

CUSTOMER DEVELOPMENT

PERSONAL DEVELOPMENT

ORGANISATIONAL DEVELOPMENT

34%

80
 DO TRAINING PROGRAMMES MEET ONES
NEED AS AN EXECUTIVE?

80 75

60
PERCENT

YES

40 UNCERTAIN
23
NO
20
2
0
ANSWERS RECEIVED

DO ATTITUDE ABOUT JOB IMPROVES AFTER TRAINING

70
62
60

50
PERCENT

40 YES
31 UNCERTAIN
30
NO

20

10 7

0
ANSWERS

81
 SWOT ANALYSIS OF THE COMPANY

STRENGTHS:
 Talented human resources
 Financially secure company

WEAKNESS
 Training not conducted on a regular basis

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

82
CONCLUSION

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

83
SUGGESTIONS:

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

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

84
 BIBLIOGRAPHY:
BOOKS:

 Aswathappa, K., Environment of Human Resource Development,

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 Kothari, C.R., Interpretation and Report Writing, Research

Methodology, Second Edition, New Delhi, New Age International (P)
Limited, 2004, Pg 344-359

85
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.

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

its employees.

3. KLI has policy of giving training to 1-----2-----3-----4--

each employee for updating knowledge
& skills.

4. The training efforts are directed at key 1-----2-----3-----4-----5

business requirement of KLI.

86
5. In my opinion my training needs are ( ) Yes / No ( )
identified
If yes, my training needs are identified by
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

6. Training that I have attended was 1-----2-----3-----4-----5

based on the needs identified by me
and my superior.

7. Training provided to me is based on:

7.1 My current job 1-----2-----3-----4-----5
7.2 Future development 1-----2-----3-----
4-----5
7.3 Both Job & Development 1-----2-----3-----4-----5
7.4 Any other 1-----2-----3-----4-----5

8. My nomination to training programme

is based on :
8.1 My own choice 1-----2-----3-----4-----5
8.2 Instruction from my boss 1-----2-----3-----4-----5
8.3 Directive from Training Department 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

9. Please indicate the number of training

programmes you have attended during
the last two years:

Period Nos. of training Programmes attended

2006-2007
2007-2008

10. I am informed about attending a training

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

11. I update my knowledge and skills

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

88
11.3 Structured training programmes
11.4 Any other ( please indicate ):
(I)
(II)
12. Training programmes on the whole :
12.1 are clear in their objectives
12.2 are well structured
12.3 help me on the job
12.4 are worth in time
12.5 meet my learning expectations
12.6 focus on important issues
12.7 have an adequate mix of training
methodology
4-----5
12.8 involve expert faculty
12.9 provide a stimulating learning experience
12.10 help in my general development
4-----5
12.11provide appropriate reading materials
13. As regards technical training programmes
I feel the programmes:
13.1 have important aspects
13.2 are new and interesting
13.3 improve my performance
4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----
1-----2-----3-----4-----
1-----2-----3-----4-----5
1-----2-----3-----
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----
89
13.4 are adding much value 1-----2-----3-----4-----5
13.5 are relevant to my jobs 1-----2-----3-----4-----5

14. As regards training infrastructure, KLI

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

Agreed Disagreed
Excellent Very Good Good Fair
Poor

90
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