At

Bharti axa Life

POST GRADUATE DIPLOMA IN Human resource

insurance

MANAGEMENT

UNIVERSITY OF LUCKNOW
(Department of Public
Administration)

Under Guidance of: Submitted by:

Dr. Kumkum Kishore Dharmendra Kumar
(Department of Public PGDHRD
Administration) University of Lucknow
This is to certify that Vishnu Swaroop student of University of Lucknow
has completed her field work report at UPTEC Computer Consultancy
on the topic of “Absenteeism of Employee” and has submitted the field
work report in partial fulfilment of POST GRADUATE DIPLOMA IN
HUMAN RESOURCE DEVELOPMENT of the DEPARTMENT OF PUBLIC
ADMINISTRATION for the academic year 2010-11
He has worked under our guidance and direction. The said report is
based on bonafide information.

Dr. Kumkum Kishore

Project Co-ordinator
This Research Report is not the product of the author exclusively but
several people have contributed towards this. To all, whose ideas have
been helpful in preparing this research report? I express my sincere
appreciation. Though it is too difficult to mention these names in an
exhaustive manner, some prominent ones have, however, been
recognized in the form of reference at appropriate places. I am really
grateful to Dr Manoj Dikshit HOD of Department of Public
Administration who has always provided me inspiration not only for
updating this research report but also to complete other academic
works.

I am thankful to Dr. Kumkum Kishore faculty members of DCET

Business School who have favoured me with her valuable suggestions
and guidance. And finally I am also thankful to each and every
individual from my family members to friends for their unconditional
support.

Date…………….
Place…………… Enroll No.
This research report prepared is one of the greatest achievements of
MBA Programme as it is full of experience, observation and knowledge
this research report contains a brief outline of various aspect of
training and development on the effectiveness of bank employees.

Training is the process of increasing the knowledge and skills for doing
a particular job. It is an organized procedure by which people learn
knowledge and skill for a definite purpose. The purpose of training is
basically to bridge the gap between job requirements and present
competence of an employee. Training is aimed at improving the
behavior and performance of a person. It is a never ending or
continuous process. Training is closely related with education and
development but needs to be differentiated from these terms.

This study will review and analyze the training and development
policies and practices of a few Banks. The outline framework for any
training and development activity should be linked with the
organization’s vision and mission so as to make it more effective. The
framework should comprise:
• Training to be treated as one of the tools for increasing
organizational effectiveness.
• Creating environment for self motivation towards training and
development.
• Learning through training should be transferred to the job/work.
This study has been conducted with sheer dedication and sincerity.
The results which have emerged out of the study give a crystal clear
view of the Affect of training and development on the efficiency
of bank employees. Suggestive measures have been provided to
improve their level.
SR.NO. CONTENTS PAGE. NO

Preface
Acknowledgement
Executive Summary
Company Profile
1) Introduction
• Concept Introduction
• Brief Profile of the units
studied

2) Literature Review

3) Research Methodology

Significance & Scope

Objective of the Research

Hypothesis

4) Data Interpretation & Analysis

Limitations

5) Conclusion
Suggestions
Bibliography

Annexure
ABOUT THE TOPIC
Training & Development programme is most important factor of the
organization for improving the efficiency & performance of the
employees as well as increase the productivity and turnover of the
organization. It is organized for the fresher and also for existing
employees. These programmes are helpful in enhancing job
satisfaction, opportunity in future, increasing morale and motivation.

Training is the process of increasing the knowledge and skills for doing
a particular job. It is an organized procedure by which people learn
knowledge and skill for a definite purpose. The purpose of training is
basically to bridge the gap between job requirements and present
competence of an employee.

The researcher has done a study on the impact of Training and

Development on the effectiveness of bank employees.

APPROACH.

Objective of the research

1. To find out the impact of training& development programmes on

the performance and attitude of employees as well as
organization productivity.

2. To get the information about the training and development

programmes and its necessities that how it helps the
organization in increasing productivity and in achieving
objectives effectively and efficiently

3. To gain the in-depth information and knowledge about the

training and development programmes and its impact on the
effectiveness of the employees.

RESEARCH METHODOLOGY
Research Methodology is a way to systematically solve the research
problem.
Data source :The data source that was used for the research was
primary source. The data was collected using a Questionnaire.
Analysis was done on the basis of the data that was collected in the
Questionnaire

Sample size: The sample size is 100

Sample procedure :Random sampling has been taken as sample

procedure for conducting research work.

Research type :Research type used is descriptive. Descriptive

research studies are those studies which are concerned with describing
the characteristic of a particular individual or a group
.

FINDINGS:
From the study it has been found that 30% respondents believe that
training programmes improve managerial skills, while 35% believe it is
responsible for improving technical skills. Further it is found that
training programmes improve interpersonal relationship. About 80%
respondents are of the same view. 75% respondents believe that
training programmes are always beneficial for employees. 25%
respondents strongly emphasis this point.. Moreover, training
programmes increase the self worth of employees and are even
responsible for increasing overall efficiency level of employees,
reduced monotony, stress & absenteeism and are responsible for
development & growth of banking
Bharti AXA Life is a life insurance player that was started in 2006. It
brings together strong financial expertise of the Paris-headquartered
AXA Group, and Bharti Enterprises - one of India's leading business
groups with interests in telecom, agricultural business, financial
services, and retail. The joint venture has a 74% stake from Bharti
and 26% stake from AXA Asia Pacific Holdings Ltd.(APH).The company
launched national operations in December 2006. Today, Bharti AXA
Life has a national footprint of distributors trained to provide quality
financial advice and insurance solutions to the large Indian customer
base.
Bharti AXA Life offers a range of innovative products and services that
cater to specific insurance and wealth management needs of
customers.

We undertook an in-depth analysis wherein we identified the notion of

preference was totally related to the trust granted to various names in
insurance and financial services. The level of trust is very inadequate
today, regardless of the brand considered. This is because the
perception of consumers is that we are all evolving only in "a world of
promises." And this is what we have to redefine.
Beyond promises... proof

We don't want to make promises any more. Instead, we want to

demonstrate our ability to respond to client needs with real and
tangible proof and, in so doing, to establish an authentic relationship
of trust with our clients.

These are the three attitudes that clients most expect from an
insurance and financial services company in exchange for their vote of
confidence. These three attitudes stood out from the others in the
consumer research we conducted across markets, regardless of their
level of maturity.
They are at the heart of our actions and our commitments to
clients.

Bharti AXA Life Insurance Company Ltd is a joint venture between

Bharti, one of India’s leading business groups with interests in
telecom, agri business and retail, and AXA, world leader in financial
protection and wealth management. The joint venture company has a
74% stake from Bharti and 26% stake of AXA. The company launched
national operations in December 2006. Today, we have over 5200
employees across over 12 states in the country. Our business
philosophy is built around the promise of making people "Life
Confident". As we expand our presence across the country to cater to
your insurance and wealth management needs with our product and
service offerings, we continue to bring 'life confidence' to customers
spread across India. Whatever your plans in life, you can be confident
that Bharti AXA Life will offer the right financial solutions to help you
achieve them.

Bharti Enterprises is one of India’s leading business groups with

interests in telecom, agri business, insurance and retail. Bharti has
been a pioneering force in the telecom sector with many firsts and
innovations to its credit. Bharti Airtel Limited, a group company, is one
of India’s leading private sector providers of telecommunications
services with an aggregate of 60 million customers, spanning mobile,
fixed line, broadband and enterprise services. Bharti Airtel was ranked
amongst the best performing companies in the world in the
BusinessWeek IT 100 list 2007. Bharti Teletech is the country’s largest
manufacturer and exporter of telephone terminals. Bharti has a joint
venture with ELRo Holdings India Ltd. – ‘FieldFresh Foods Pvt. Ltd’ -
for global distribution of fresh fruits and vegetables. Bharti also has a
joint venture - ‘Bharti AXA Life Insurance Company Ltd.’ - with AXA,
world leader in financial protection and wealth management. Bharti
has recently forayed into the retail business under a company called
Bharti Retail Pvt. Ltd. It also has a joint venture – ‘Bharti Wal-Mart
Private Limited’ – with Wal-Mart, for wholesale cash-and-carry and
back-end supply chain management operations.

AXA Group is a worldwide leader in Financial Protection. AXA's

operations are diverse geographically, with major operations in
Western Europe, North America and the Asia/Pacific area. AXA had
Euro 1,315 billion in assets under management as of December 31,
2006. For full year 2006, IFRS revenues amounted to Euro 79 billion,
IFRS underlying earnings amounted to Euro 4,010 million and IFRS
adjusted earnings to Euro 5,140 million. The AXA ordinary share is
listed and trades under the symbol AXA on the Paris Stock Exchange.
The AXA American Depository Share is also listed on the NYSE under
the ticker symbol AXA.

AXA Asia Pacific Holdings Ltd (AXA APH) is listed on the Australian
stock exchange and is 52.3% owned by AXA SA. AXA APH is
responsible for AXA SA’s life insurance and wealth management
businesses in the Asia-Pacific region. It has operations in Australia,
New Zealand, Hong Kong, Singapore, Indonesia, Philippines, Thailand,
China, India and Malaysia. AXA APH had A$106.4 billion in total funds
under management and administration at 30 June 2007 and reported
a profit after tax before non-recurring items of A$374.0 million for the
six months ended 30 June 2007. For more information on AXA Asia
Pacific Holdings, visit www.axa-asiapacific.com.au.

• To achieve a market position among the top 5 in India through a

multi-distribution, multi-product platform
• To adapt AXA's best practice blueprints as a sound platform for
efficient and profitable growth
• To leverage Bharti's local knowledge, infrastructure and
customer base
• To deliver high levels of shareholder return
• To build long term value with our business partners by
enhancing the proposition to their customers
• To be the employer of choice to attract and retain the best talent
in India
• To be recognised as being close and qualified by our customers.

• Strong partner Bharti - provides access to customer base of

more than 130 million
• Multi channel execution capability
• Current Asia product range which is a strong match to products
sold to the mass and mass affluent
• Global scale providing cost effective and speedy re-use of
systems, products and business capability
• Strong AXA and Bharti brands which can be leveraged to attract
and retain a high quality management team
Milind Chalisgaonkar is the Chief Executive Officer for Bharti AXA
Life Insurance Co. Ltd.
Expand for more

Mark Meehan is currently the Chief Marketing and Operations Officer

for Bharti AXA Life Insurance Company Ltd.
Expand for more

V Srinivasan is currently the Chief Financial Officer of Bharti AXA Life

Insurance Company. He started his career as a Chartered Accountant
in 1989 and over the past two decades has emerged as a stalwart in
the financial sector. With over 8 years of rich experience in the Life
Insurance industry, today, he stands as a storehouse of financial
knowledge and expertise. His portfolio also boasts of extensive
experience in diverse industrial segments like manufacturing and oil &
gas.
Expand for more

Sushanto Mukherjee is the Chief Distribution Officer for Bharti AXA

Life Insurance Company Ltd. Prior to this, he was Director & Head
Partnership Distribution & Group Business at Max New York Life
Insurance Co. Ltd.
Expand for more

Gopkrishna Madhavan is the Chief Human Resource Officer at Bharti

AXA Life Insurance.

Bharti Enterprises is one of India’s leading business groups with

interests in telecom, agricultural business, financial services, and
retail. Bharti has been a pioneering force in the telecom sector with
many firsts and innovations to its credit. Bharti Airtel Limited, a group
company, is one of India’s leading private sector providers of
telecommunications services with an aggregate of over 110 million
customers, spanning Mobile services, Telemedia services and
Enterprise services.
Bharti Airtel has been ranked amongst the best performing companies
in the world in the BusinessWeek IT 100 list 2007. Bharti Teletech is
the country’s largest manufacturer and exporter of telephone
terminals. Bharti has a joint venture – Bharti Del Monte India (P) Ltd –
with Del Monte Foods India Pvt. Ltd., to offer fresh and processed
fruits and vegetables in the domestic as well as international markets
including Europe, USA and Middle East. Bharti has recently forayed
into retail business under Bharti Retail Pvt. Ltd. It also has a joint
venture - Bharti Wal-Mart Private Ltd. - with Wal-Mart for wholesale
cash-and-carry and back-end supply chain management operations in
India.

AXA Group is a worldwide leader in Financial Protection. AXA’s

operations are diverse geographically, with major operations in
Europe, North America and the Asia/Pacific area. In 2009, total
revenues amounted to Euro 90.1 billion and total revenues underlying
earnings to Euro 3.9 billion. AXA had Euro 1,014 billion in assets under
its management as of December 31, 2009.

AXA Asia Life is committed to become a preferred company in financial

protection and wealth management by 2012. AXA Asia Life, which is
part of the AXA Group and AXA Asia Pacific Holdings Limited, started
operating in Asia in 1986. Since then, it has grown rapidly and is today
present in China, Hong Kong, Indonesia, India, Malaysia, the
Philippines, Singapore and Thailand. AXA Asia Life serves over 2.5
million customers, employs over 4,000 people, and has about 60,000
agents and advisers across Asia. The Regional office is based in Hong
Kong and is responsible for supporting the Group’s operations in the 8
markets.

• Airtel

• Bharti AXA General Insurance

 • Bharti-Tele Tech Ltd

• Bharti AXA Investment Managers

• Bharti Tele Soft

• Bharti Resources

Bharti Foundation
Today’s investment environment is complex, dynamic, and
challenging. It’s not superior infrastructure or technology or the
deposits which keep it ahead of competition, but its ability to manage
investments markets. The bank’s ability to manage its investments
requires knowledge of investment markets and instruments, as well as
an understanding of the regulatory, accounting, financial and economic
forces that affect investment performance and how they all interrelate
to each other. Having understood this to be a prerequisite the greatest
resource of any organization is the potential of its people. It is the
basket of competencies that its employees possess, which
differentiates one organization from the other, in fact a successful one
from all the rest in the race. Employees who are motivated – not
simply instructed – are a bank’s true assets.

But the fact is that employees do not come ready – made, fitting to
the organizational requirements. They have to be shaped and
developed and tailored in terms of their skills, attitudes and behaviors
in order to say compatible with the organization’s culture and goals,
thus, contributing to its productivity and profitability .Precisely
speaking they have to be trained . Beginning from the policy of the
organization the basic rules of the job to key concepts to team
performance to catering to the rising customers demands training is a
necessary tool without which viability if not success is impossible in
this era of cutthroat competition .

Though this fact is universally know the conventional wisdom says that
strangely there is very little organization that attaches the
commensurate level of importance to training in their concerns. The
interesting fact is that a majority of them belong to the public sector.
It is a known fact that despite the hug amounts of state spending on
staff college and universities for training employees in the banks the
most frequent names which figure out in the top 10 belong to the
private sector this continues necessitating emergence of many
question in the mind as to how training is being done how much is the
tentative spending on each employees for training programs what is
the general perception of employees towards training how is ROI
calculated if it is being done at all a common perception exists that
though a lot of investment made is not being made on training the
return on the investment made is being made on training the return on
the investment made is not being taken care of Also the employees
see training more or less to be a paid holiday rather than a tool for
improving the overall organizational effectiveness and making them
selves indispensable .

The study is conducted to gain considerable insights into the

effectiveness of training and development on banking sector.

Private sector enterprises play a very crucial role in developing the

industrial base of an economy .Training and development was deemed
necessary in view of lack of trained manpower (pant 2000) .After the
implementation of new economy policy in 1991, private sector
enterprises need to improve overall organizational effectiveness and
productivity, and also need to ensure competitive edge .These changes
necessitate the training and development of personnel in the private
sector enterprises.

Today organization is passing through massive changes due to

advancement in science and technology and due to competition from
global players .India has nearly one –sixth of the world population.
This overabundant human resource needs to be converted into asset
which is only possible through proper training and development. our
former prime minister , Rajeev Gandhi rightly sensed this need had
established a separate ministry for human resource development
in1985 .he stressed on the development of human resources and
because of his initiatives , training occupied a front seat in the national
economy . Later on , most of the business organization realized the
need and importance of training their employees for better and
improved results. The human resource development approach is
essential in order to have optimum utilization of manpower for the
benefit of both, the employees and the organization.

After the opening up of economy, talent is moving from one

organization to another search of high paying jobs in private and
multinational companies, which leads to scarcity of trained manpower.
This again emphasizes the need and importance of training and
employee retention.

A major study was conducted taking 575US-based publicly traded

firms during1996,1997and1998.the American society for training and
development (ASTD) found that companies which invested $680 more
in training per employee than the average company had an increase of
6% in their total stakeholder return in the following year (even after
considering other factors). ASTD researchers also found a similar
pattern while comparing gross profit margin, income per employee,
and price to book ratios for firms in the top quarter of the study group
who invested on average $1,595 per employee in training with firms
who invested average $128 per employee. It was found that the
former experienced 24% higher gross profit margins, 218% higher
income per employee, and 26% higher price to book ratios (ASTD,
2000)

This paper will review and analyze the training and development
policies and practices of a few private sector enterprises. The outline
framework for any training and development activity should be linked
with the organization’s vision and mission so as to make it more
effective. The framework should comprise:
• Training to be treated as one of the tools for increasing
organizational effectiveness.
• Creating environment for self motivation towards training and
development.
• Learning through training should be transferred to the job/work.

Today, private sector enterprises in India are passing through a phase

of metamorphosis. On one hand they are facing tough product market
competition with the advent of global players and on the other; there
are threats of closures due to inefficient operation. in this scenario ,
organizations are under pressure to improve organizational
effectiveness by finding ways to become cost-conscious and resource-
efficient (joshi,2000).most of today’s business are still using labor –
intensive technology and large scale as well as long term cost
reductions can be achieved by improving the productivity of employees
through effective training and development.

Also, high pay packages offered by the global players are attracting
high-quality fresh talent as well as high performers. This poses
challenge for the organizations to improve , develop and retain the
available resource in order to have a competitive edge .These
conditions further strengthen the need of training and development to
facilitate and ensure the acquisition of competencies required by the
employees to perform their task more effectively in order to
accomplish overall organizational effectiveness.

Participant’s perceptions about training program are very important

because they directly affect the acceptance and later implementation
of the learning from these programs.
 Success of any training program largely depends upon various factors
like content method instructor work environment external support and
above all employees motivation .Motivation to learn and then transfer
it to job can be considered as one of the major components of
training., it generally reflected in the employees attitude towards
participation in training , motivation and successful implementation of
training to practice are interdependent. Motivation creates a better
learning environment that leads to better training and later successful
implementation of learning from programs and successful practice of
the learning from training programs is a great motivator to generate
interest among the employees (Craig & bittel 1969)

According to Clark, Dobbins and Ladd (1993) career utility is the

perceived utility of training in achieving career goals .Career goals can
be promotion or increment in salary improvement in personal skills
and better job prospects. Noe’s (1986) model of training effectiveness
proposed that rewards resulting from successful completion of training
influence an individual’s motivation to undergo training and to learn
from it.

It is quite common in organization that the training activities are

largely measured by number of training programs conducted per year
or number of training programs per employee per annum to highlight
fancy figures .This does not really reflect the quality of the training
programs .It only highlights the quantity which does not lead to
organizational effectiveness Training is not to be seen independently
rather it need to be linked with practical application of learning .And
training ultimately needs to fulfill not individual or job objective , but
as well as the organizational objectives .

It is also necessary to evaluate training programs periodically. Current

research scenario concerning evaluation of training through
sophisticated research design is not very encouraging in Indian
context. The evaluation of job behavior is generally sidelined. This is
needed to bridge the gap between training and work practices.

Concept of Training
Training is the process of increasing the knowledge and skills for doing
a particular job. It is an organized procedure by which people learn
knowledge and skill for a definite purpose. The purpose of training is
basically to bridge the gap between job requirements and present
competence of an employee. Training is aimed at improving the
behavior and performance of a person. It is a never ending or
continuous process. Training is closely related with education and
development but needs to be differentiated from these terms.

Training and Education:

Training should be distinguished from education “Training is any
process by which the aptitudes, skills and abilities of employees to
perform specific jobs are increased. On the other hand, education is
the process of increasing the general knowledge and understanding of
employees.” Thus education is wider in scope and more general in
purpose than training .Training is job-oriented or occupational having
an immediate utilitarian objective and the major burden of training
falls upon the employers. Training is vocational whereas education is
general and major burden of education falls on the Government.
Education is person –oriented while training is job – oriented. Training
is essentially practical consisting of knowledge and skills required to
perform specific tasks. On the contrary, education is theoretical
consisting of concepts aimed at stimulating analytical and creative
faculties of the individual.

Training and Development:

Employee training is distinct from management development. Training
is a short – term process utilizing a systematic and organized
procedure by which non – managerial personal learn technical
knowledge and skills for a definite purpose. It refers to instructions in
technical and mechanical operations like operation of a machine. It is
designed primarily for non – managers. It is for a short duration and
for a specific job – related purpose.

On the other hand, development is a long –term educational

process utilizing a systematic and organized procedure by which
managerial personnel learn conceptual and theoretical knowledge for
general purpose. It involves philosophical and theoretical educational
concepts and it is designed for managers. It involves broader
education and its purpose is long – term development. In the words of
Campbell,” training courses are typically designed for a short – term
stated set purpose, such as the operation of some piece(s) of
machinery while development involves a broader education for long –
term purposes.” Training involves helping an individual learn how to
perform his present job satisfactorily. Development involves preparing
the individual for a future job and growth of the individual in all
respects. Development complements training because human
resources can exert their full potential only when the learning process
goes far beyond simple routine.

Need for Training

Training is required on account of the following reasons:
1. Job Requirements: Employees selected for a job might lack
the qualifications required to perform the job effectively. New and
inexperienced employees require detailed instruction for effective
performance on the job. In some cases, the past experience,
attitudes and behavior patterns of experienced personnel might be
inappropriate to the new organization. Remedial training should be
given to such people to match the needs of the organization. New
employees need to provide orientation training to make them
familiar with the job and the organization.

2. Technological changes: Technology is changing very fast. Now

automation and mechanization have are being increasingly applied
in offices and service sector. Increasing use of fast changing
techniques requires training into new technology. for instance, staff
in public sector bank are being trained due to computerization of
banking operations. No organization can take advantage of latest
technology without well trained personnel. New jobs require new
skills. Thus, both new and old employees require training.

3. Organizational Viability: In order to survive and grow an

organization must continually adopt itself to the changing
environment. With increasing economic liberalization and
globalization in India, business firms are experiencing expansion,
growth and diversification. In order to face international
competition, the firms must upgrade their capabilities. Existing
employees need refresher training to keep them abreast of new
knowledge. Training programmes foster the initiative and creativity
of employees and help to prevent obsolescence of skills. An
organization can build up a second line of command through
training in order to meet its future needs for human resources.
Trained staff is the most valuable asset of a company.

4. Internal mobility: Training becomes necessary when an employee

moves from one job to another due to promotion and transfer.
Employees chosen for higher level jobs need to be trained before
 they are asked to perform the higher responsibilities. Training is
widely used to prepare employees for higher level jobs.
Thus, there is an ever present need for training people so that new
and changed techniques may be taken advantage and improvements
in old methods are effected. Need for training has increased due to
growing complexity of jobs, increasing professionalization of
management, growing aspirations, vast untapped human potential,
ever – increasing gap between plans and results and suboptimal
performance levels.

Importance of Training:
A well planned and well executed training programme can provide the
following advantages:
1. Higher Productivity: Training helps to improve the level of
performance. Trained employees perform better by using better
method of work. Improvements in manpower productivity in developed
nations can be attributed in no small measure to their educational and
industrial training programmes.

2 Better quality of work: In formal training, the best methods are

standardized and taught to employees. Uniformity of work methods
and procedures helps to improve the quality of product or service.
Trained employees are less likely to make operational mistakes.

3 Less Learning Period: A systematic training programme helps to

reduce the time and cost involved in learning. Employees can more
quickly reach the acceptable level of performance. They need not
waste their time and efforts in learning through trial and error.

4. Cost Reduction: Trained employees make more economical use

of materials and machinery. Reduction in wastage and spoilage
together with increase in productivity help to minimize cost of
operations per unit. Maintenance cost in also reduced due to fewer
machine breakdown and better handling of equipments. Plant capacity
can be put to the optimum use.

5. Reduced Supervision: Well-trained employees tend to be self-

reliant and motivated. They need less guidance and control.
Therefore, supervisory burden is reduced and the span of
supervision can be enlarged.

6. Low Accident Rate: Trained personnel adopt the right work

methods and make use of the prescribed safety devices. Therefore,
 the frequency of accidents is reduced. Health and safety of
employees can be improved.

7. High morale: Proper training can develop positive attitudes among

employees. Job satisfaction and morale are improved due to a rise
in the earnings and job security of employees. Training reduces
employee grievances because opportunities for internal promotion
are available to well trained personnel.

8. Personal Growth: Training enlarges the knowledge and skills of

the participants. Therefore, well trained personnel can grow faster
in their career. Training prevents obsolescence of knowledge and
skills. Trained employees are a more valuable asset to any
organization. Training helps to develop people for promotion to
higher posts and to develop future managers.

9. Organizational Climate: A sound training programme helps to

improve the climate of an organization. Industrial relations and
discipline are improved. Therefore, decentralization of authority and
participative management can be introduced. Resistance to change
is reduced. Organizations having regular training programmes can
fulfill their future needs for personnel from internal sources.
Organizational stability is enhanced because training helps to
reduce employee turnover and absenteeism. training is an
investment in people and, therefore, systematic training is a sound
business investment. In fact, “no organization can choose whether
or not to train employees …..the only choice left to management is
whether training shall be haphazard, causal and possibly
misdirected or whether it shall be made a carefully planned part of
an integrated programme of personnel administration.”

Benefits of Training to Employees

Training is useful to employees in the following ways:
1. Self confidence: Training helps to improve the self confidence of and
employee. It enables him to approach and perform his job with
enthusiasm.
2. Higher Earnings: Trained employees can perform
better and thereby earn more.
Safety: Training helps an employee to use various
safety devices.
4. Adaptability: Training enables an employee to adapt to changes in
work procedures and methods.
5. Promotion: Training employees can develop him and earn quick
promotions.
6. New Skills: Training develops new knowledge and skills among
employee’s .The new skills are a valuable asset of an employee and
remain permanently with him.

TYPES OF TRAINING
Training is required for several purposes. Accordingly training
programmes may be of the following types:

1. Orientation training: Introduction or orientation training seeks

to adjust newly appointed employees to the work environment.
Every new employee needs to be made fully familiar with his job,
his superiors and subordinates and with the rules and regulations of
the organization. Induction training creates. Self – confidence in the
employees. It is also known as pre – job training. It is brief and
informative.

2. Job Training: It refers to the training provided with a view to

increase the knowledge and skills of an employee for improving
performance on the job.

3. Safety training: Training provided to minimize accidents and

damage to machinery is known as safety training. It involves
instruction in the use of safety devices and in safety consciousness.

4. Promotional Training: It involves training of existing

employees to enable them to perform higher level jobs. Employees
with potential are selected and they are given training before their
promotion, so that they do not find it difficult to shoulder the higher
responsibilities of the new positions to which they are
promoted.

5. Refresher Training: When exiting techniques become obsolete

due to the development of better techniques, employees have to be
trained in the use of new methods and new techniques. With the
 passage of time employees may forget some of the methods of doing
work. Refresher training is designed to revive and refresh the
knowledge and to update the skills of the exiting employees. Short –
term refresher courses have become popular on account of rapid
changes in technology and work methods. Refresher or re – training
programmes are conducted to avoid obsolescence of knowledge and
skills.

6. Remedial training: Such training is arranged to overcome the

shortcomings in the behavior and performance of old employees.
Some of the experienced employees might have picked up appropriate
methods and styles of working. Such employees are identified and
correct work methods and procedures are taught to them. Remedial
training should be conducted by psychological experts.

Fig: Systematic approach to training

IDENTIFYING TRAINING NEEDS

SETTING TRAINING OBJECTIVES

AND POLICY

Designing Training programme

Conducting the training

Follow UP and evaluation

 Identifying Training Needs

All training activities must be related to the specific needs of the

organization and the individual employees. A training programme
should be launched only after the training needs are assessed clearly
and specifically. The effectiveness of a training programme can be
judged only with the help of training needs identified in advance. In
order to identify training needs, the gap between the exiting and
required levels of knowledge, skills, performance and aptitudes should
be specified. The problem areas that can be resolved through training
should also be identified.

Training needs can be identified through the following types

of analysis.
1. Organizational Analysis: It involves a study of the entire
organization in terms of its objectives its resources resource allocation
and utilization growth potential and its environment. Its purpose is to
determine where training emphasis should be placed with in the
organization. Organizational analysis consists of the following
elements.

a) Analysis of objective: The long term and short term objectives

and their relative priorities are analyzed. Specific goals and strategies
for various departments and sections should be stated as a means for
achieving the overall organizational objectives. General objectives
need to be translated into specific and detailed operational target . It
is also necessary to continuously review and revise the objectives in
the light changing environment.

b) Resource Utilization Analysis: The allocation of human and

physical resources and their efficient utilization in meeting the
operational targets are analyzed. In order to examine in detail the
inputs and outputs of the organization, efficiency indices may be
developed. These indices will help to determine the adequacy of
specific work flows as well as the contribution of human resources.

c) Organization image Analysis: The prevailing climate of an

organization reflects the member attitudes. It also represents
management’s attitude towards employee development. Without
Adequate management support and appropriate supervisory styles a
 training programme cannot be successful Analysis of organization
climate can reveal the strengths and weakness also.
d) Environmental Scanning: The economic, political, technological
and socio-cultural environment of the organization can influence and
the constraints which it cannot control.

2. Task or Role Analysis: It is a systematic and detailed analysis of

jobs to identify job contents the knowledge skill and aptitudes required
and the work behavior. On the part of the job holder particular
attention should be paid to the tasks to be performed, the methods to
be used, the way employees have learnt these methods and the
performance standards required of employee’s .Also called operations
analysis, its purpose is to decide what should be taught.
Questionnaire, interview, personal records, reports, tests, observation
and other methods can be used to collect information about jobs in the
organization.

3. Manpower Analysis: In this analysis the persons to be trained and

the changes required in the knowledge, skills and aptitude of an
employee are determined. First of all , it is necessary to decide
whether performance of an individual is substandard and training is
needed Secondly it is determined whether the employee is capable of
being trained Thirdly , the specific areas in which the individual
requires training are determined . Other alternatives to training e.g.
should also be considered .Personal observation, supervisory
evaluation, work samples, diagnostic tests and performance reports
provide the information needed to choose from these alternatives
.Training can be relevant and viable if the three types of analysis given
above are carried on continuously .Moreover, this analysis should be
integrated in a carefully designed and exacted programme.

Training Objectives:

Once the training needs are identified, the next step is to set training
objectives in concrete terms and do decide the strategies to be the
adopted to achieves these objectives. The overall aim of a training
programme is to fill in the gap between the existing and the desired
pool of knowledge, skills and aptitudes .Objectives of training express
the gap between the present and the desired performance levels.
Definition of training objectives in both quantitative and quantitative
terms will help to evaluate and monitor the effectiveness of training.
Involvement of top management is necessary to integrate the training
objectives with the organizational objectives
 The main objectives of a training may be defined as follows:

(a) To impart to new entrants the basic knowledge and skills required for
efficient performance of definite tasks.

(b) To assist the employees them to the latest concepts , information and
techniques and developing the skills they would require in their
particular fields

(c) To build up a second line of competent officers and prepare

them to occupy more responsible position

(d) To broaden the minds of senior managers through

interchanges of experience within the outside so as to correct the
narrow outlook caused due to over specializations.

The above objective may be classified in terms of learning levels e.g.

motor skills, adaptation level, interpersonal understanding and values.
These may alternatively be classified into status quo objectives,
corrective objective, problems solving objectives and innovative
objectives.

According to Herris,”training of any kind should have as its objective

the redirection or improvement of behavior so that the performance of
the trainee becomes more useful and productive for himself and for
the organization of which he a part” In other words training objectives
should be stated in terms of changes required in behavior and
performance.

While setting training objectives, the following criteria may

be used:

(1) Nature and size of the group to be trained.

(2) Roles and takes to be coined out by the target group

(3) Relevance applicability and compatibility of training to the work

situation

(4) Identification of the behavior where change is required

 (5) Existing and desired behavior defined in term ratio, frequency,
quality of interaction, repetitiveness, innovations, supervision, etc.
(6) Operational results to be achieved through training e.g.,
productivity, cost, downtime, creativity, turnover etc.

(7) Indicators to be used in determining changes from exiting to the

desired level in terms of ratio and frequency.

Designing a Training Programme:

In order to achieve the training objectives, an appropriate training
policy is necessary. A training policy represents the commitment of top
management to employee training. It consists to rules and procedures
concerning training a training policy are required

(a) To indicate the company‘s intention to develop its employees

(b) To guide the design and implementation of training program

(c) To identification the critical are where training is to be given on a

priority basis: and
(d) To provide appropriate opportunities to employees for their own
betterment.

A sound training policy clearly defines the following issues:

(1) The results expected to be achieved through training

(2) The responsibility for the training function
(3) The priorities for training
(4) The type of training required
(5) The time and place of training
(6) The payment to be made to employees during period
(7) The outside agencies to be associated with the training
(8) Relationship of training to the company’s labor policy.
Once training objectives and policy are decided, an appropriate
training programme can be designed and conducted. Decisions on the
following items are required for this purpose.

1) Responsibility for Training: Training is quite a

strenuous task which cannot be undertaken by one single department.
The responsibility for training has to be shared among:
a) The top management, who should frame and authorize the basic
training policy, review and approve the training plans and
programmers, and approve training budgets
b) The personnel department which should plan establish and
evaluate instructional programmes
c) The line supervisor, who should implement and apply the various
developmental plans.
d) The employees who should be properly organized. But good
organization alone is not adequate, proper planning and training is
equally impotent .

(2) Selecting and Motivating the Target Group: It is necessary

to decide who is to trained – new or old employees; unskilled or
semiskilled workers, supervisor or executives. The type and methods
to be used will depend upon the type of persons to be trained .It is
also necessary to create a desire for learning. The employee will be
interested in training if they believe that it will benefit them
personally .Trainees will change their behavior if they become aware of
better ways of performing and gain experience in the new pattern of
behavior so that it becomes their normal manner of operation . a
climate conducive to leaving can also be created through physical and
psychological environment . Physically an appropriate location,
adequate space , proper lighting and ventilation , adequate furniture
and audio visual aids are necessary . Psychological environment
consists of involvement and participation freedom of social interaction,
open communication, friendly and helpful trainers, provision for
measuring learner ‘s progress ,etc.

(3) Preparing the Trainers: The success of a training programme

depends to a great extant upon the instructors or the resource
persons. The trainer must know both the job to be taught and how to
teach it. He should have an aptitude for teaching and should employ
the right training techniques .and should employ the right training
techniques.

(4) Developing Training PackageThe step involves deciding the

content of training designing support material for training and
choosing the appropriate training methods. Training course may
involve specific instruction in the procedures of doing job . A training
 courses may cover time period ranging from one week to facilitate
choice . Such a training package should also contain a detailed
syllabus with proper sequencing of contents may include study notes
case studies pamphlets chart brochures manual movie slides etc.

(5) Presentation: This is the action phase of training .Here the

trainer tells demonstrates and illustrates in order to put over the
new knowledge and operation . How ever, before ,it the learner should
be put at ease . It is necessary to explain why he is being taught to
develop his interest in training. The learner should be told of sequence
of the entire job, the need of each step in job , the relationship of the
job to the total work flow etc. Instructions should be clear and
complete. Key points should be stressed upon and one point should be
explained at a time audio visual aids should be encouraged to ask
question in order to insure that he really know and understands the
job.

TRAINING METHODS AND TECHNIQUES:

The methods employed for training of operatives may be

described as under:

(1) On job Training (OJT) : In this method the trainee is

placed on a regular job and taught the skills necessary to perform it .
The trainee learns Under the guidance and supervision the superior or
an instructor. the trainee learns by observing and handling the job .
Therefore, it is called learning by doing.
Several methods are used to provide on the job training e.g. ,
coaching, job, rotation committee assignments, etc. .a popular form of
on the job training is job instruction training (JIT)or step by step
learning . it is widely used in the united states to prepare supervisors .
it is appropriate for acquisition or improvement of motor skills and
repetitive operations. The jit involves the following steps:
(a) Preparing the trainee for instruction. This involves putting the
trainee at ease , securing his interest and attention , stressing the
importance of the jobs ; etc.
(b) Presenting the jobs operations or instructions in terms of what
the trainee is required to do. The trainee is put at work site and each
step of the job is explained to him clearly.
(c) Applying and trying out the instruction to judge how far the
trainee has understood the instructions.
(d) Following up the training to identify and correct the
deficiencies, if any. JIT method provides immediate feedback, permit
 quick correction of errors and provides extra practice when required
.But it needs skilled trainers and preparation in advance.

MERITS:

a) The main advantage of OJT is that the trainee learns on the actual
machine in use and in the real environment of the job. He gets a
feel of the actual job. Therefore, he is better motivated to learn and
there is no problem of transfer of training skills to the job.
b) This method is very economical because no additional space,
equipment, personnel or other facilities are required for training.
The trainee produces while he learns.

c) The trainee learns the rules regulation s and procedures by

observing their day to day applications.

d) This is the most suitable method for teaching knowledge and skills
which can be acquired through personal observation in a relatively
short time period. It is widely used for unskilled and semi-skilled
jobs e.g., machinist, clerical and sales jobs.

e) Line supervisors take an active part in training their subordinates.

DEMIRITS:

a) In on the jobs training, the learner finds it difficult to concentrate due

to noise of
the actual work place.
b) This method is often haphazard and unorganized. The superior or
experienced
employee may not be a good trainer.
c) In this method the trainee may cause damage to costly equipment and
materials.
d) On the job training is, however, the most widely used and accepted
method of
training.
e) It is suitable for all levels of employees, workers, supervisors and
executives. It
is appropriate for teaching knowledge and skills which can be
learnt in a relatively short period of time and where only a few
persons are to be trained on the job.

In order to make on the job training successful, some conditions

must be satisfied.
 (a) What and how to teach should be carefully decided,
(b) The instructor should be carefully selected and trained, and
(c) A definite follow-up scheduled should be used to judge the result
of training.

2. VESTIBULE TRAINING: In this method a training centre called

vestibule is set up and actual job conditions are duplicated or
simulated in it. Expert trainers are employed to provide training with
the help of equipment and machines which are identical with those in
used at the workplace.

MERITS:

a) The main advantage of vestibule training is that the trainee

can concentrate on learning without disturbance pf the workplace
noise.

b) The interest and motivation of the trainee are high as the real
job conditions are duplicated.

c) This method is essential in cases where on the job training

might result in a serious injury, a costly event, or the destruction of
valuable equipment and material e.g., aeronautical industry.

d) Correct method can be taught effectively by the trained

instructor who knows how to teach.

e) It permits the trainee to practice without the fear of being

observed and indiscribed by the superior/co-worker.

f) It is a very efficient method of training a large number of

employees of the same kind of work at the same time.
g) This method is also useful when it is not advisable to put the
burden of training on line supervisors and when a special coaching is
needed. It is often used to train clerk, bank tellers, inspectors, inactive
operators, testers, typists, etc.

EVALUATING TRAINING EFFECTIVNESS NEED FOR

EVALUTION:

It is necessary to evaluate the extent to which training programmes

have achieved the aims for which they were designed. Such an
evaluation would provide useful information about the effectiveness of
training as well as about the design of future training programmes.

CONCEPT OF TRAINING EFFECTIVNESS:

Training effectiveness is the degree to which trainee are able to learn

and apply the knowledge and skills acquired in the training programme
. it depends on the attitude ,interest , values ,and expectations of the
trainee and the training environment . A training programme is likely
to be more effective when the trainees want to learn, are involved in
their jobs, have career strategies. Contents of a training programme,
and the ability and motivation of trainers also determine training
effectiveness.

EVALUTION CRITERIA:

Evaluation of training effectiveness is the process of obtaining

information on the effects of a training programme and assessing the
value of training in the light of that information. Evaluation involves
controlling and correcting the training programe.the basis of
evaluation and mode are determined when the training programme is
designed.

Retraining:

Retraining is the process of providing training to persons who

underwent training earlier in their job. Retraining programmes are
generally arranged for employees who have long been in the service of
an organization. Such programmes are designed to avoid obsolescence
of a person in terms of job requirements. Retraining is required on
account of the following factors:

I. Some employees concentrate on a narrow task and lack all

round knowledge and skills. Training is required to wider their
knowledge and attitudes.

II. Employees who are called back to work after layoff are
given training so as to handle highly skilled jobs.
III. Due to technological changes some jobs may become
unnecessary. Employees working on such jobs are retrained for other
jobs.
 IV. Retraining is necessary to develop a versatile workforce
capable of performing more than one job.

V. Retraining becomes necessary when the knowledge and

skills of employees become obsolete due to rapid changes in
technology. With automation and computerization new skills
become necessary.

VI. Due to changes in demand for goods and services, some

new jobs are created. Retraining of exiting staff is needed to handle
new jobs.

Retraining may be required at all levels. But it is more common for

rank and file workers. This is so because technological make an
immediate impact on these people. Moreover, they are less equipped
to for see their personal needs and therefore, require greater
assistance than others. Workers need refresher courses to help them
recall what they have forgotten. They require retraining when work
tools and methods change due to technological progress.

CONCEPT OF EXECUTIVE DEVELOPMENT

Executive development or management development is a systematic
process of learning and growth by which managerial personnel gain
and apply knowledge, skills, attitudes and insights to manage the work
in their organizations effectively and efficiently. It is an educational
process through which executives learn conceptual and theoretical
knowledge and managerial skills is an organized manner. Management
development involves relating experience to learning. the main aim of
formal education for manager is to increase his ability to learn from
experience.
Executive development consists of all the means by which executives
learn to improve their behavior and performance. It is designed to
improve the effectiveness of managers in their present jobs and to
prepare them for higher jobs in future. According to flippo,
“management development includes the process by which managers
and executives acquire not only skills and competency in their present
jobs but also capabilities for future managerial tasks of increasing
difficulty and scope “. Thus, executive development is any planned
effort to improve current and future managerial performance. It is an
attempt at improving an individual‘s managerial effectiveness through
a planned and deliberate process of learning.
 An analysis of these definitions reveals the following
characteristics of executive development:

(1) Executive development is a planned and organized process of

learning rather than a haphazard or trail an error approach.

(2) It is an ongoing or never ending exercise rather than a one-shot

affair. it Continues throughout an executive’s entire professional
career because there is no end to learning.

(3) Executive development is a long term process as managerial skills

cannot be developed overnight.

Executive development is guided self-development. An organization

can provide opportunities for development of its present and potential
managers. But the images for learning have to come from the
executive himself. Executive’s development is possible only when the
individual has the desire to learn and practice what he learns. no
amount of coercion can lead to development . Executive develop
Executive development aims at preparing managers for better
performance and helping them to realize their full potential.

(4) Development is eventually something that the executives have

to attain him. But he will do this much better if he is given
encouragement, guidance and opportunity by his company.

(5) Executive development aims at preparing managers for better

performance and helping them to realize their full potential.

Objectives of Executive Development

Any program of executive development aims achieving the

following purpose:

1. To improve the performance of managers at all levels in their present

jobs.
2. To sustain good performance of managers throughout their
careers by exploiting their full potential i.e, to prepare managers for
higher jobs in future.
3. To ensure availability of required number of managers with
needed skills so as to meet the present and anticipated future needs of
the organization.
 4. To prevent obsolescence of executives them to the latest
concepts and Techniques in their respective areas of specialization.
5. To replace elderly executives who have risen from the ranks
by highly competent and academically qualified professionals.
6. To provide opportunities to executives to fulfill their career aspirations.
7. To ensure that the managerial resources of the organization are
utilized optimally.

Prof. A. Dasgupta has given objectives of executive development at

various levels of authority. These are stated in table 3.3. it can be
seen that for top management the objectives are mostly general and
aim at developing the ability to understand and decide. On the other
hand, objectives at middle and lower levels are more specific.

Executive Development Objectives at three levels of

Authority

a) Top management

1. To improve thought process and analytical ability in order to uncover

and examine problems and take decisions in the best interests of the
country and organization.
2. To broaden the outlook of the executive in regard to his role, position
and responsibilities in the organization and outside.
3. to think through problems which may confront the organization now or
in the future.
4. TO understand economic, technical and institutional forces in order to
solve business problems.
5. To acquire knowledge about the problems of human relations.

b) Middle line Management

1. To established a clear picture of executive functions and

responsibilities.
2. To bring about an awareness of the broad aspects of management
problems, and
an acquaintance with, and appreciation of, inter departmental
relations.
3. To develop the ability to analyses problems and to take appropriate
action.
4. To develop familiarity with the managerial uses of financial accounting,
Psychology, business law and business statistics.
5. To inculcate knowledge of human motivation and human relationships.
6. To develop responsible leadership.

c) Middle Functional Executives and Specialists

1. To increase knowledge of business functions and operations in specific

fields in
Marketing production, finance, personnel.
2. To increase proficiency in management techniques such as work study,
Inventory control, operations research, quality control.
3. To stimulate creative thinking in order to improve methods and
procedures.
4. To understand the functions performed in a company.
5. To understand industrial relations problems.
6. To develop the ability to analyse problems in one’s area or functions.

Importance of Executive Development

Executive development is necessary for the following reasons:

(i) The size and complexity of organizations, both business and non-
business are increasing. Managers need to be developed to handle the
problems of giant and complex organization in the face of increasing
competition.

(ii) The rapid rate of technological and social change in society

requires training of Managers so that they are able to cope with these
changes automation, cut throat competition, growth of new markets,
enlarged labour participation in management, growing public and
government interest in business activities are the major problems that
have to be handled.

(iii) Business and industrial leaders are increasingly recognizing their

social and public responsibilities. They require a much broader outlook
to discharge these new responsibilities. Executive development is
required to broader the outlook of managers.

(iv) Labor management relations are becoming increasingly complex.

executives require new and better skills in union negotiations,
collective bargaining, grievance redressal, etc. Workers are better
educated and more aware. More competent managers are needed to
manage the modern workforce.
 (v) There is a noticeable shift from owner – managed to
professionally managed enterprises, even in family business houses.
Executive development programmes are required to train and develop
professional managers.

(vi) Executives need education and training to understand and adjust

to changes in socio-economic forces. Changes in public policy,
concepts of social justice, industrial democracy, ecology (pollution)
ekistics. (humansettlements), ergonomics (working environment),
cultural anthropology (problem of fitting machines to men) are the
main socio-economics changes. Without management development
programmes, executives may become obsolete. Executive personnel
will not be able to survive in future unless they keep pace with modern
management education, research, principles, and practices.

(vii) Management of public utilities, state enterprises and civic bodies

is being professionalized in order to improve operational efficiency.
Similarly, agriculture, rural development and public administration
require professional executives. No organization can be successful in
the long run without a planned approach to the development of its
managerial persons. In the words of Peter Drucker, “an institution that
can not produce its own managers will die. From an overall point of
view the ability of an institution to institution to produce managers is
more important than its ability to produce goods efficiently and
cheaply”

Process of Executive Development

The essential ingredients of an executive development programme are

as follows:

1. Analysis of Development needs: First of all the present and

future developmental needs of the organization are ascertained. It is
necessary to determine how many and what type of executives are
required to meet the present and future needs of the enterprise. This
calls for organizational planning. A critical analysis of the organization
structure in the light of future plans will reveal what the organization
needs in terms of departments, functions and key executive positions.
Then job descriptions and specifications are prepared for all executive
positions to know the type of knowledge, skills training and experience
required for each position.
2. Appraisal of Present Managerial Talent: A qualitative
assessment of the existing executives is made to determine the type
of executive talent available within the organization. The performance
of every executive is compared with the standard expected of him. His
personal traits are also analyzed to estimate his potential for
development.

3. Inventory of Executive manpower: this inventory is

prepared to obtain complete information about each executive. Data
on the age, education, experience, health, test result and performance
appraisal results is collected. This information is maintained on cards
or replacement tables, one for each executive. An analyse of this
information will show the strengths as well as deficiencies of
executives in certain functions relative to the future needs of the
organization.

4. Planning Individual Development Programmes: each one

of us has a unique set of physical, intellectual and emotional
characteristics. Therefore, development plan should be tailor made for
each individual. Such tailor made programmes of development should
give due attention to the interests and goals of the subordinates as
well as to the training and development opportunities existing in the
organization.

5. Establishing training and Development Programmes:

The human resource department prepares comprehensive and well
conceived programmes. The department identifies development needs
and may launch specific courses in fields of leadership, decision
making, human relations, etc. it also recommends specific executive
development programmes organized by well-known institutes of
management. On the basis of its recommendations, the top
programmes at the cost of the company.
6. Evaluating development programmes: considerable money,
time and efforts are spent on executive development programmes. It
is therefore; natural to find out to what extent the programme
objectives have been achieved. Programme evaluation will reveal the
relevance of the development programmes and the changes that
should be made to make these more useful to the organization.
Observation of the trainee’s behaviour, rating of the training elements,
opinion surveys, interviews, tests and changes in productivity, quality,
cost etc. can be used to evaluate development programmes. General
result of development programmes can be measured in the long run.
But some specific result may be assessed during the short term.
Methods and Techniques of Executive
Development
Various techniques of executive development may be classified
into two broad categories as shown in fig.

Executive Development

On the – job Techniques off the – job Techniques

Coaching Lectures
Under Study Case
Studies
Position Rotation Group
Discussions
Project Assignment
Conferences
Committees Role
Playing

On the job training is most suitable when the aim is to improve on the
job behavior of executives. Such training is inexpensive and time
saving. The motivation to learn is high as training takes place in the
real job situation. The trainee can size up his subordinates and
demonstrate his leadership qualities without artificial support. But
neither the trainer nor the trainee are free from the daily routine and
pressure of their respective jobs. On the job-training is given –
through the following methods.

1. Coaching: In this method, the superior guides and instructs

the trainee as a coach. The coach or counselor sets mutually agreed
upon goals, suggest how to achieve these goals, periodically reviews
the trainee’s progress and suggests changes required in behavior and
performance.
Coaching method offers several advantages: (i) It is learning by doing
(ii) Every executive can coach his subordinate even if no executive
development programme exists (iii) Periodic feedback and evaluation
are a part of coaching. (iv) it is very useful for orientation of new
executives and for developing operative skills. (v) it involves close
interactions between the trainee and his boss. Coaching method,
however, suffers from certain disadvantages: (i) it tends to perpetuate
current managerial styles and practices in the organization. (ii) it
requires that the superior is a good teacher and guide (iii) the training
atmosphere is not free from the worries of daily, routine. (iv) the
trainee may not get sufficient time to make mistakes and learn from
experience.

Coaching can be effective if the coach is a good communicator, anable

motivator and a patient listner. Coaching will work well if the coach
provides a good model with whom the trainee can identify, if both can
be open with each other, if the coach accepts his responsibility fully,
and if he provides the trainee with recognition of his improvement and
suitable rewards.
In some cases, an assistant to position is created. The trainee is made
the assistant of a specific manager. The manager teaches and exposes
the trainee to managerial principles and practices.

2. Understudy: An understudy is a person selected and being

trained as the heir apparent to assume at a future time the full duties
and responsibilities of the position presently held by his superior. In
this way a fully trained person becomes available to replace a manager
during his long absence or illness, on his retirement, transfer,
promotion or death. The superior routes much of the departmental
work through the junior, discusses problems with him and allows him
to participate in the decision making process as often as possible. The
junior is generally assigned tasks which are closely related to the work
in his section and he is deputed to attend executive meetings as a
representative of his superior.

Under study method provides many advantages: (i) the trainee

receives continuous guidance from the senior and gets the opportunity
to see the total job (ii) it is practical and time saving due to learning
by doing (iii) the trainee takes interest and shows the superior’ work
load (iv) the junior and the senior come closer to each other (v) it
ensures continuity of management when the superior leaves his
position.
Understudy method, however suffers from the following disadvantages
(i) it perpetuates the existing managerial practices. (ii) As one
employees is identified in advance as the next occupant of higher level
managerial position, the motivation of other employees in the unit
may be affected.(iii) the subordinate staff may ignore the understudy
and treat him as an intruder without clear authority and responsibility
(iv) under an overbearing senior, the understudy may lose his freedom
of thought and action. The success of this method depends upon the
teaching skills and cooperation of the superior with whom the
understudy is attached.

3. Position Rotation: It involves movement or transfer of

executives from one position or job to another on some planned basis.
These persons are moved from one managerial position to another
according to a rotation schedule. Position rotation is also called job
rotation. or position rotation is often designed for junior executive .IT
may continue for a period ranging from six month to two years
According to Bennett . “Job rotation is a process of horizontal
movements that widens the managers experience horizon beyond the
limited confines of his own

Job rotation method offers the following advantage: (1) it helps to

reduce monotony and boredom by providing variety of work (2) It
facilitates interdepartmental cooperation and coordination (3)it infuses
new concepts and ideas into elder personal (4) Executive get a chance
to move up to higher position by developing them into generalists (5)
best utilization can be made of each executive’s skills .
Job rotation method suffer from the following disadvantage ;(1) Job
rotation may cause disturbance in established operation (2) The
trainee executive may find it difficult to adjust himself to frequent
moves. He may feel insecure in the absence of stable interpersonal
relationship (3) The new in cumbent may introduce ill conceived and
hasty innovations causing loss to the organization (4) Job rotation may
demotivate intelligent and aggressive trainee who seek specific
responsibility in their chosen specialization. (4) It may cause jealously
and friction due to the game of ‘musical chairs’. Job rotation can cause
class distinctions and misunderstanding Executives who are not moved
develop defensive reactions. (6) It may upset family and home life
when transfers are made to different geographical areas.

4. Projects assignments: Under this method a number of

trainee executives are put together to work on a project directly
related to their functional area. The group called project team or task
force will study the problem and find appropriate solutions. For
instance, accounts officers may be assigned the task of designing and
developing an effective budgetary control system. By working on this
project, the trainee learns the work procedures and techniques of
budgeting. They also come to learn the interrelationship between
accounts and other departments. This is a flexible training device due
to temporary nature of assignments.
Sometimes, a syndicate or team consisting of persons of mature
judgment and proven ability is constituted. It is given a task properly
spelt out in terms of brief and background papers. Participants
represent different functional areas to facilitate interchange of ideas
and experience. Each syndicate prepares a report to be discussed by
other executive groups.

5. Committee Assignment: A permanent committee consisting

of trainee executives is constituted. The entire trainee participates in
the deliberations of the committee. Through discussion in committee
meetings they get acquainted with different viewpoints and alternative
methods of problem solving. They also learn interpersonal skills.

6. Multiple Management: This technique was developed by

Charles P. McCormick oh McCormick Corporation of Baltimore, USA
Under. Under it a junior board of young executives is constituted.
Major problems are analyzed in the junior board which makes
recommendations to the Board of Directors.

7. Selective Readings: Managing has becomes a specialized job

requiring a close touch with latest development in the filed .By reading
selected professional books and journals managers can keep in touch
with the latest research findings , theories and techniques in
management .No executive can afford to rely slowly and others to
keep him informed of innovation in management . Reading of current
management literature helps to avoid managerial obsolescence
.Selective reading constituent an individual self development
programmed for executives .many organization maintain libraries for
there executives and managers are encouraged to continually read and
improve their skills .

8. Lectures : These are formally organized talks by an instructor on

specific topics .Lectures are essential when technical or special
information of a complex nature is to be provided .These can be
supplemented by discussions case studies demonstration audio visual
aids and film shows .Lecture method is the simple way of imparting
knowledge to a large number of persons with in a short time It is very
useful when facts, concepts ,principle , attitude ,and problem solving
skills to be thought .More material can be presented within a given
time then by any other method .Lecture can be used to introduce a
subject to reduce anxiety about upcoming training programmes or
organizational changes to present basic material that will provide a
common background and to illustrate the applications and rules and
principles :The lecture method suffers from the following limitation

(1) Lecture is one way communication .There is no participation an

feedback from the audience

(2) The audience losses attention quickly as they are passive listener.
The focus is on accumulation and memorization rather then on
application of knowledge

(3) It requires a great deals of preparation and speaking skills for

which executive may lack time

(4) The presentation of material has to a common level of knowledge

(5)It becomes unpalatable to the audience when to much information

is packed in the lecture.

Lecture method can be made effective in the

following ways.

• A Lecture should well planed as to its purpose and

continuous
• The lecturer should be component and a good speaker
• He should keeps in mind the listeners needs and
interests
• The lecture should not be for more then one hour
• The lecture should be made interesting through leading
question guided discussion and audio visual aids

(9) Group discussion: It is a variant of the lecture

method .Under it paper is prepared and presented by one are
more trainees on the selected topics .This is followed by a
critical discussion The chair man of the discussion or seminar
summaries the contents of the paper and the discussion which
follows .Often the material to be discussed is distributed in
 advance .Seminars and conference enable executives to learn
from the experiences of each other and have become quite
popular.

10. Case Study Method : Under this method a real or

hypothetical business problems or situation demanding solution is
presented in writing to the trainees They are required to identify
and analyze the problem suggest and evaluate alternatives courses
of action and choose the most appropriate solution .The trainer
guides the discussion and ensures that no relevant fact is over
looked.

REVIEW OF SOME OF THE BEST PRACTICES OF

TRAINING AND DEVELOPMENT IN INDIA

There are some private sector organization which are emphasizing on

training and development to improve manpower utilization and
employee development. A few good examples are described here

Career development: Eicher group experience

Eicher believes in role model philosophy in which supervisor can set

the right example by encouraging subordinates to play leadership
roles. Training in eicher emphasizes that it is primarily the
responsibility of the superior to develop, her /his subordinate and
become her/ his mentor. Each employee at eicher is a part of career
development group (CDG)

Which consists of her/his immediate superior , the boss’s superior and

a person from another division .CDG is responsible for appraising ,
monitoring , training and planning of each individual career and
development path .They write down what kind of training requirements
in his annual Self-Development Review . Training at Eicher can be
classified as discussed below

• Behavioral Training – Organizational behavior, interpersonal

skills and counseling.
• Functional Training – Finance for non-finance executives,
manufacturing skills, quality control etc.
• Potential related Training – Managerial skills for junior
management , development executive skills
• Multi skills training
• Training for Dealers –Dealership management program
 • International Exposure. (business today , 1996 : dayal et al .,
1996)

Benchmarking: Ranbaxy Laboratories Experience

Ranbaxy laboratories provided works first-hand experience of global

best practices. Most of the workers in pharmaceutical industries have
generally come from a background where even a hospital did not
display good hygiene and Ranbaxy was trying to train them to achieve
high quality standards. A group of workers was selected and sent on a
ten-day US visit clinics and hospitals. The workers got a first-hand feel
of the kind of environment in which the medicines prepared by them
would be used and they came back with memories of very high quality
standards and where motivated to achieve them (Business today
1996)

Learning Together: Mahindra and Mahindra

Experience

Supervisors and managers should be trained with workers in the basic

training philosophy at Mahindra and Mahindra . In order to bridge the
communication gap mahindra and mahindra sent its workers abroad to
expose them to quality manufacturing practices but with a slightly
different strategy : The workers were sent along with the supervisors
and managers (from several levels ) . It was found that at the end of
the trip most communication gaps between them had been bridged.
Till 1995, 40 workers (shop floor) along with managers and union
leaders were sent to Japan, South Korea, Europe, UK, and us to visit
various automotive plants and to learn best work practices around the
World. These people were then asked to share their experience with
other employees (business today 1996)

Employee Involvement: Modi Xerox Experience

The company has invested in developing high quality training

.Employees at every level are exposed to international training. Each
employee spends almost 5 man-days on training every year which
costs rs 4000 per employee per annum. Training is not only the
responsibility of training department, but there is a continuous
involvement of line managers also. The boss and subordinates sit
together and match the job profile with the individuals skills. Once the
gapes are identified, they search for solutions to bridge them which
could range from formal to informal training one to one coaching and
facilitation. Training manager’s workshop is organized biannually to get
feedback on the present status and also on future training
requirements.
These examples show the importance of employee involvement
superior role and accountability in training and developing the human
potential and exposure to international standards for measuring quality
, to develop good training and
development practices in any organization .( business today , 1996
:Dayal et al ,. 1996 )

BRIEF OVERVIEW OF SOME OF THE UNITS

STUDIED
ICICI Bank:

ICICI Bank is India's second-largest bank with total assets of about Rs.
2,513.89 bn (US$ 56.3 bn) at March 31, 2006 and profit after tax of
Rs. 25.40 bn (US$ 569 mn) for the year ended March 31, 2006 (Rs.
20.05 bn (US$ 449 mn) for the year ended March 31, 2005).

ICICI Bank has a network of 741 branches (including 48 extension

counters) and over 3300 ATMs in India and presence in 30
International locations. ICICI Bank offers a wide range of banking
products and financial services to corporate and retail customers
through a variety of delivery channels and through its specialized
subsidiaries and affiliates in the areas of investment banking, life and
non-life insurance, venture capital and asset management. ICICI Bank
set up its international banking group in fiscal 2002 to cater to the
cross border needs of clients and leverage on its domestic banking
strengths to offer products internationally.

HDFC BANK

The Housing Development Finance Corporation Limited (HDFC) was

amongst the first to receive an 'in principle' approval from the Reserve
Bank of India (RBI) to set up a bank in the private sector, as part of
the RBI's liberalization of the Indian Banking Industry in 1994. The
bank was incorporated in August 1994 in the name of 'HDFC Bank
Limited', with its registered office in Mumbai, India. HDFC Bank
commenced operations as a Scheduled Commercial Bank in January
1995. . Incorporated in August 1994 as HDFC Bank Limited, as of
December 31, 2006, the bank had a India network of 684 branches in
316 cities in India and over 1605 ATM's.

Our single-minded focus on product quality and service excellence has

helped us garner the appreciation of both national and international
organization HDFC Bank's Corporate Governance Policy has been
adopted keeping in mind the importance of attaining fairness for all
stakeholders, as well as achieving organizational efficiency.

BANK OF BARODA:

It has been a long and eventful journey of almost a century across 21

countries. Starting in 1908 from a small building in Baroda to its new
hi-rise and hi-tech Baroda Corporate Centre in Mumbai is a saga of
vision, enterprise, financial prudence and corporate governance.
It is a story scripted in corporate wisdom and social pride. It is a story
crafted in private capital, princely patronage and state ownership. It is
a story of ordinary bankers and their extraordinary contribution in the
ascent of Bank of Baroda to the formidable heights of corporate glory.
It is a story that needs to be shared with all those millions of people -
customers, stakeholders, employees & the public at large - who in
ample measure, have contributed to the making of an institution.

Our mission statement

To be a top ranking National Bank of International Standards

committed to augmenting stake holders' value through concern, care
and competence our new corporate brand identity is much more than a
cosmetic change.

DENA BANK:

Dena Bank, in July 1969 along with 13 other major banks was
nationalized and is now a Public Sector Bank constituted under the
Banking Companies (Acquisition & Transfer of Undertakings) Act,
1970. Under the provisions of the Banking Regulations Act 1949, in
addition to the business of banking, the Bank can undertake other
business as specified in Section 6 of the Banking Regulations Act,
1949.

Our mission statement:

DENA BANK will provide its Customers - premier financial services of

great value, Staff - positive work environment and opportunity for
growth and achievement,
Shareholders - superior financial returns, Vision.

KOTAK MAHINDRA 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 corporate.

The group has a net worth of around Rs. 3,100 crore, employs around
9,600 people in its various businesses and has a distribution network
of branches, franchisees, representative offices and satellite offices
across 300 cities and towns in India and offices in New York, London,
Dubai and Mauritius. The Group services around 2.2 million customer
accounts.

At Kotak Mahindra Bank, we address the entire spectrum of financial

needs for individuals and corporates. we have the products, the
experience, the infrastructure and most importantly the commitment
to deliver pragmatic, end-to-end solutions that really work.

PUNJAB NATIONAL BANK

Punjab National Bank (PNB) is one of the 500 largest banks in the
world, and enjoys a rich history and heritage. PNB was the first Indian
bank to be started solely with Indian capital. Established in 1895 at
Lahore, and nationalized in 1969, it has worked assiduously to build
the banking sector in rural and urban India. It has presence in remote
areas of the country, cutting across cultural and linguistic boundaries.

PNB’s principal activities are to provide treasury and banking

operations. The activities include accepting deposits, lending loans and
to provide other financial related services. The banking operations
provides short and long term loans to agricultural, small scale
industries and other priority sectors. PNB also offers internet banking
facilities to its customers. At 31-Mar -2006, PNB operates through
4510 banking branches, 444 extension counters.

LITERATURE REVIEW
It is now almost axiomatic that the strategic goal of modern
commercial organizations is to create more intelligent and flexible
firms then their competitors by hiring and developing more talented
human resources and by extending their skill base It is imperative in
the context of new business realities that organization should be able
to continuously innovate be customer- focused and remain cost –
competitive to survive grow and excel in the long run. During the
1980s Japanese management practices clearly indicated that business
success based on high standards of performance which was dependent
on a highly trained and developed workforce (Brown and Read 1984)
Recent research also indicates a causal link between high commitment
practices (including training and development) and improvements in
an establishment performance and competitive advantage (Patterson
et at., 1998)

The need for focusing on the international and comparative dimension

of corporate T & D policies has been increasingly felt ever since many
nations of the world such as China, India, Latin America, and East
Central Liberalized privatized and globalize their economic policies.
This trend is indicative of the fact that many of the changes influencing
skill deficiencies and acquisition are common to many countries.
The various aspects and issues pertaining to the corporate training and
development sector in India are presented in table 1

Table 1: Corporate and Development Sector in India

Parameter Indicator
Percentage of payroll spent on training 1.2%

Training money spent per employee Rs. 253.3

Average training hours per employees 4.7

Percentage of employees trained per 55.3%

year
HRD or training staff per 1000 2.3
employees
Source: Blackwell publishing Ltd., 2003 corporate training
and development

The key responsibility for training and development is handled by the

personnel as shown in table 2
 Table 2: The Handing of Responsibility for Training
and Development

Position percentage
71%
Personnel / HRT / Training Specialist

HRD or training staff per 1000 2.3

employees

Source: Blackwell publishing Ltd., 2003 corporate training

and development

Table 3: The Driving Forces for Taining and Development

Initiatives

Driving Force Percentage

Pressure for increased quality, 79%
innovation,
and productivity
Need to enhance the efficiency and 65%
effectiveness of employees
Need to change corporate culture 62%

To achieve better ROI 54%

To achieve better industrial relation 27%

Needs, wishes and demands of 30%

employees

Source: Blackwell publishing Ltd., 2003 corporate training

and development

The major driving forces for training and initiatives are, formerly, all
that a new employee needed in order to learn a job was to sit beside
an experienced employee and observe. It was assumed that this way,
perhaps by osmosis, the novice would learn his/her job. But plots
change and so do training methods.

Since the beginning of the 20th century and especially after world war
2nd training programs have become widespread among organizations
involving more and more employees and also expending in content. By
the 1990s 40% of the fortune 500 firms have had a corporate
university or learning center ( Meister 1997 ) According to the 1995

survey of employer – provided training center , nearly 93% of the us

organization with 50 or more employees provided formal training and
close to 70% of their employees
ranging from executive to frontline workers are involved in recent
decades as the US companies are confronted with technological
changes domestic social problems and global economic competition
training programs in organizational have received even more attention
touted as almost a panacea for organizational problems ( carnevale
Gainer and villet 1990 )

In today’s highly competitive scenario and globalization it’s more

important then ever that institutions train there staff on best practices
regulatory requirements and professional development After all strong
training is fundamentals for key operational goals such as :
• Increase in competitive advantage
• ensure compliance with laws and regulations
• Maximizing operational efficiencies
• Reinforcement of a customer-centric organization

Today, the challenge is not just in terms of updating technologies but

also in terms of maintaining existing workforce motivated and
challenged all the time . Organizations need to have highly flexible and
dynamic teams of highly enthusiastic motivated and creative people.
In order to have all this, there is a need to emphasize more on
employee training provided by the employer. Highly skilled and
motivated workforce is the workplace and organizations of the present
and future needs.

Increasing use of computer technology restructuring of business and a

growing global economy are some of the factor economists cite as
contributing to change in the employment structure of the us economy
since the early 1980s ( Rosenthal, 1995 )
Furthermore , there is a considerable growth projected to occur in
occupations with higher educational requirements The job
classifications that currently use low-skilled workers are experiencing “
up killing ” which translates into a need for more responsibility more
knowledge and ultimately more skill and there has been stagnation
and even a decrease in the number of jobs that are unskilled or very
low skilled.

The role of training and development in the service sector, more

specifically in the banking sector is no different from the rest of the
organizations in the world. Operating in the banking sector, the
training and development functions plays a further enhanced role and
holds more importance as it deals with knowledge workers and
intelligent customers.

In the banking sector, the training and development function holds a

key responsibility by helping upgrade employee performance on a
continuous basis. Also, most banks who adopt the from hire to retire
approach benefit from training and development activities by allowing
a continuity in the developing process of bank personnel. Training and
development activities get highlighted in the area of job satisfaction
and motivation. “The bank are employing a better educated workforce”
They enter the bank with high expectation and they seem to have a
greater need for responsibility, recognition meaningful participation,
advancement and growth. they expect things to happen more quickly
than employees did in the past .” states William Murray , COO of
Harris Bank , Chicago , USA ( murray , 1976).should be vary clear with
the purpose of the training , purpose of the evaluation , measures to
evaluate and the performance indicators , which can help organization
to know the benefits of training . This is very important since in
justifying investment made by the organization on training and
development activities .

The need for the training function to demonstrate that spending

money on training is justifiable follows as an inevitable consequence of
the new HR .Measuring the effectiveness of training practice; it is also
one of the most neglected activities, both in theory and in practice.
Most banking organization does not bother to ensure a rigorous
evaluation process. Many feeL that training can not be valued do not
bother to ensure a rigorous evaluation process. Many feel that training
cannot be valued in the financial terms and therefore training is not
validated in a professional manner.
Perdue, Ninemeier, and woods ( 2002 ) assessed perceived
relative effectiveness of alternative training methods ( in relation to
specific objectives ) among managers of private clubs. They used an e
– mail questionnaire to collect their data from a random sample of
123private club managers in USA> the results indicate that one-to-one
training is considered the most useful overall method and the
preferred method for all objectives except interpersonal skill
development.

Buch and Bartly (2002) examined the relationship between

learning styles and preferences for alternative delivery modes used by
most organization today. Delivery modes included computer-based
methods, TV-based methods, and classroom –based methods.
Learning styles included converges, accommodators, diverges, and
assimilators.

Klink and streumer (2002) examined the effectiveness of on-

the-job training and some potential factors that explain effectiveness
of two samples drawn from two Dutch companies.

Hashim (2001) surveyed 262 training institutes in Malaysia to

identify the practices of training providers for evaluating training
programs. The results show that training provides use different
evaluation methods that include trainees feedback , observations ,
interviews , performance analyses , and training reaction forms.

Bolt, killough, and koh (2001) examined the behavior

modeling and lecture-based approaches to computer training using a
social cognitive theory framework.

Hughey and Musshug (1997) elaborated on some training

success factors. The authors indicated that soft skills such as listening,
communication, teamwork and leadership are the least preferred in
terms of tangible training gains. training should only involve tangible,
hands-on skills and observable behaviors. Thus, training objectives
should focus on skills and competencies.

Leat and lovell (1997) discussed some of the weakness of

current training needs analysis. They cited imprecise training goal
setting and failure of the performance appraisal reviews to diagnose
needed areas to improve employees skills in the working environment.
The authors indicated that a variance between actual performance
objective should uncover training needs. But these needs should not
be limited to that level only. Possible improvements at the
organization and task levels should also be evaluated, as part of
training needs analysis. Training expectations should also be
developed and detailed after an extensive research into the
interrelationship between inner and outer contextual changes and
within the organization and individual goals.

Mann and Robertson (1996) examined trainees reactions and

knowledge gained as measures for effective training. They used a
small sample of 29 trainees who were recruited from a three day
training E-mail an internet seminar held in Switzerland. Each trainee
was asked to fill a questionnaire before the training at the end of the
training and one month later. The results indicate that training
increased trainee’s knowledge. However positive attitudes do not
predict how well people are able to perform actual tasks. Attitudes and
reaction measure are not linked to later performance and therefore
such measures should be used with caution as ways of evaluating
training programs.

Hedges and moss (1996) examined the cost-effectiveness of

training commercial vehicle drivers. They selected a sample of 80
drivers who went through a specific driver training program and a
matched sample from those who did not attend the driver training
program. All drivers were from the parcel force in north England. The
parameters investigated were operating costs in terms of fuel
consumption , accident and repair cost maintenance costs, and driver’s
attitude.

Harris (1995) surveyed the opinions of a sample of American

directors of human resources and training programs about their
training methods and the quality of each of these methods. The results
indicate that the most used method of training is the classroom
method. One-on-one training such as on the job training is the method
most used by smaller firms. The most innovative form of technology
used, regardless of company size was videotape. The major barriers or
obstacles to using more innovative tools (i.e, computer based ) were
high costs and short life span of current computer technology. The
author conclude that training methods and tools used to train
employees were not as efficient as they could be and recommended
using computer-based technology and multi-media as training
methods as they save time and money.
Brarnley and kitson (1994) discussed four levels of training
evaluation. The first is the trainee’s reaction to the program. It focuses
on assessing what the trainees thought of the training program usually
in the form of a questionnaire. The second level is trainees learning. it
focuses on measuring their gained skills that were specified as training
objectives. The third level is the behavioral outcome. It focuses on
measuring aspects of job performance, which are related to the
training objectives. It focuses on the results of the training program to
organizational objectives and other criteria of effectiveness.

RESEARCH METHODOLOGY
Research in common parlance refers to a search for knowledge. One
can also define research as a scientific and systematic search for
pertinent information on a specific topic. In fact, research is an art of
scientific investigation.

Significance and scope of the study

1. The study will be of great use to the bank employees as they will
get to know the true impact of training programmes.
2. The study will be beneficial for the students as well in
understanding the concept of training & development and also its
implications.
3. Training helps to improve the level of performance. Trained
employees perform better by using better method of work .
4. Proper training can develop positive attitudes among employees.
Job satisfaction and morale are improved due to a rise in the
earnings and job security of employees.

5. Training enlarges the knowledge and skills of the participants.

Therefore, well trained personnel can grow faster in their career.

Objective of the research

• To find out the impact of training& development programmes on

the performance and attitude of employees as well as
organization productivity.
 • To find out the reason of success or failure of these
programmes.
• To gain the in-depth information and knowledge about the
training and development programmes and its impact on the
effectiveness of the employees.
• To get the information about the training and development
programmes and its necessities that how it helps the
organization in increasing productivity and in achieving
objectives effectively and efficiently.

Hypothesis

Hypothesis may be defined as a proposition or a set of preposition set

forth as an explanation for the occurrence of some specified group of
phenomena either asserted merely as a provisional conjecture to guide
some investigation or accepted as highly probable in its light of
established facts.

For the purpose of study hypothesis are as follows.

H1 Training and Development helps in increasing the
effectiveness of bank employees.

H2 Training and Development increases the productivity level.

Research design
The formidable problem that follows the task of defining the research
problem is the preparation of the design of the research project,
popularly known as “research design”

Research type
Research type used is descriptive. Descriptive research studies are
those studies which are concerned with describing the characteristic of
a particular individual or a group.

Source of data
The researcher should keep in mind two types of data viz. primary and
secondary.

Primary data; are those which are collected a fresh and for the
first time, and thus happen to be original in character.
Secondary data; are those data which have already been collected
by someone else and which have already been passed through
statistical process.
Source of data is both primary and secondary. Primary data is
collected through questionnaire which consists of a number of
questions printed or typed in a definite orders on a form or set of
forms. Questionnaire used is structured having close ended multiple
choice questions. Analysis will be done on the basis of data which has
been collected in questionnaire. Secondary data is collected from
books, journals, magazines

Sampling plan

Sample unit.:
For research work Lucknow city is taken as sample unit.

Sample size: The sample size consists of 105 units out of which
the most logical and non biased response are selected thus the sample
size is taken out to be 100 units.

Sample procedure :
Random sampling has been taken as sample procedure for conducting
research work. Under this sampling, every item of the universe has an
equal chance of inclusion in the sample.

COMPREHENSIVE ANALYSIS

(ANALYSIS & FINDINGS)

S.No Head Response

1. Length of service. A) 0-2 yrs
 40%
B ) 2-5 yrs
 30%
C ) 5-8 yrs
 18%
D ) More then 8 yrs
 12%
2. Regular Training A ) Yes
Programmes.  90%
B ) No
  10%

3. Training conducted after A )Yes

identifying training needs.  88%
B ) No
 12%
4. Training Programmes A ) Managerial Skills 
Conducted to improve 30%
B ) Technical Skills
 35%
C ) Administrative Skills 
19%
D ) Interpersonal skills
 16%
5. Training programmes A ) Strongly agree
improve interpersonal  05%
relationship. B )Agree
 80%
C ) Hardly agree
 10%
D ) Disagree
 05%
6. Training programmes always A ) Strongly agree
beneficial for employees.  25%
B )Agree
 75%
C ) Hardly agree
 00%
D )Disagree
 00%
7. Training reduce work stress. A ) Strongly agree
 15%
B ) Agree
 50%
C ) Hardly agree
 25%
D )Disagree
 10%

8. Training programmes reduce A ) Strongly agree

monotony of job.  09%
B ) Agree
 55%
 C ) Hardly agree
 20%
D ) Disagree
 16%
9. Training programmes reduce A ) Strongly agree
absenteeism.  09%
B ) Agree
 36%
C ) Hardly agree
 30%
D ) Disagree
 25%
10. Training programmes are A ) Strongly agree
helpful in reducing turnover  10%
rate. B ) Agree
 40%
C ) Hardly agree
 30%
D ) Disagree
 20%
11. Training programmes A ) Strongly agree
increase the self worth of  18%
employees. B ) Agree
 70%
C ) Hardly agree
 12%
D ) Disagree
 00%
12. Training programmes A ) Strongly agree
actually help in overall  09%
development of employees B )Agree
 60%
C ) Hardly agree
 25%
D ) Disagree
 06%
13. More need of Training is A ) Soft skills
required in  26%
B ) Employee development 
30%
C ) Technical skills 
37%
D ) Any other
  07%

THE DATA TABULATION

Q.1. For how long have you been working in the
organization?

FINDING

0-2 yrs 40%

2-5 yrs 30%
5-8 yrs 18%
More than 8 yrs 12%

12%
40%
18%

30%

0-2 yrs 2-5 yrs 5-8 yrs m ore than 8 yrs

Q.2. Does your organization have regular training

programmes?
FINDING
Yes 90%
No 10%
 10%

90%

Yes No

Q.3. Training programmes are conducted only after

identifying Training needs

FINDING

Yes 88%
No 12%
 12%
12% 88%

Yes No

Q.4. Training programmes are conducted in your

organization to
Improve:

FINDING

Managerial Skills 30
%
Technical Skills 35
%
Technical
Administrative Skills
Skills, 35%
19
Managerial %
Skills, 30%
40% Interpersonal Skills Administrativ
16
Interpersonal%
e Skills, 19%
Skills, 16%
30%
Q.5. Training programmes have been able to improve
20%interpersonal relationship?
FINDING
10%
Strongly 05%
0% Agree 80%
 Hardly Agree 10%
Disagree 05%

80%
80%
60%

40%
S e r ie s 1
20% 10%
5% 5%
0%
S t r o n g ly A g re e H a rd ly D is a g r e e
a g re e A g re e

Q.6. Training programmes have always been

beneficial for Employees?

FINDING

Strongly 25%
Agree 75%
 Hardly Agree 00%
Disagree 00%

25%
75%

Strongly agree Agree Hardly agree Disagree

Q.7. Training programmes reduce work stress?

FINDING

Strongly agree 15%

Agree 50%
Hardly Agree 25%
Disagree 10%
 Agree, 50%

50% Stongly agree, Hardly agree,

15% 25%
40% Disagree, 10%

30%
20%
10%
0%

Q.8. Training programmes reduce the monotony of

job?

FINDING

Strongly agree 09%

Agree 55%
Hardly Agree 20%
Disagree 16%
 Agree, 55%

60%
Stongly agree, Hardly agree,
50% 9% 20% Disagree, 16%
40%
30%
20%
10%
0%

Q.9. Training programmes reduce absenteeism?

FINDING

Strongly agree 09%

Agree 36%
Hardly Agree 30%
Disagree 25%
 25% 9%

36%
30%

Strongly agree Agree Hardly agree Disagree

Q.10. Training programmes are helpful in reducing

turnover rate?

FINDING

Strongly agree 10%

Agree 40%
Hardly Agree 30%
Disagree 20%
 10% Strongly
20% agree

Agree

40%
30%
Hardly
agree

Disagree

Q.11. Training programmes increase the self worth of

employees?

FINDING

Strongly agree 18%

Agree 70%
Hardly Agree 12%
Disagree 00%
 12% 18% Strongly
agree

Agree

Hardly
70% agree

Disagree

Q.12. Training programmes actually help in overall

development of employees?

FINDING

Strongly agree 09%

Agree 60%
Hardly Agree 25%
Disagree 06%
 Agree, 60%

60%
Hardly agree,
50% Stongly 25%
agree, 9%
Disagree, 6%
40%

30%

20%

10%

0%
Q.13. In which areas do you think there is more need
of training?

FINDING
Soft skills 26%
Employee 30%
development
Technical skills 37%
Any other 07%

37%
40% 30%
26%
30%

20%
7%
10%

0% r
l ls ill
s
he
ski .. sk ot
t p. l
of lo a y
S ve n ic An
d e ch
e T e
o ye
pl
E m
 LIMITATION

Though best efforts have been made to make the study fair,
transparent and error free. But there might be some inevitable and
inherent limitation. Though outright measure are undertaken to
make the report most accurate

The limitations of the survey are narrated below.

1) It was not possible to cover each and every organization due to

time constrains of the research report.
2) There may be some biased response from the respondent.
3) Some respondents did not provide full data.
4) Restriction to disclose the organization information which is
necessary for research work.
5) Area is selected.
Training is the process of increasing the knowledge and skills for doing
a particular job. It is an organized procedure by which people learn
knowledge and skill for a definite purpose. The purpose of training is
basically to bridge the gap between job requirements and present
competence of an employee. Training is aimed at improving the
behavior and performance of a person. It is a never ending or
continuous process. Training is closely related with education and
development but needs to be differentiated from these terms.

The overall aim of a training programme is to fill in the gap between

the existing and the desired pool of knowledge, skills and aptitudes
.Objectives of training express the gap between the present and the
desired performance levels. Definition of training objectives in both
quantitative and quantitative terms will help to evaluate and monitor
the effectiveness of training. Involvement of top management is
necessary to integrate the training objectives with the organizational
objectives

From the study it has been found that 30% respondents believe that
training programmes improve managerial skills, while 35% believe it is
responsible for improving technical skills. Further it is found that
training programmes improve interpersonal relationship. About 80%
respondents are of the same view. 75% respondents believe that
training programmes are always beneficial for employees. 25%
respondents strongly emphasis this point. Moreover, training
programmes increase the self worth of employees and are even
responsible for increasing overall efficiency level of employees,
reduced monotony, stress & absenteeism and are responsible for
development & growth of banking sector employees.

Closer analysis of the study of findings from the data collected reveals
that the Hypotheses

H1: Training and Development helps in increasing the effectiveness

of Bank employees

H2: Training and development increases the productivity level

prove to be right.
No individual or system is perfect for all times, so training and
development activities with the changed order must take place.
Following suggestion have been proposed to improve the training
effectiveness of banking sector employees:

• Technical training should be provided more.

• Training must be imparted in a trainee friendly atmosphere.

• Training and development activities should be a regular process.

• Top management should appreciate the role of training and

development.

• Transparency should be maintained in selecting the trainees.

• Trainees should be motivated.

Questionnaire for employees of banking sector

Name……..…………………… Designation…………………
Age …..……………………… Gender ………………………
Contact No……………………… Organization………………………

Note : All the information provided will be confidential and will

only be used for research project purpose

Q.1. For how long have you been working in the organization?
A) 0-2yrs c B) 2-5yrs c
C) 5-8 yrs c D) More than 8yrs
c

Q.2. Does your organization have regular training programmes?

A) Yes c B) No
c

Q.3. Training programmes are conducted only after identifying

Training needs?
A) Yes c B) No.
c

Q.4. Training programmes are conducted in your organization to

improve?
A) Managerial skills c B) Technical skills
c C) Administrative skills c D) Interpersonal
c
E) Any other c

Q.5. Training programmes have been able to improve interpersonal

relationship?
A) Strongly agree c B) Agree c
C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.6. Training programmes have always been beneficial for

employees?
 A) Strongly agree c B) Agree c
C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.7. Training programmes reduce work stress?

A) Strongly agree c B) Agree c
C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.8. Training programmes reduce the monotony of job?

A) Strongly agree c B) Agree c

C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.9. Training programmes reduce absenteeism?

A) Strongly agree c B) Agree c

C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.10. Training programmes are helpful in reducing turnover rate?

A) Strongly agree c B) Agree c

C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.11. Training programmes increase the self worth of employees?

A) Strongly agree c B) Agree c

C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.12. Training programmes actually help in overall development of

employees?

A) Strongly agree c B) Agree c

C) Hardly agree c D) Disagree c
E) Strongly disagree c

Q.13. In which areas do you think there is more need of training?

 A) Soft skills c B) Employee
development c C) Technical skills c D) Any
other c

Q.14. Suggest same ways to improve the efficiency of training

programmes in banking sector?

…………………………………………………………………………………………………………
………………………………………………………………
• Human resource management - Dr. C B Gupta
• Research Methodology - CR Kothari
• ICFAI Journal of OB April 2004 T Krishna Kumar
• ICFAI Journal of OB January 2005 T Krishna kumar
• Journal of management research vol 4, No. 3Dec,2004.