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AT
KOTAK MAHINDRA OLD MUTUAL LIFE INSURANCE LIMITED
SUBMITTED BY
BHAWNA
ROLL NO: 0811570017
ACKNOWLEDGEMENT
Hard work and dedication are keys to success and this project is no
different. The success of a research work does not depend upon one person.
This report also involves hard work and suggestions of different people. I
would like to thank the Director and the faculty of my institute for giving me
this opportunity to work on this research project.
Im grateful to Mr Sachin Jain who has helped me throughout
the period with valuable suggestions and opportunities to bring forward my
work.
I want to extend my regards to all the employees of all the
departments of KOTAK MAHINDRA LTD . who gave their valuable time
and all possible resources for the completion of this report.
CONTENTS
1.
Executive Summary
2.
Introduction to Training
3.
4.
Company profile
5.
Process of training
6.
Problem Description
7.
8.
Research Methodology
9.
Result
EXECUTIVE SUMMARY
INTRODUCTION
Training and development refer to imparting of specific skills abilities and
knowledge to an employee. A formal definition of training and development
is
it is any attempt to improve current or future employee
performance by increasing an employees ability to perform through
learning, usually by changing the employees attitude or increasing his or her
skills and knowledge. The need for training and development is determined
by employees performance deficiency
OBJECTIVE OF THE STUDY
To understand the entire training process and identifying the training needs
of the employees at the Kotak Mahindra old mutual life insurance ltd.
RESEARCH METHODOLOGY:
The
data
for
the
study
on
the
topic
TRAINING
NEEDS
positive
attitude
facilitate
individual
growth
and
organizational
climate
and
job
requirements
INTRODUCTION
Successful candidates placed on the job need training to perform their
duties effectively Workers must be trained to operate machines, reduce
scrap and avoid accidents It is not only workers but executives and
supervisors who need training as well in order to enable them to acquire
maturity of thought and action Training and development constitute an
ongoing process in any organization Training thus means to turn
members into productive insiders It is the second step after recruitment,
screening and selection The principles of learning make training work
,thus how a person learns should be the guiding principle in explaining
how a person should be trained Thus training requiresu
Practice
Feedback
Motivation to learn
Thus training is systematic and intentional basically involving the
felicitation of the learning process Further training enhances three broad
classes of skills
Motor skills: manipulation of physical environment based on certain
patterns of bodily movements
Cognitive skills: acquisition of mental and attitudinal functions
Interpersonal skills: enhancing interactions with other people
No organization has unlimited resources, so training has to be done on the
basis of identified resources in three phases
PRE TRAINING
-Clear understanding of the situation that calls for more effective behavior
TRAININGImplementing the effectiveness in behavior
POST TRAININGThe management has to handle a person who is more confident, post training
A lot of adjustment is needed on both sides
NATURE OF TRAINING AND DEVELOPMENT
In simple terms training and development refer to imparting of specific skills
abilities and knowledge to an employee. A formal definition of training and
development is
it is any attempt to improve current or future employee
performance by increasing an employees ability to perform through learning
,usually by changing the employees attitude or increasing his or her skills
and knowledge The need for training and development is determined by
employees performance deficiency which is computed as under:
TRAINING AND DEVELOPMENT NEED=
Standard performance
-Actual performance
According to Edward B. FlippoTraining is the act of increasing the
knowledge an skills of an employee for doing a particular job
Thus training is an organized activity for increasing the knowledge and skills
of people for a definite purpose It involves a systematic procedure for
transferring technical know how to the employees so as to increase their
knowledge and skills for doing specific jobs with proficiency In other words,
the trainees acquire technical knowledge, skills and problem solving ability
by undergoing the training programme Training objectives should always be
expressed in behavioral terms to remove ambiguity and vagueness e.g. To
have more productive workers (vague)
To increase output by 10%over current levels (behavioral terms)
EDUCATION TRAINING AND DEVELOPMENT: DIFFERENCE
The processes of training and development are often confused Training
means learning of basic skills and knowledge necessary for a particular job
or a group of jobs But development on the other hand means growth of the
individual in all respects However education is afar broader term in
comparison to the above two Its purpose is to develop the individuals It is
concerned with increasing the general knowledge and understanding of the
environment as a whole Education is more formalized then development and
is in general imparted in schools and colleges The distinction between the
three can be made as under:
TRAINING
DEVELOPMENT
9
operative
employees
Training
is
maintaining
workers
concerned
and
and executives
with Executive development seeks to
improving
current job performance Thus it has a future performance Thus it has a long
short term perspective
Training is job centered in nature
term perspective
Development is career centered in
nature
The role of trainer or supervisor is All
development
very important in training
is
self
TRAINING
Application oriented
Job experience
Specific task
Narrow perspective
EDUCATION
Theoretical orientation
Classroom learning
General concepts
Broad perspective
10
11
theft, natural disaster - they're all built into the working of the Universe,
waiting to happen.
Insurance is an attractive option for investment. While most people
recognize the risk hedging and tax saving potential of insurance, many are
not aware of its advantages as an investment option as well. Insurance
products yield more compared to regular investment options, and this is
besides the added incentives bonuses) offered by insurers.
First and foremost, insurance is about risk cover and protection financial protection, to be more precise - to help outlast life's unpredictable
losses. Designed to safeguard against losses suffered on account of any
unforeseen event, insurance provides you with that unique sense of security
that no other form of investment provides. By buying life insurance, you buy
peace of mind and are prepared to face any financial demand that would hit
the family in case of an untimely demise.
12
Kotak Mahindra
The Kotak Mahindra group has established itself as one of India's largest
financial services groups, offering a wide range of financial products and
services. With a group Net worth of Over Rs.I000 corers, it caters to a
customer base of over 5,00,000 and has a joint ventures with leading
international players- Goldman Sachs for Investment Banking & Brokerage,
and Ford Credit International for Automobile Finance. Kotak Mahindra has
always believed in offering its customers a lifetime of value.
Kotak Mahindra Finance Ltd., the flagship company of the group, enjoys the
highest credit rating of F AAA by CRISIL and IND AAA (FD) by FITCH
Ratings India.
Wit_ years of expertise in the Indian financial market, Kotak Mahindra is a
leader in several of its businesses investment banking, retail distribution
and car finance. With a
Distribution network spread across 40 cities, the group enjoys a widespread
reach. It also has ofi1ces overseas in New York, London and Dubai.
13
Old Mutual
With 156 years of experience in the life insurance business, Old -Mutual pic
is today an international financial services group -based in London with
expanding operations in life assurance, asset management, banking and
general insurance. Old Mutual is listed on the London Stock Exchange
(Where it is included on the FTSE 100 Index) and also on the South African,
Namibian, Malawi and Zimbabwe stock exchanges.
In 2000, Old Mutual acquired Gerard Group in the United Kingdom and
United Asset Management in the United States, bringing total assets under
management to US$ 252 billion (AS 0n 31st December 2000). Financial
highlights for the year ended 31st December 2000, included a 2% increase in
operating profit to US$ 1,381 million.
14
A LIFETIME OF VALUE
Kotak Mahindra one of India's leading financial institutions was born in
1985 as Kotak Capital Management Finance Limited. This company was
promoted by Mr. Uday Kotak , Mr. Sidney A. A. Pinto and Kotak &
Company. Industrialists Mr. Harish Mahindra and Mr. Anand Mahindra took
a stake in 1986, and that's when the company changed its name to Kotak
Mahindra Finance Limited.
It's been a steady and confident journey to growth and success.
1986 Kotak Mahindra Finance Limited starts the activity of
Bill Discounting
1987 Kotak Mahindra Finance Limited enters the Lease and
Hire Purchase market
1990 The Auto Finance division is started
1991 The Investment Banking Division is started. Takes over
FICOM, one of Indias largest financial retail marketing
networks
1992 Enters the Funds Syndication sector
1995 Brokerage and Distribution businesses incorporated into
a separate company - Kotak Securities. Investment
Banking division incorporated into a separate company Kotak Mahindra Capital Company
1996 The Auto Finance Business is hived off into a separate
company - Kotak Mahindra Primus Limited. Kotak
Mahindra takes a significant stake in Ford Credit Kotak
Mahindra Limited, for financing Ford vehicles. The
launch of Matrix Information Services Limited marks
15
Insurance
business.
sold
to
Friday
Corporation
16
17
Top level
Middle level
Lower level
3. Succession plan
4. Leadership
5. Quality management
6. Cost cutting and maintenance
7. Motivation
8. Employee retention
9. Risk management
10.Manpower planning
11.Stress management
12.Conflict resolution
13.Labour relations
14.Business ethics and conduct
15.Self appraisal
16.Counseling
17.Planning, organizing and controlling
18.Management by objectives
19.Job enrichment
20.Effective communication
21.OD interventions
22.Civil rights and equal opportunity programs
23.Employee empowerment
24.Customer development (marketing)
25.Personal development
26.Customer relationship management (marketing department)
27.Grievance handling (particularly the HR department)
28.Technology trends
29.Training for internal trainers
19
20
21
22
FACTORS
THAT
ENSURE
SUCCESS
OF
TRAINING
PROGRAMME
1. THE OVERALL TRAINING PROGRAMME
A training programme, is more than simply the sum of its parts They all
must be interwoven into a unified design .The factors that affect such
integration include how methods are selected sequenced and presented
For an evolution of a training programme seven steps are summarized
here
STEP 1:Define the problem
STEP 2:Arrange the problem in order of priority
STEP 3:Analysis of the problem
STEP 4: Set the targets
STEP 5: Produce a training plan
STEP 6:Implement the training process
STEP 7: Evaluate the results
23
Produce a
-Target population analysis
-Task analysis
-Performance analysis
24
with
technological skills
Changing composition of the Need for managers who know how to relate
workforce
(e.g.
More
demand
management time
Greater foreign competition
accurate decisions
Need for employees who have skills in the
technical aspect of the job
Need for managers who have skills in
management
techniques
that
maximize
employee productivity
THE CHANGE MODEL
TNA can be done on the basis that what sorts of changes are needed for the
betterment of the organization. This gives rise to the Change model Price
observes that training need exists when there is a gap between the present
performance of an employee or group of employees and their desired
performance .If an organization uses training to achieve its goals it must first
access its training needs
Which goals can it attain through training
Which people need training?
What is the purpose of training; and finally
What will be the training cores?
Goldstein believes that assessing training needs is far more important tan
choosing particular training technique The Change Model is depicted as
under:
26
Recognition of the
Stimulus
Recognition of the
need to change
Diagnosis
Goals
In other words we can say that Training needs assessment (TNA) is the
examination or the diagnostic portion of the training system, the system that
TNA examines are often referred to as perceived performance deficiencies A
perceived performance deficiency exists where there is a difference between
the expected and perceived job performance Perceived performance
deficiency can be equated with the reasons that often lead to losses within
organizations or with the symptoms of the need to change The example
below depicts this in a clearer way:
Failure to train
workers
effectively
1.low productivity
2.high absenteeism
3high turnover
4low employee morale
5high grievances
Failure to
motivate the
employees
27
28
29
30
31
Preventive approach
Developmental approach
The preventive approach is designed to assure that an employee will be
able to meet future expectations for his or her current job The
developmental approach is conducted when current job behavior leads to
the perception that the individual has the potential but is not yet ready to
perform at a higher level position A proactive TNA rests on the ability of
someone to predict or anticipate a future problem
Any well done TNA is time consuming and costly ,it may seem logical that
many organizations do not conduct a TNA prior to training
TNA increases the probability of a successful training effort by determining
if and how training can help to solve a particular problem It is impossible for
trainers to prove that their training activity caused an improvement in job
performance without conducting a TNA
HOW SHOULD A TNA BE CONDUCTED
To pinpoint the range of training needs and define their content, the HR
department uses different approaches to need assessment It may survey
potential trainees to identify specific topics about which they want to learn
more Another HR led approach is task identification Trainers begin by
evaluating the job description to identify the salient task that the job requires
Trainers are also alert to others sources of information that may indicate a
need for training such as production records quality control reports
grievances, safety reports, absenteeism and turnover statistics and exit
interviews of departing employees may reveal problems that should be
addressed through training and development efforts Training needs may also
32
33
and conferences
Analysis
of
operating problem
Card sort
factors
Utilized in training conferences how to
statements sorted by training importance
1. PERSON ANALYSIS
A person analysis compares the individual with the task requirements The
individual must have the necessary KSA as well as the motivation and the
opportunity to perform the task Training the incumbent can typically
rectify the deficiencies that are due to lack of skill or knowledge To
ascertain whether a lack of KSA is the cause of the performance
deficiency the incumbent must be asked to perform the desired behavior
2. DEFINE THE DEFICIENCY IN BEHAVIORAL TERMS
34
The first step in the diagnostic process is to clearly define the deficiency
in the behavioral terms, that needs to be corrected In a reactive TNA the
problem is typically identified as a result of the performance appraisal
Problem identification for a proactive TNA stems from performance
appraisal in conjunction with a planning process Whatever be the source
or type, there is often a tendency to state the problem in terms of the
perceived solutions rather than in behavioral terms According to Mager
and Pipe one way of removing the problem is to ask the individual
defining the problem what specific behaviors are not taking place
that should be Without a specific behavioral description of the problem
an accurate TNA is highly improbable.
climate/culture
of
the
organization
Orientation
towards
RECOMMENDED
Organizational goals Were the training emphasis can and should be
and objectives
Manpower inventory
from
objective
and
performance
problems
Where training is needed to fill the gaps caused by
retirement turnover age etc This provides an
important
Skill inventory
demographic
data
base
regarding
36
indices
desired
Changes in system or New or changed equipment may present training
subsystem
problems
Management requests One of the most commom techniques of TNA
or interrogation
Exit interviews
MBO
or
Of all the sources listed the most useful for an organizational analysis is the
organizations goal and objectives In larger organizations a formal strategic
document exists which the trainer should not only read but analyze to get the
true feeling for the direction in which the organization is headed
37
These might include elementary notions, job demand and the specific
human behavior involved such as decision making, communicating etc A
task oriented approach focuses on a description of the work activities
performed These involve a description of how where why a worker
performs an activity The table below specifies the data sources for job
analysis
TECHNIQUES FOR TRAINING NEEDS IMPLICATIONS
OBTAINING
JOB
DATA
Job description
Outlines the job in terns of typical duties and
responsibilities but is not meant to be all
inclusive
Helps
define
performance
discrepancies
Job specifications or List specified tasks require for each job More
task analysis
job
work
sampling
38
Review
39
40
41
42
Job instruction training (JIT) is received directly on the job, and is so often
called on the job training It is primarily used to teach workers how to do
their current jobs In this the worker learns to master the operations involved
on the actual job situation under the supervision of his immediate boss who
has to carry the primary burden of conducting this training Usually no
equipment or space is needed, since new employees are trained in the actual
job location
The trainer may be a skilled workman He may be a superior who breaks in
the new man and then turns him over to the skilled workman who continues
to guide the learner
JIT may include the following steps
1.
The trainee receives an overview of the job, its purpose and its desired
Copy.
3.
4.
Demo by the trainer and practice by the trainees is continued till the
job is mastered
5.
6.
the trainer may visit the employee to see if there are any lingering questions
43
JOB ROTATION
To cross train employees in a variety of jobs, some trainers move a trainee
from job to job by job instruction training This is a method of training
wherein workers rotate through a variety of jobs, thereby providing them a
wider exposure Trainees are placed in different jobs in different parts of the
organization for a specified period of time They may spend several days or
even years in different company locations In this way they get an overall
perspective of the organization Besides giving workers variety in their jobs it
helps the organizations in vacations ,absences downsizing or when
resignations occur It helps workers to sharpen their skills and is used to
develop people for higher level positions by exposing them to a wide range
of experience in a relatively short span of time It is used for both blue
collared as well as white collared positions
APPRENTICESHIP
Apprenticeship training is ancient device An apprentice is a worker who is
learning a trade but who has not reached the state where he is competent to
work without supervision It is particularly common in the skilled trades.
Organizations that employ skilled trade people such as plumbers, carpenters,
masons, printers and sheet metal workers may develop journeymen by
conducting formal apprentices programmes A new worker is tutored by a
established worker An apprenticeship lasts 2 to 5 years Classroom
instructions are imparted typically in the evenings for 144 or more hours per
year Each apprentice is usually given a workbook consisting of reading
material, tests to be taken and practice problems to be solved The apprentice
serves as an assistant and learns the craft by working with a fully skilled
44
member of the trade called a Journeyman This training is used in such trades
,crafts and technical fields in which proficiency can be acquired after a
relatively long period of direct association with the work and under the
direct supervision of experts At the end of apprenticeship programme ,the
person is promoted to journeyman
COACHING
At management levels, coaching of immediate subordinates by their
managers is common Coaching is similar to apprenticeships because the
coach attempts to provide a model for the trainee to copy It tends to be less
formal than an apprenticeship programme because there are few formal
classroom sessions and because it is provided when needed rather than being
part of a carefully planned programme Coaching is almost always handled
by the supervisor or the manager not by the HR department
VESTIBULE TRAINING
To keep instructions from disrupting normal operations, some organizations
use vestibule training This type of training is often used in production work
A vestibule consists of training equipment that is set up a short distance from
actual production line The method is good for promoting practice a learning
principle involving the repetition of behavior These special training areas are
used for skilled and semiskilled jobs particularly those involving technical
equipment
45
subject
46
47
48
49
It permits the practice of carrying out an action and make it clear that
good human relations require skills
Attitudinal change is effectively accomplished by placing the person
in the specified role
It trains a person to be aware of, and be sensitive to others feelings
The information serves as feedback of the effect his behaviour has on
other people
A fuller appreciation of the important part played by feelings in
determining behaviour in social situations is developed
Each person is able to discover his own personal faults
It permits training in control of feelings and emotions
The two important types of role-plays are
conducting
post
enactment
discussion,
reaction
to
role-play
51
52
The participants are active and they determine their own learning pace
54
55
SYNDICATE METHOD:
Working in small groups to achieve a particular purpose is described as
Syndicate method The essence of this method is that the participants
learn from each other and contribute their own experience to the fullest
The syndicate method is designed to provide the participant an
environment that would help him to reflect critically on his own work
and experience; to update his knowledge of new concepts and techniques
with the help of other co participants to develop sound judgment through
greater insight into the human behaviour The method is suitable for
training and development of executives with considerable experience It
is not useful in the case of management students without any
experience
The participants are divided into groups consisting of about eight to ten
participants These groups are called syndicates Each syndicate
functions as a team that can represent various functions as well as interest
areas The syndicates are given assignments which have to be furnished
and a report submitted by specific date and time By rotation each
member of the syndicate becomes the leader for completing the specific
task Each assignment to the syndicate is given in the form of a brief
This is a carefully prepared document by the faculty Generally each
syndicate is required to submit a report which is circulated to other
syndicates for critical evaluation
56
BEHAVIOUR MODELLING:
According to social learning theory, most human behaviour is learnt
observationally through modeling When social learning theory is applied to
industrial training programme it is commonly referred to as behaviour
modeling It is generally used to improve the interpersonal and
communication skills of supervisors in dealing with the subordinates
There are a number of training sessions and each session follows the same
format The topic is first introduced by the trainer and then a film is shown
depicting the supervisor model effectively handling a situation followed by
asset of three to six learning parts that are shown in the film immediately
before and after the model is presented A group discussion is held in which
the effectiveness of the method is discussed After this the practice session
starts in which one of the trainee assumes the role of an employee And then
feedback from the training class is given on the effectiveness of each trainee
in demonstrating the desired behaviour
At the end of each training session the trainees are given copies of the
learning points and are asked to try and apply them to their job in the
following week It has been found that this programme has had desirable
effects on learning behaviour and performance criteria
Employees may learn a new behaviour by observing and then imitating the
new behaviour recreation of the behaviour may be videotaped so that the
trainer and the trainee can review it When watching the ideal behaviour the
trainee also gets to see negative consequences of not following the right
behaviour By observing the positive and negative consequences the
employee receives enforcement that enables him to correct the behaviour
57
SENSTIVITY TRAINING:
It provides the participants with an opportunity to actually experience some
concept of management just as a manager would experience them in his
organizational situation Sensitivity training purports to develop awareness
and sentiments to ones own and others behavioral patterns is a group
training method that uses intensive participation and immediate feedback for
self analysis and change The method provides face to face learning of on
going behaviour within a small group and lacks structure In this the
participants remain involved and enthusiastic This attempts to develop the
diagnostic ability of the participants the ability to perceive reality The
individual is made more aware of himself and his impact on others At a
group level one learns about normative structures and authority relationships
leading to better team work It increases sensitivity and awareness towards
others and their styles It helps to understand how conflicts arise and are
resolved
Obviously the learning is at an emotional rather than at an intellectual level
Being an emotional experience the degree of change depends on the amount
of emotional involvement A predominant problem with the effectiveness of
sensitivity training is the transfer problem that is the inability of the
participant to apply concepts and awareness gained in the laboratory or
group to his job
58
59
SENSTIVITY
TRAINING
T-GROUP
STRANGER
GROUP
TRANSACTIONAL
ANALYSIS
FAMILY
GROUP
COUSIN
GROUP
T-GROUP
One of the significant and repeated methods of sensitivity training is the
Tgroup T group leads to understanding of self and contribute towards
organizational change and development through training in attitudinal
change in the participants and create better team work
Campbell, Dunnette, Lawler and Weick have summarized the main
goals of T GROUP as follows
60
61
TRANSACTIONAL ANALYSIS:
He basic philosophy and approach to TA was developed by Dr Eric Berne, a
psychologist searching for alternatives to Freudian therapeutic procedure she
realized that all of us have one of three operating ego states Parent adult or
child at any given time
TA can be used to eradicate or minimize the dysfunctional aspect of the
personality The dysfunctional aspect of ones personality develop from
cultural assumptions assimilated during childhood, the ways in which we are
supposed to control and nurture others and the way in which we have to
learn to deal with our own feelings
The TA programme can vary from one day capsule to a five day programme
It involves sharing of concepts and knowledge of TA, playing structural
exercises and games leading the participants to assess their own personalities
FISHBOWL METHOD
It is essentially used in providing skills for understanding human behaviour
It effectively uses group interaction to develop in the participants a degree of
self awareness The primary objective of this method is to inculcate in the
participants the discipline of observing others and on the basis of this
provide feedback to learn about ones behaviour and personality as seen
through the eyes of others
Fish bowl can be effectively used in developing:
Individual and group behaviour
Content of communication
62
Understudy system
Special projects
COUNSELING: It helps the trainees to observe their weaknesses and
involve measures to overcome them It is related to periodic appraisal or
rating Specific counseling purports to help the subordinates to do their job
better picture of how they are doing their job build strong personal
relationships and eliminate or minimize anxiety
UNDERSTUDIES SYSTEM: In this the trainees work directly with
individuals whom they are likely to replace However ,it is disappointing as a
training method because of the likelihood of imitation of week and strong
points of the seniors
SPECIAL PROJECT ARRANGEMENTS: These are likely to be highly
effective training systems In these systems a task force is built representing
varied functions in the company The special projects enable the trainees to
achieve knowledge of the subject assigned as well as to learn how to deal
with others who have varied view points
Some of other methods of training that can be useful particularly for
management students and beginners are
Field trips
Prescribed reading
Distance learning
Induction training
CONCLUSION:
Of all the methods mentioned above none can be quoted as the best A
combination of methods can be used or it can be changed according to the
changing circumstances
64
65
66
67
68
- 5 points
Agree
- 4 points
Neutral
- 3 points
Disagree
- 2 points
Middle level
Junior level; in each category
ANALYSIS
On the basis of data collected under the structured questionnaire the analysis
was drawn on statistical packages and the various graphs and charts were
obtained to draw out results
CONCLUSION OF THE STUDY
Statements for the training needs were classified into three categories
namely personal, development, organizational development and customer
relationship development based on the following criteria:
1. Personal development related statements are those which primarily
target individual growth and development Statements under this
category include training needs to improve personal performance,
promote positive attitude facilitate individual growth and development,
acquisition of new skills, learning and practice of ethical values,
increased awareness of safety measures, updating technical skills and
general knowledge, shaping creative potentials, development and
managing self etc
2. Organizational development training need s are those which when
imparted, improve organizational efficiency and effectiveness by
understanding organizational climate and job requirements Statements
under this include understanding quality requirements of the job,
enhancing organizational effectiveness minimizing gap between
planning and implementation, increasing job involvement, professional
management, learning MIS, managing conflict etc
70
71
72
73
74
SUMMARY
Cumulative results of the senior level executives surveyed showed
that they had greater concern for training needs in the areas as
organizational and personal development
Cumulative results of the middle were also along the pattern of senior
level executives with greater emphasis on personal and organizational
development
Junior survey differ from senior and middle level executives survey
who
identified
maximum
training
needs
for
organizational
development
There are certain areas in which almost all level executives both public and
private sector wanted some sort of training, which varied with individual
requirements
1) Performance improvement
2) Quality of work life improvement
3) Quality improvement of the job itself
75
76
77
RESEARCH METHODOLOGY
RESEARCH DESIGN: DESCRIPTIVE AND EXPLORATORY
The information was basically obtained from two sources
1. PRIMARY DATA: Informal conversations were the source of information
regarding the training methods already followed and identification of the
training needs of the workers
2. SECONDARY DATA: Information regarding the new methods that can be
implemented was collected on the basis of book research.
SAMPLE TYPE: Random
SAMPLE: Sample collected from Kotak Mahindra Ltd The history of the
company can be divided into two parts, which are company before
independence and company after independence.
INSTRUMENT USED: QUESTIONNAIRE AND INTERVIEWS.
After analysis of data obtained, report is prepared.
78
RESULTS
Graphical presentation of the findings is as follows:
RELATIVE DISTRIBUTION OF MAJOR TRAINING NEEDS OF JUNIOR EXECUTIVES
IN PRIVATE SECTOR
33%
34%
COUSTOMER DEVLOPMENT
PERSONAL DEVLOPMENT
ORGANIZATIONAL DEVLOPMENT
33%
32%
34%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT
34%
79
32%
35%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT
33%
32%
34%
CUSTOMER DEVELOPMENT
PERSONAL DEVELOPMENT
ORGANISATIONAL DEVELOPMENT
34%
80
PERCENT
80
75
60
YES
40
UNCERTAIN
23
NO
20
0
ANSWERS RECEIVED
62
60
PERCENT
50
40
YES
31
UNCERTAIN
30
NO
20
7
10
0
ANSWERS
81
STRENGTHS:
Talented human resources
Financially secure company
WEAKNESS
Training not conducted on a regular basis
OPPURTUNITIES
Huge potential for growth in the market because of excellent process
operations
All round improvement assured if training is conducted on a regular
basis
THREATS
Irregularity in training can de motivate the employees leading to
failure and downfall
82
CONCLUSION
Thus to sum up success is a journey and not a destination Likewise its true
for an organization as well In order to enable continuous improvement
a continuous training programme must be carried out An organization
is like a sapling, if it receives regular care and nutrition then it grows to
provide shelter and food else in adverse circumstances it vanes and dies
out
The success of an organizations plans for the future depends largely on a
sound training strategy In the face of continuous technological
innovation higher levels of knowledge and skills and their applications
are crucial resources that can only be mobilized by Training and
development in fact, maximize the growth of the executives in the
organization, improve their competence and skills, foster a higher level
of motivation and build behavior adaptability to changes in technology,
structure and environment of the organization
But these can be of use only when the organizations perceive and attach
importance to training and development of their managers and plan to ensure
successful conduct of training programmes for employees as well.
83
SUGGESTIONS:
Often it so happens that the management is so focused on achieving
the targets set that training takes a backseat and is ignored This should
not happen and training should be made a part of regular
organizational activity
Generally programmes for training are so designed that a few topics
like communication, kaizen etc get more priority and others like
personal development and skill enhancement are ignored If training
programme is carried on a regular basis probably all topics will get
equal attention
In my view leadership skills can be developed more effectively by day
to day interactions rather than short term training programmes
More reading material should be provided which can be kept for later
use
Efforts should be made to make training programmes bi-directional
and where both the trainer and trainee are equally at work This can be
done if methods other than coaching such as role plays, audiovisuals
etc are used
Training results must be immediately measured and stored for future
reference This should be done keeping in view the Continuous Process
Improvement (CPI) tenet Nothing improves until it is measured and the
corollary As soon as something is measured it automatically begins to
improve.
84
BIBLIOGRAPHY:
BOOKS:
Aswathappa, K., Environment of Human Resource Development,
Human Resource and Personnel Management, Third Edition, New
Delhi, Tata Mc Graw-hill Publishing Company Limited, 2002, Pg 3033.
Aswathappa, K., Training and Development, Human Resource and
Personnel Management, Third Edition, New Delhi, Tata Mc Graw-hill
Publishing Company Limited, 2002, Pg 171-194.
Kothari, C.R., Research Methodology-An Introduction, Research
Methodology, Second Edition, New Delhi, New Age International (P)
Limited, 2004, Pg 1-20.
Kothari, C.R., Defining the Research Problem, Research
Methodology, Second Edition, New Delhi, New Age International (P)
Limited, 2004, Pg 24-25.
Kothari, C.R., Research Design, Research Methodology, Second
Edition, New Delhi, New Age International (P) Limited, 2004, Pg 3132.
Kothari, C.R., Sampling Design, Research Methodology, Second
Edition, New Delhi, New Age International (P) Limited, 2004, Pg 5556.
Kothari, C.R., Methods of Data Collection, Research Methodology,
Second Edition, New Delhi, New Age International (P) Limited, 2004,
Pg 95-112.
Kothari, C.R., Processing and Analysis of Data, Research
Methodology, Second Edition, New Delhi, New Age International (P)
Limited, 2004, Pg 122-131.
85
QUESTIONNAIRE:
1
Strongly
Agree
Agree
Somewhat
Agree
Disagree
Strongly
Disagree
===========================================
1.
believes that
1.1
1.2
1-----2-----3-----4-----5
1-----2-----3-----4-----5
its employees.
3.
1-----2-----3-----4--
1-----2-----3-----4-----5
86
5.
( ) Yes / No ( )
identified
If yes, my training needs are identified by
5.1
1-----2-----3-----
4-----5
with my superior.
5.2
My superior
1-----2-----3-----4-----5
5.3
Training department
1-----2-----3-----4-----5
5.4
Any other
1-----2-----3-----4-----5
6.
1-----2-----3-----4-----5
7.1
My current job
7.2
Future development
1-----2-----3-----4-----5
1-----2-----3-----
4-----5
7.3
1-----2-----3-----4-----5
7.4
Any other
1-----2-----3-----4-----5
8.
8.1
My own choice
1-----2-----3-----4-----5
8.2
1-----2-----3-----4-----5
8.3
1-----2-----3-----4-----5
87
8.4
1-----2-----3-----
4-----5
8.5
9.
1-----2-----3-----4-----5
2006-2007
2007-2008
10.
1-----2-----3-----
4-----5
10.2 Less than two weeks but more than
1-----2-----3-----4-----5
1-----2-----3-----4-----5
24 hours in advance
10.4 Less than 24 hours in advance
11.
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
88
1-----2-----3-----4-----5
12.
(I)
1-----2-----3-----4-----5
(II)
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----
4-----5
12.8 involve expert faculty
1-----2-----3-----4-----
1-----2-----3-----4-----5
1-----2-----3-----
4-----5
12.11provide appropriate reading materials
13.
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----
4-----5
89
1-----2-----3-----4-----5
1-----2-----3-----4-----5
14.
1-----2-----3-----4-----5
1-----2-----3-----4-----5
14.3 library
1-----2-----3-----4-----5
1-----2-----3-----4-----5
1-----2-----3-----4-----5
14.6 Communication
1-----2-----3-----4-----5
15.
15.1 Attitude
1-----2-----3-----4-----5
15.2 Knowledge
1-----2-----3-----4-----5
15.3 Skill
1-----2-----3-----4-----5
Agreed
Excellent Very Good
Disagreed
Good
Fair
Poor
90
91