ICICI Prudential Life Insurance Training and Development Report

PROJECT REPORT
ON
“TRAINING AND DEVELOPMENT ICICI

PRUDENTIAL LIFE INSURANCE
COMPANY LTD.”
Submitted by
Shantana bose
REG NO:10903433
Under the guidance of
LOVELY PROFESSIONAL UNIVERSITY

DEPARTMENT OF MANAGEMENT
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ABSTRACT
Based on the data collected through the questionnaire and interactions with the
Officers and Workers of ICICI Prudential Life Insurance the following Abstract are
made for consideration:
 The organization may utilize both subjective and objective approach for the
training programmes.
 The organization may consider deputing each employee to attend at least one
training programmes each year.
 The In-house training programmes will be beneficial to the organization as well as
employees since it will help employees to attend their official work while
undergoing the training.
 The training programmes were adequately designed to cater to the developmental
needs of the respondents.
 Some of the respondents suggested that the time period of the training
programmes were less and thus need to be increased.
 Some of the respondents also suggested that use of latest training methods will
enhance the effectiveness of the training programmes.
 Some respondents believe that the training sessions could be made more exciting
if the sessions had been more interactive and in line with the current practices in
the market.
 The training aids used were helpful in improving the overall effectiveness of the
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ACKNOWLEDGEMENT
The satisfaction that accompanies the successful completion of my

project would be incomplete without the mention of the people who made it possible
with their valuable advice and guidance.
I profoundly extend my sincere thanks to Miss. Divya seth Delhi west Circle, ICICI
Prudential life insurance co. ltd. for having given me this opportunity to undertake
the project in this esteemed organization. she guided me throughout with his wide
knowledge in this field. And thanks to Miss. Tejbir kaur who guied me to complete
this project.
Last but not the least; I would also like to express our deep-felt
appreciation and thankfulness to everyone at ICICI Prudential life insurance co. ltd.
who have been associated with us during the course of my study for being able to
prepare this report.
Shantana bose
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TABLE OF CONTENTS
Chapter-1 Introduction purpose
Chapter-2 Literature Review
Chapter-3 Objectives of the Study
Chapter-4 Research Methodology
 Research Design
 Data Sources
 Research Instrument
 Mode of Survey
 Sampling
 Sampling Unit
CHAPTER-5 DATA ANALYSIS AND DATA INTERPRETATION
Chapter-6 Finding & Recommendations
 BIBLIOGRAPHY
 APPENDIX
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CHAPTER-1-
INTRODUCTION
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INTRODUCTION PURPOSE
ICICI Prudential Life Insurance Company is a joint venture between ICICI Bank -
one of India's foremost financial services companies-and prudential plc - a leading
international financial services group headquartered in the United Kingdom.
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INTRODUCTION
ABOUT ICICI PRUDENTIAL
ICICI Prudential Life Insurance Company ltd. is a joint venture between ICICI Bank -
one of India's foremost financial services companies-and prudential plc - a leading
international financial services group headquartered in the United Kingdom. Total
capital infusion stands at Rs. 47.80 billion, with ICICI Bank holding a stake of 74%
and Prudential plc holding 26%.
We began our operations in December 2000 after receiving approval from Insurance
Regulatory Development Authority (IRDA). Today, our nation-wide reach includes
over 1,900 branches (inclusive of 1,074 micro-offices), over 210,000 advisors; and 7
bancassurance partners.
For three years in a row, ICICI Prudential has been voted as India's Most Trusted
Private Life Insurer, by The Economic Times - AC Nielsen ORG Marg survey of
'Most Trusted Brands'. As we grow our distribution, product range and customer base,
we continue to tirelessly uphold our commitment to deliver world-class financial
solutions to customers all over India.
The ICICI Prudential Edge

The ICICI Prudential edge comes from our commitment to our customers, in all that
we do - be it product development, distribution, the sales process or servicing. Here's
a peek into what makes us leaders.
1. Our products have been developed after a clear and thorough understanding of
customers' needs. It is this research that helps us develop Education plans that offer
the ideal way to truly guarantee your child's education, Retirement solutions that are a
hedge against inflation and yet promise a fixed income after you retire, or Health
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insurance that arms you with the funds you might need to recover from a dreaded
disease.
2. Having the right products is the first step, but it's equally important to ensure that
our customers can access them easily and quickly. To this end, ICICI Prudential has
an advisor base across the length and breadth of the country, and also partners with
leading banks, corporate agents and brokers to distribute our products .
3. Robust risk management and underwriting practices form the core of our business.
With clear guidelines in place, we ensure equitable costing of risks, and thereby
ensure a smooth and hassle-free claims process.
4. Entrusted with helping our customers meet their long-term goals, we adopt an
investment philosophy that aims to achieve risk adjusted returns over the long-term.
5. Last but definitely not the least, our team is given the opportunity to learn and
grow, every day in a multitude of ways. We believe this keeps them engaged and
enthusiastic, so that they can deliver on our promise to cover you, at every step in life.
Vision & Values

Our vision:
To be the dominant Life, Health and Pensions player built on trust by world-class
people and service.
This we hope to achieve by:
 Understanding the needs of customers and offering them superior products

and service
 Leveraging technology to service customers quickly, efficiently and
conveniently
 Developing and implementing superior risk management and investment
strategies to offer sustainable and stable returns to our policyholders
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 Providing an enabling environment to foster growth and learning for our
employees
 And above all, building transparency in all our dealings
The success of the company will be founded in its unflinching commitment to 5 core
values -- Integrity, Customer First, Boundaryless, Ownership and Passion. Each of
the values describe what the company stands for, the qualities of our people and the
way we work.
We do believe that we are on the threshold of an exciting new opportunity, where

we can play a significant role in redefining and reshaping the sector. Given the
quality of our parentage and the commitment of our team, there are no limits to our
growth.
Our values :
Every member of the ICICI Prudential team is committed to 5 core values: Integrity,
Customer First, Boundaryless, Ownership, and Passion. These values shine forth in
all we do, and have become the keystones of our success.
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Awards & Recognitions
Awards
India's Most Customer Responsive Insurance Company. AGC Networks - Economic

Times, Customer Responsiveness Awards, 2010.
The International Council of Customer Service Organizations (ICCSO) recently

awarded ICICI Prudential Life the International Service Excellence Awards 2009 in
the categories of Customer Charter – Winner, Service Excellence in Large Business –
Highly Commended and Customer Service Leader awarded to Ms. Priya Nayak, VP-
Service Quality.
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ICICI Prudential Life Insurance has won the first runner up award for the Best Defect
Elimination in Service & Transaction category at Asian Six Sigma Excellence
Summit 2009.
ICICI Prudential Life Insurance ranked as the Most Trusted Pvt. Life Insurance brand
in the Brand Equity "Most Trusted Brands 2009" survey
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ICICI Prudential Life won a Gold award for AboutULIPS.com and Health Saver
campaign,innovation award for www.taxguru08-09.com and a silver award for its
Insurance yoga campaign at the ICICI Group Marketing Excellence award.
Confederation of Indian Industry (CII) - Western Region recently awarded ICICI

Prudential Life a 'Commendation for Strong Commitment to HR Excellence 2008' at
the CII HR Summit 2008.
ICICI Prudential Life Insurance was awarded with the coveted 'ICAI Award for
Excellence in Financial Reporting' by the Institute of Chartered Accountants of India
(ICAI) for the financial year ended March 31, 2008.
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ICICI Prudential Life was awarded the Life Insurance Company of the Year at
the12th Asia Insurance Industry Awards 2008.
ICICI Prudential Life was awarded with two Bronze Effie's in the sevices catgeory for
its Corporate campaign and Retirement Number campaign
ICICI Prudential Life Insurance won the award for the Best Life Insurer-Runner up at
the Outlook Money & NDTV Profit Awards 2008
ICICI Prudential Life was awarded the SAP ACE 2008 Best Business Objects Award
for its IT practices
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ICICI Prudential Life won the Award for Brand Excellence in the Banking and
Financial services category at the Asia Brand Congress 2008
ICICI Prudential Life won the UK Trade & Investment India Business Awards 2008
in the Business Partnership Award-Large Company category
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ICICI Prudential Life won the ICICI Group Marketing Excellence Award 2008 in
three key categories for its marketing initiatives
ICICI Prudential Life was awarded the INDY‟s Award for Excellence in Mass
Communication in the category of Most Creative Advertisement-Television
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India's Most Customer Responsive Insurance Company. Avaya Global Connect -
Economic Times. Customer Responsiveness Awards, 2007
ICICI Prudential Life Insurance won the award for the Best Life Insurer-Runner up at
the Outlook Money & NDTV Profit Awards 2007
ICICI Prudential Life‟s, retirement solutions campaign for the year 2006-07 was
awarded the Bronze Effy trophy in the services category.It also won the Brand Equity
Bravery Award 2007, instituted by Ad club.
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ICICI Prudential Life‟s website, www.iciciprulife.com was awarded the best website
among private life insurers at the Web 18 and Frost & Sullivan Genius of the Web
Awards 2007 for commendable work in the online.
Innovation Award for launching Diabetes Care – Prudence Award 2006. People
Award for excellence in training and people development - Prudence Award 2006
India's Most Customer Responsive Insurance Company. Avaya Global Connect -

Economic Times. Customer Responsiveness Awards
Most Trusted Private Life Insurer. The Economic Times - A C Nielsen Survey of
Most Trusted Brands – 2003, 2004 and 2005
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Prudence Customer Centricity Award 2004 & 2005. Prudential Corporation Asia
Best Life Insurer 2003. Outlook Money Awards 2003 & 2004
IMM Award for Excellence. Institute of Marketing & Management
Organisation with Innovative HR Practices Indira Group of Institutes
Superbrand 2003-04
Organisation with Innovative HR Practices Asia-Pacific H R Congress Awards for
HR Excellence
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Silver Effie for Effectiveness of the „Retire from Work not life‟ advertising campaign
Effies 2003
Recognitions
ICICI Prudential Life was recognized as the most trusted brand amongst private life
insurers in the Economic Times-Most Trusted Brand survey 2008.
IMM Award for Excellence. Institute of Marketing & Management
Organisation with Innovative HR Practices. Indira Group of Institutes
Organisation with Innovative HR Practices. Asia-Pacific H R Congress Awards for

HR Excellence
PROBLEMS OF ICICI PRUDENTIAL IN RESPECT OF

TRAINING NEEDS
The training department of the Company is confronted with the following problems:
 There is no regular training schedule for the officers and staff.
 The training given to the employees is not standardized.
 No work-study has been done on the requirement of training.
 No in-house training programmes have been conducted.
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CHAPTER-2-
LITERATURE REVIEW
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LITERATURE REVIEW
TRAINING
Employee training is a specialized function and is one of the fundamental operative

functions of Human Resource Management.
Acc to FLIPPO,
“Training is the act of increasing the knowledge and skill of an employee for doing a
particular job.”
It is a short-term educational process and utilizing a systematic and organized

procedure by which employees learn technical knowledge and skills for a definite
purpose.
Training refers to the organization‟s efforts to improve an individual‟s ability to

perform a job or organizational role. It can be defined as a learning experience in
which it seeks a relative permanent change in an individual that would improve his
ability to perform the job.
Difference between Training and Development

Training and development go hand in hand and are often used synonymously but
there is a difference between them.
Training is the process of learning a sequence of programmed behavior. It is an

application of knowledge. It gives people an awareness of the rules and procedures to
guide their behavior. It intends to improve their performance on the current job and
prepares them for an intended job.
Development is a related process. It covers not only those activities, which improve
job performance, but also those, which bring about growth of the personality. It helps
individual in the progress towards maturity and actualization of potential capabilities
so that they can become not only good employees but better human beings.
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Articles:
Save training from the axe
Asha Tomlinson Apr 22,2002
TRAINING is supposed to be a lifelong investment in people, improving their skills

in order to create a more productive workforce, however, when economic times get
tough if training can't be justified it's the first thing to go. So HR departments find
themselves in a sticky situation, scrambling for ways to measure the value of training
and convince senior executives what they're offering is a worthy investment. line. If
HR is to measure the ROI of training, they have to learn to speak about it from a
business context. That's the only way to get the attention of the "budget-makers," says
Trainor. HR has to look at the training strategy as it relates to the corporate strategy. If
that starts at the senior levels and a real buy-in from them as to the importance of
human capital, then I think you can begin to have measures that have meaning
because they relate to the corporate objectives with regards to people. "We spend a
lot of time with executive teams and focus groups, sometimes we see a strong
relationship, but a number of times we see huge disconnect. It's usually HR pushing
the training programs saying, `This is what we see and what the organization needs,'
but that's not strategic HR. There are a few ways for HR departments to get a jump-
start though. The best approach to get training on the discussion table is by having an
advocate in the senior ranks. Prepare a pilot project and find an executive that will
support the cause. The result is that HR gets someone on their side who can influence
the rest of senior management.
T&D spending
David brown. Dec 16, 2002
A CONFERENCE Board of Canada survey of about 150 employers found that

investment in training and development averaged at $838 per employee in 2002. This
figure indicates that training remained relatively flat compared to previous years,
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when training averaged at $859 in 2000, $776 in 1998 and $842 in 1996. Average
training dollars represented 1.7 per cent of payroll. Employers in the primary
industries led the pack with an average per-employee spending of more than $1,400,
nearly 30 per cent of which went to occupational health and safety training.
Manufacturers came in second in training dollars, spent mainly on management and
supervisory skills. Ranking third were employers in the professional services, which
invested nearly 30 per cent of training dollars on professional skills. Wholesale and
retail trade, health and education, and food and accommodation services were the
three industries that spent the least training amount per employee. On average, only
1.9 per cent of total formal training spending went to developing basic skills of
literacy, reading and English as a second language. Organizations surveyed indicated
that an average of 30 per cent of employees did not receive any formal training at all.
PM calls for business to spend more on training
David brown Dec 16 2002
PRIME Minister Jean Chretien promised "concrete action" to help raise the skill level
of the Canadian workforce at a special summit in Toronto last month and challenged
businesses to do their part by spending more money on training. The Prime Minister's
speech opened the National Summit on Innovation and Learning, the culmination of a
series of roundtables held across the country from May to October to gather feedback
on the government's Innovation Strategy, intended to improve innovation, skills and
learning. After a day of workshops and discussion, 22 early action items were
identified for the government to move forward on. Six of these specifically address
building a skilled and inclusive workforce and four others are meant to create a
stronger culture of learning. Among the actions chosen by delegates:
1) Design immigration fast-tracking procedures to get highly skilled workers into the
country.
2) Remove barriers to the recognition of foreign credentials to improve the integration

of immigrants into the labour force.
3) Work with partners to promote the skilled trades as a career of choice.
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4) Create a Canadian Learning Institute to provide information on best practices for
training and development.
Training the contingent workforce
Leslie Hetherington Toronto: Nov 18, 2002.
Good help is definitely hard to find. But sometimes effective training can make the
difference and ensure good help delivers the desired results. Although orientation and
skill enhancement are vital to the long-term success of full-time employees, they are
equally important for the contingent workforce. Temporary and contract staffing
services use various tactics to prepare and train contingent workers, but the strength is
not often in any single approach but the sum of the whole. Staffing services provide
training that entails orienting the employee to the client's environment, requirements
and business procedures, as well as a touch of career guidance. Other training may
include software programs and can range from one-on-one instruction to quickly
brushing up on an application to a computer-based training tutorial.
T&D spending up in U.S. as Canada lags behind
Asha Tomlinson Mar 25, 2005
Canadian corporate spending on training is flat, new figures from the United States
show firms are putting more cash into employee development. The American Society
for Training and Development (ASTD) released its fifth annual 2002 State of the
Industry report and it indicates a significant increase in total training expenditures. In
Canada, a recent Conference Board of Canada study reported businesses spent an
average of $859 per employee on T&D in 2000, a negligible increase from 1993's
statistic of $849 per employee. Approximately 367 organizations across the U.S.
participated in ASTD's Benchmarking service last year; they also provided relevant
data on training activities in 2000 and 2001. The study reports spending on employer-
provided training grew; outsourcing is back on its way in from previous years and e-
learning has returned to its highest level since 1997. Firms are using more technology-
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based learning to deliver training, the report said. About 8.8 per cent said they used e-
Teaming systems and courseware in 2000 and see this investment growing in the next
year. This is the highest figure since 1997 when the use of e-- learning was reported at
9.1 per cent. Companies used outside providers for training more often as well,
outsourcing was recorded at 19.9 per cent in '99 and moved up to 22.2 per cent a year
later. The report detailed trends shaping today's learning and performance industry.
ASTD also asked experts from different sectors across the globe to identify the top 10
developments affecting the future of T&D.
The top three trends include:
 money - increased pressure from shareholders for shortterm profits puts

pressure on employers to show ROI on training;
 diversity - there are more people in the workplace with different cultural
backgrounds and they need to work together and find better ways to balance
the "local" with the "global"; and
 time - increasing expectations for just-in-time products. and services, created
by globalization, means there are shorter time frames for learning.
No train, no gain
Carloyn cohen. Sep 2001
Training is one of the key factors in attracting and retaining staff, and it is often talked
about in corporate circles: "What kind of training programs does your organization
offer? How much does your organization spend per employee on training? ."
Training, we're told, may be one of the reasons why big organizations with lots of
resources have an edge over smaller organizations. But even when we buy into the
idea that training is a good thing for everyone involved, and we make the decision to
allocate resources to it, we often don't know where to start. We just want to be as sure
as we can that we'll get some return on our investment. Let's take a look at why we
need to offer training in the first place. Then, we'll consider what our training should
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be about, how we should offer it and what we need to do to ensure that the training we
do provide has some lasting value.
Training can prepare your staff for increased demands due to

changes in the way your business operates, technological or market changes or for the
commitment you've made to a new standard of excellence. The bottom-line advantage
to your business is likely to be financial gain as a result of greater productivity.
Training can also help improve employee morale, reduce turnover, and enhance a
company's public image -- which ultimately aids in business development and in
attracting high-quality staff. Most employees will tell you that training helps prepare
them for other opportunities such as lateral moves or promotions; learning to do a
better job enables them to derive greater satisfaction from it, and keeps them
motivated. What it also does - although many don't voice it - is show them that their
organization cares. If combined with other forms of employee development and
strategic initiatives such as reward and recognition programs, training may lead to a
greater employee commitment and desire to stay with the organization. are three basic
ways to offer training: your organization can develop and deliver the training
material; you can hire an outsider to develop and deliver the material or you can hire
an outsider to develop the material but have someone within your organization deliver
it. Buying the design and delivery should ensure subject matter accuracy as well as
training expertise. However, the extent to which the trainer is willing or able to
customize the program to your industry in general, and to your organization in
particular, may be a problem. Finally, there's an alternative that few organizations
consider: the organization makes a list of the required knowledge and skills. The
trainer then considers other related principles/topics and creates a training program
that includes lecture material, learning exercises, checklists and notes for the
instructor.
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PRINCIPLES OF TRAINING
 Motivation
Learning is enhanced when the learner is motivated. Learning experience must be
designed so learners can see how it will help in achieving the goals of the
organization. Effectiveness of training depends on motivation.
 Feedback
Training requires feedback. It is required so the trainee can correct his mistakes. Only
getting information about how he is doing to achieve goals, he can correct the
deviations.
 Reinforcement
The principle of reinforcement tells the behaviors that are positively reinforced are
encouraged and sustained. It increases the likelihood that a learned behavior well be
repeated.
 Practice
Practice increases a trainee‟s performance. When the trainees practice actually, they
gain confidence and are less likely to make errors or to forget what they have learned.
 Individual Differences
Individual training is costly. Group training is advantageous to the organization.
Individuals vary in intelligence and aptitude from person to person. Training must be
geared to the intelligence and aptitude of individual trainee.
OBJECTIVES OF TRAINING
 To increase productivity
An instructor can help employees increase their level of performance on their
assignment. Increase in human performance leads to increase in the operational
productivity and also the increase in the profit of the company.
 To improve quality
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Better-trained employees are less likely to make operational mistakes. It can be in
relationship to the company or in reference to the intangible organizational
employment atmosphere.
 To help a company fulfill its future personnel needs
The organizations having good internal training and development programmes will
have to make less changes and adjustments. When the need arises, vacancies can be
easily staffed.
 To improve organizational climate

An endless chain of positive reactions result from a well planned training programme.
 To improve health and safety

Proper training can prevent industrial accidents. A safer atmosphere leads to more
stable attitudes on part of the employees.
 Obsolescence prevention
Training and development programmes foster the initiative and creativity of
employees and can help prevent manpower obsolescence.
 Personal growth
Employees on a personal basis gain individually from their exposure to educational
expressions. Training programmes give them wider awareness and skills.
NEED FOR TRAINING

 To impart to the new entrants the basic knowledge and skills they need for definite
tasks.
 To assist employees to function more effectively in their present positions by
exposing them to new concepts.
 To build a line of competent people and prepare them to occupy more responsible
positions.
 To reduce the supervision time, wastage and spoilage of new material.
 To reduce the defects and minimize the industrial accidents.
 To ensure the economical output of the required quality.
 To prevent obsolescence.
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 To promote individual and collective morale, responsibility and cooperative
attitudes etc.
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TYPES OF TRAINING
Training is required for several purposes. Accordingly training programmes may be of
the following types:
 Orientation training: Induction 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 knows as pre-job training. It is brief and informative.
 Job training: It refers to the training provided with a view to increase the
knowledge and skills of an employee for performance on the job. Employees may
be taught the correct methods of handling equipment and machines used in a job.
Such training helps to reduce accidents, waste and inefficiency in the performance
of the job.
 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.
 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.
 Refresher training: When existing techniques become obsolete due to the
development of better techniques, employees have to be trained in the use of new
methods and techniques. With the passage of time employee 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 existing 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.
 Remedial training: Such training is arranged to overcome the shortcoming in the

behaviour and performance of old employees. Some of the experienced employees
might have picked up appropriate methods and styles of working. Such employees
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are identified and correct work methods and procedures are taught to them.
Psychological experts should conduct remedial training.
PROCESS OF TRAINING
Data Gathering/ Evaluation

Data Gathering
Solicit Facilities transfer of

Establish objective Feed- learning
back
Perform Training
Identify resources
Plan objectives
Develop curriculum
Fig- Sequential Model of an effective Training Process
This model reveals some of the biases, beliefs and philosophies concerning how
training should be conducted in an organization.
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METHODS OF TRAINING
METHODS OF
TRAINING
ON- THE- JOB OFF- THE- JOB

METHODS METHODS
Fig- Methods of Training
 On-the-job techniques
On the job techniques enables managers to practice management skills, make

mistakes and learn from their mistakes under the guidance of an experienced,
competent manager. Some of the methods are as:
 Job Rotation: It is also referred to as cross straining. It involves placing an

employee on different jobs for periods of time ranging from a few hours to several
weeks. At lower job levels, it normally consumes a short period, such as few hours or
one or two days. At higher job levels, it may consume much larger periods because
staff trainees may be learning complex functions and responsibilities.
Job rotation for managers usually involves temporary assignments that may
range from several months to one or more years in various departments, plants and
offices.
Job rotation for trainees involves several short-term assignments, that touch a
variety of skills and gives the trainees a greater understanding of how various work
areas function.
For middle and upper level management, it serves a slightly different function.
At this stage, it involves lateral promotions, which last for one or more years. It
involves a move to different work environment so that manager may develop
competence in general management decision-making skills.
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 Enlarged and enriched job responsibilities: By giving an employee added job
duties, and increasing the autonomy and responsibilities associated with the job,
the firm allows an employee to learn a lot about the job, department and
organization.
 Job instruction training: It is also known as step-by-step training. Here, the

trainer explains the trainee the way of doing the jobs, job knowledge and skills
and allows him to do the job. The trainer appraises the performance of the trainee,
provides feedback information and corrects the trainee. In simple words, it
involves preparation, presentation, performance, and tryout and follow up.
 Coaching: The trainee is placed under a particular supervisor who functions as a

coach in training the individual. The supervisor provides the feedback to the
trainee on his performance and offers him some suggestions for improvement.
Often the trainee shares some duties and responsibilities of the coach and relives
him of his burden.
A drawback is that the trainee may not have the freedom or opportunity to express his
own ideas.
 Committee assignments: Here in, a group of trainees are given and asked to
solve an actual organizational problem. The trainees solve the problem jointly.
This develops team work and group cohesiveness feelings amongst the trainees.
 Off-the-job training
It includes anything performed away from the employee‟s job area or immediate work
area. Two broad categories of it are:
In house programmes
These are conducted within the organizations own training facility; either by training
specialists from HR department or by external consultant or a combination of both.
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Off-site programmes
It is held elsewhere and sponsored by an educational institution, a professional
association, a government agency or an independent training and development firm.
The various off- the- job-training programmes are as follows:
 Vestibule training: Herein, actual work conditions are simulated in a classroom.

Material, files and equipment those are used in actual job performance are also
used in training. This type of training is commonly used for training personnel for
clerical and semiskilled jobs. The duration of this training ranges from few days to
a few weeks. Theory can be related to practice in this method.
 Role-playing: It is defined as a method of human interaction that involves

realistic behaviour in imaginary situations. This method involves action doing and
practice. The participants play the role of certain characters, such as production
manager, HR manager, foreman, workers etc. This method is mostly used for
developing interpersonal interactions and relations.
 Lecture method: The lecture is a traditional and direct method of instruction.

The instruction organizes the material and gives it to the group of trainees in the
form of a talk. To be effective, the lecture must motivate and create interest
among the trainees. An advantage of this method is that it is direct and can be
used for a large group of trainees.
 Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and
share facts and data, test assumptions and draw conclusions, all of which
contribute to the improvement of job performance. It has an advantage that it
involves two-way communication and hence feedback is provided. The
participants feel free to speak in small groups. Success depends upon the
leadership qualities of the person who leads the group.
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 Programmed instruction: This method has become popular in recent years. The
subject matter to be learned is presented in a series of carefully planned sequential
units. These units are arranged from simple to mere complex levels of
instructions. The trainee goes through these units by answering questions or filling
the blanks. This method is expensive and time consuming.
EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their
implementation in any business organization. They are the president, the vice-
president, the managing director, works manager, plant superintendent, controller,
treasurer, office managers, engineers, directors of functions such as purchasing,
research, personnel, legal, marketing etc.
Executive development may be stated as the application of planned efforts for raising
the performance standards of high level managers, and for improving the attitudes and
activities that enter into or influence their work and their work relations.
Executive Development Process

Following are the steps, which are involved in the development process of executives:
 Objectives
The first and foremost step is to define the long- term objectives of training and
development of executives.
 Strength and weakness

An inventory of managers is taken with special focus on their strength in terms of
managerial skills and other attributes. Their unique capabilities, specialist knowledge
and achievements are listed down against each. A comparison with the requirement of
the organization will bring the gap in knowledge and skills of existing executive. This
is the weakness.
36
 Long- range plans
Here the management prepares long-term training and development plans for their
executives, which include the annual training targets, the annual budgets and the
specific area of training.
 Short- term programme

This programme specify the duration, starting time, ending time, number of
executives being trained, identify the resources etc.
 Implementation
The training programme envisaged before is put into operation. The actual training is
initiated by proper timetable and other arrangements.
 Evaluation
In this step, the effectiveness of the executive training programme is evaluated by
measuring the improved performance of executives who underwent the programme,
on their job. There are various criteria of measuring effectiveness such as validity,
reliability etc.
EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess
achievement and improve future effectiveness.
Kearns (1994) suggests that there are four groups of „measures‟ of training
effectiveness, which are used by organization. The groups are as follows:
- No Measurement
- Subjective Measures
- Qualitative Measures
- Objective Measures
37
The first group, in which no real measurement occurs, includes activities undertaken
as an “Act of Faith”, where no form of measurement is attempted, such as initiatives
to improve communications in organization, which seem to make people feel good
and appear to have worked in some intangible manner.
The second group includes subjective responses from trainees/course delegates, as

exemplified by the “Happy Sheet”. The main question asked is about how individuals
feel after the training. Organizations often make the assumption that positive
responses indicate training success and therefore value to the organization. However,
course delegates may well give strong positive response scores for a number of
reasons, including the presentational skills of the trainer, the quality of the venue, and
the “feel good” factor of indulging in a creative work group, and so on.
Quality measures appear to be more objective than the previous group, but are often
flawed by subjectivity as well. They are typified by questionnaires asking delegates to
“put a value on” the likely benefits of a training programme.
Objective measures are the only really meaningful ones. However, they challenge the
provider of training to demonstrate how their training activities feed through to the
“bottom line”: in terms of return on investment and return on the capital employed.
There has often been an assumption, in times past, that training somehow “justifies
itself”, because it is all about developing people. However, it is incumbent on
organizations to look critically at the ways in which they evaluate their training
activities, lest they fall prey to the subject approach and are badly caught out when a
rigorous analysis of all the functions of the organization‟s business is called for.
A desirable, if not essential, characteristic of all training programmes is a built-in

provision for evaluation. The four main dimensions of evaluation are:
 Evaluation of contextual factors

Training effectiveness depends not only on what happens during training, but also on
what happens before the actual training and what happens after the training has
formally ended. Evaluation should, therefore, be done of both the pre-training and
38
post-training work. Pre- training work includes proper identification of training needs,
developing criteria of who should be sent for training, how many at a time and in
what sequence, helping people to volunteer for training, building expectations of
prospective participants from training etc. Post- training work includes helping the
concerned managers to plan to utilize the participant‟s training, and provide the
needed support to them, building linkages between the training section and the line
departments and so on.
 Evaluation of training inputs

This involves the evaluation of the training curriculum and its sequencing.
 Evaluation of the training process

The climate of the training organization, the relationship between participants and
trainers, the general attitude, and approaches of the trainers, training methods, etc are
some of the important elements of the training process which also needs to be
evaluated.
 Evaluation of training outcomes

Measuring the carry-home value of a training programme in terms of what has been
achieved and how much is the main task of evaluation. This, however, is a complex
technical and professional task. Benefits of a training programme are not obvious and
they are not readily measurable. Payoffs from training are intangible and rather slow
to become apparent. A central problem is the absence of objective criteria and specific
definitions of relevant variables by which to measure the effectiveness either of
specific programmes or changes in employee behaviour. Nevertheless, the good
personnel managers do make an effort to systematically appraise the benefits and
results of their programmes.
In job-related training, the objective is to train people for specific job skills so that
their productivity may increase. Evaluation can be done either to the direct criterion of
increase in output or to the indirect criteria of decrease in cost, breakage or rejects.
Even more indirect are measures that point out changes in absenteeism or turnover.
The most difficult problems of evaluation lie in the area of human relations skill
39
training, which is given to the supervisors and middle- level managers. Supervisory
and managerial training programmes are, for this reason, less amenable to objective
review procedures. Much subjectivity enters into evaluations of these programmes,
since exact standards and criteria are hard to devise.
THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of
various constraints. Many researchers have developed various methods and models in
order to facilitate this process. Some of the models are described as below: -
CIRO MODEL OF EVALUATION

Developed originally by WARR (1978), this theoretical model is based on evaluation
being carried out at four different levels:
Context Evaluation: Obtaining and using information about the current operational
context i.e. about individual difficulties, organizational deficiencies etc. in practice,
this mainly implies the assessment of training needs as a basis for decision. This
involves:
 Examining the expectations and perceptions of the people.
 Examining whether the training needs were accurately identified.
 Putting the specific training event in the wider context of other training activities.
 Establishing whether the trainers enjoyed the confidence of the trainees and
whether the latter are comfortable with the level and focus of the training.
Input Evaluation: Determine using factor and opinion about the available human and
material training resources in order to choose between alternative training methods.
This involves:
 Establishing the adequacy of the resource base and its cost.
 Considering the choice and effectiveness of the training methods and techniques.
 Identifying the numbers who successfully completed the program compared with
those who started and draw appropriate inferences.
40
 Establishing whether the trainers were perceived to be credible as far as the
trainees are concerned.
 Establishing whether the psychological and emotional climate of learning was
appropriate.
Reaction Evaluation: Monitoring the training as it is in progress. This involves

continuous examination of administrative arrangements and feedback from trainees.
This involves:
 Looking at the reactions of trainees to the content and method of training.
 Establishing the reaction of other people, particularly line managers to the early
results of the training program.
 Discussing the views and observations of the trainers.
Outcomes: It implies the measuring of the consequences of training. This involves:

 Establishing whether expectations of results were met.
 Identifying whether all or some of the learning objectives were met.
 Finding out what were the end course views about the training.
The three levels of outcome evaluation may be distinguished:

- Immediate Outcomes: The changes in the trainee‟s knowledge, skills and
attitude that can be identified immediately after the completion of training.
The aim here is to find out the extent to which positive transfer of learning has
taken place from the training to the workplace. This type of evaluation may be
done in several ways such as behaviourally anchored rating scales or self
repots supplemented by reports of subordinates, peers and supervisors or
critical incidents etc.
- Intermediate Outcomes: These are the changes in trainee‟s actual work
behaviour, which result from training. The assumption here is that effective
training should be reflected in the trainee‟s increased job-proficiency.
- Ultimate Outcomes: These are the changes in the functioning of part or the
entire organization, which have resulted from changes in work behaviour. For
this purpose, indexes of productivity, labour turnover etc, studies of
41
organizational climate and human resource accounting are taken as the
ultimate results achieved by the trainee.
HAMBLIN’S MODEL
Hamblin (1974) said, “The purpose of evaluation is control”. A well controlled
training program is one in which the weakness and failures are identified and
corrected by means of the negative feedback and strengths and successes and
corrected by means of the positive feedback.
The processes, which occur as a result of a successful training programme, can be

divided into 4 levels. The evaluation can be carried out at any of the following levels:
 Reaction Level: It measures the reactions of the trainees to the content and
methods of the training, not the trainer, and to any other factors perceived as
relevant. It determines what the trainee thought about the training.
 Learning Level: It measures the learning attitude of the trainees during the
learning period. It collects information that did the trainees learn what was
intended.
 Job Behaviour Level: The job behaviour of the trainees in the work environment
at the end of the training period i.e. did the training got transferred to the job?
 Effect on the Department: Has the training helped the trainees in improving the
department‟s performance?
 The Ultimate Level: It measures that has the training affected the ultimate well
being of the organization in terms of the business objectives.
42
Measuring Techniques
Training at
Each Level
O1 E1 - Reaction Notebooks
Reactions Reaction - Observer‟s Record
Objectives Effects - Reaction Forms
O2 E2 - Written Exam
Learning Learning - Multiple choice Test
Objectives Effects - Learning Portfolios
O3 E3 - Activity Sampling
Job Behaviour Job Behavior - Interviews
Objectives Effects - Questionnaires
O4 E4 - Indices of Productivity
Organization Organization - Organisation Culture
Objectives Effects
O5 E5 - Cost Benefit Analysis

Ultimate Value Ultimate Value - Human Resource
Objectives Effects Accounting
Fig - Flowchart of Hamblin’s Model
43
EXISTING TRAINING ACTIVITIES IN ICICI PRUDENTIAL
TRAINING PROGRAMMES IN ICICI PRUDENTIAL
ICICI PRUDENTIAL follows the philosophy to establish and build a strong

performance driven culture with greater accountability and responsibility at all levels.
To that extent the Company views capability as a combination of the right people in
the right jobs, supported by the right processes, systems, structure and metrics.
The Company organizes various training and development programmes, both

in-house and at other places in order to enhance the skills and efficiency of its
employees. These training and development programmes are conducted at various
levels i.e. for workers and for officers etc.
TRAINING IN ICICI PRUDENTIAL [
ICICI PRUDENTIAL provides training to all its employees as per the policy of the
organization.
Purpose of Training: To ensure availability of trained manpower.
44
FLOW CHART OF TRAINING PROCEDURE
Identification of Needs
Preparation of Training Plan
Imparting Training
Feedback
Induction Training
Training Effectiveness
45
Identification of Needs
Management Staff
The Performance Appraisal form of the organization has a section in which the
training and development needs are filed up. The person whom the concerned
employee is reporting fills the Performance Appraisal form annually. Such person
may be a branch head or department head.
Identification of training need is done at the Executive Office (EO) level for the
managers through the Performance Appraisal forms annually and the records are
maintained at the Executive Office. Managers are nominated for the various training
courses by the Executive‟s Office. Managers may also be nominated to certain
training programmes from the branch if the subject‟s covered are found to be of
interest or if they offer a learning opportunity in some emerging areas of knowledge.
Training needs for the department through their Performance Appraisal forms
identifies the officers, which are filled in by the department head. The Performance
Appraisal forms thus give the emerging training needs. This exercise is carried out
annually.
Staff and Workers

Training needs for staff and workers are identified based on:
- Company‟s strategy and policy.

- Organizational Thrust Areas.
- New Emerging Areas.
This together gives the consolidated system of needs that is prepared by the Personnel
Officer and approved by the Department Head.
46
PREPARATION OF TRAINING PLAN
On the basis of identified training needs, the annual training calendar is prepared by
the Personnel officer and approved by the Personnel Head.
Annual Training Budget is prepared by Branch Personnel Head and is approved by

Executive Office. This gives the final list of training activities in a particular year. It is
attempted to carry out all the programmes to fulfill the identified needs. The Head of
the Personnel Department monitors the actual training conducted vis-à-vis the
identified training needs on a monthly basis.
IMPARTING OF TRAINING
Actual training is imparted with the help of in-house and outside agencies. The
selection of these agencies is done on the basis of reputation; programmes offered by
them, past experience and feedback received from the earlier participants.
Training is also imparted by nominating the concerned employee for an external

training programme. All records of the training are maintained at branch as per
Record of Training in the Personnel folder and the same is intimated to the Executive
Office Personnel through the Monthly Personnel Report.
FEEDBACK
A feedback is taken from the participants through a questionnaire on the programme

and their impressions in order to further improve upon the same. There are three such
questionnaires available and one of these is used depending upon the nature of the
training programme and the level of participants. Also, a person from the personnel
department sits through the final session of the programme and takes the verbal
feedback about the programme.
47
INDUCTION TRAINING
Staff/ Officers/ Managers

This is carried out as the very first step for any new entrant into the branch at the
Staff/ Officer/ Manager level.
The department prepares a schedule for the employee as per which he is required to
spend specific time in each department. During such period, he is reporting to the
respective department head.
The objective of the induction programme is to familiarize the participant to the

function of different department. The copies of the same are sent to the General
Manager and all concerned. At the end of the induction, the trainee has to submit a
report to the Personnel Department.
Management Trainee’s Training

Management trainees are given a fortnight of induction programme. Corporate HR
advises it as per Management Trainee Training programme designed by them.
Thereafter, a detailed training programme is carried out whereby the incumbent is to

understand in depth of working of each department at various locations as per the
programme given by the Corporate HR. Corporate HR maintains all relevant records
pertaining to Management Trainee‟s training at Bangalore.
48
Training Effectiveness
For each training programme conducted in-house for ICICI PRUDENTIAL Delhi
branch personnel, a training brochure is developed.
The brochure developed consists of the following information:
- Programme objectives: Need of the training and what are the objectives that this
training aims to achieve, what likely outcomes are expected to come out of impact
of this training.
- Programme content: Topics being covered during the training.
- Methodology adopted.
- Programme faculty.
- Personnel to be covered.
- Training methodology.
- Training effectiveness criteria and scale.
The training effectiveness is measured by measurement of the achievement of the

objectives. This lists down the measurement indicators, achievement of which will
ensure that programme objectives are achieved.
A person gets nominated for the training programme in the following two
ways:
a) Training programme flowing from the training needs.
b) Training programme for testing out the training/ increased awareness/ general
information/ omnibus training types etc.
Training programmes flowing from training needs:

The programmes are divided into three broad categories:
- Functional
- Behavioral
- General/ Omnibus programmes
49
1. Functional: The outcome of the training is measured by comparing the data pre-
training and post-training. A scale is developed for measuring the effectiveness of
training based on the % achievement of the objectives.
2. Behavioral: The effectiveness of the training of this nature is measured annually.
This is seen through the training need identification for the coming year for the
employee. If the training need is repeated there, then the training provided is taken
as ineffective. If the training need is repeated but with focus on a part of the need,
then the training is partially effective. If not repeated, then the training is effective.
3. General: These are the training needs flowing directly from the organizational
needs. Examples of these can be ISO 9000 training, ISO 14000 training and any
awareness training. These are omnibus training programmes, which are run for a
large number of employees.
The effectiveness of the training is measured by:

- - Achievement of those organizational objectives within the time lines.
- - Number of audit issues raised on the areas covered in the training.
- - Any other such thing as defined in the training brochure.
The effectiveness of the outside training programme is measured on the same

line as above. However, no detailed brochure is prepared for the same. The
measurement criterion for the programme is defined in the beginning of the
programme and effectiveness measured against the same.
A consolidated effectiveness report of the training programme is prepared at the end

of the year. The programmes that are found to be ineffective are reworked.
Training programme for testing out the training

Also there are training programmes, which are not flowing directly from the training
needs measurement of effectiveness of the training is not needed to be measured.
50
TRAINING OF AN OFFICER
Identification
of Approval from
Training needs the Personnel
Department
Consolidation
of Annual
Training needs Training
Budget
Annual Imparting
Training Training
Calendar
Collecting Monitoring of
Feedback for Actual Training
Further vis-à-vis the
Improvement Identified needs
51
TRAINING OF A WORKER
Approval from
Company
the Personnel
Strategy and
Department
Policy
Identification
Organizational Of Annual
Thrust Training needs Training
Areas Budget
New Consolidation Imparting

Emerging Of Training
Areas Training needs
Collecting
Feedback for
Annual Further Training
Training
Calendar
Monitoring of
Actual vs the
Identified
Training needs.
52
CHAPTER-3-
OBJECTIVE OF THE STUDY
53
OBJECTIVES OF THE STUDY
The first & foremost step in any research work is to identify the problems or
objectives on which the researcher has to work on. There are two types of objectives
met in this study, as explained below:
Major Objective
 To analyze the existing training practices, its effectiveness and recommend
measures to improve the training practices in ICICI PRUDENTIAL.
Minor Objectives
 To study the frequency of training, training methods and their effects on the
trainees and recommend certain measures for improvement in ICICI
PRUDENTIAL
 To understand the present practices enforced in respect of training

at the personnel department in ICICI PRUDENTIAL and
recommend any changes if necessary.
 To take feedback and analyze the level of satisfaction amongst the

employees in respect of training activities and suggest alternatives.
54
CHAPTER-4-
RESEARCH METHODOLOGY
55
RESEARCH METHODOLOGY
Every project work is based on certain methodology, which is a way to systematically

solve the problem or attain its objectives. It is a very important guideline and lead to
completion of any project work through observation, data collection and data analysis.
According to Clifford Woody,

“Research Methodology comprises of defining & redefining problems, collecting,
organizing &evaluating data, making deductions & researching to conclusions.”
Accordingly, the methodology used in the project is as follows: -

 Defining the objectives of the study
 Framing of questionnaire keeping objectives in mind (considering the
objectives)
 Feedback from the employees
 Analysis of feedback
 Conclusion, findings and suggestions.
SELECTION OF SAMPLE SIZE
50 officials and employees of ICICI PRUDENTIAL were selected at random from all
the departments of the organization and feedback forms (questionnaire) will be
obtained. The data was analyzed in order to arrive at present training practices in the
organization.
56
SAMPLING TECHNIQUE USED
The technique of Random Sampling has been used in the analysis of the data.
Random sampling from a finite population refers to that method of sample selection,
which gives each possible sample combination an equal probability of being picked
up and each item in the entire population to have an equal chance of being included in
the sample. This sampling is without replacement, i.e. once an item is selected for the
sample, it cannot appear in the sample again.
DATA COLLECTION
To determine the appropriate data for research mainly two kinds of data has been
collected namely primary & secondary data as explained below:
PRIMARY DATA
Primary data are those, which were collected afresh & for the first time and thus
happen to be original in character. However, there are many methods of collecting the
primary data; all will not be used for the purpose of this project. The ones that have
been used are:
 Questionnaire
 Informal Interviews
 Observation
SECONDARY DATA
Secondary data is collected from previous researches and literature to fill in the
respective project. The secondary data was collected through:
 Text Books
 Articles
 Journals
 Websites
57
STATISTICAL TOOLS USED
The main statistical tools that were used for the collection and analyses of data in this
project are:
 Questionnaire
 Pie Charts
 Tables
58
CHAPTER-5-
DATA ANALYSIS
59
DATA ANALYSIS
DATA ANALYSIS-INTERVIEW SCHEDULE OF MANAGERS
1) How many training programmes have you attended in last 5 years?
No. of Programmes No. of Respondents % of Responses
0-5 8 40%
6-10 5 25%
10-15 4 20%
More than 15 3 15%
Total 20 100%
15%
40%
20%
25%
0-5 10-Jun 15-Oct More than 15
Interpretation
45% of the officers have attended 6-15 training programmes in the last 5 years, which
is an indication of an effective training policy of the organization. However, 40% of
the officers have attended only 0-5 training programmes, which needs to be evenly
monitored by the organization.
60
2) The programme objectives were known to you before attending it.
Options No. of Respondents % of Responses

Strongly agree 5 25%
Moderately agree 7 35%
Can‟t Say 3 15%
Moderately Disagree 1 5%
Strongly Disagree 4 20%
Total 20 100%
20%
25%
5%
15%
35%
Strongly agree Moderately agree Can‟t Say

Moderately Disagree Strongly Disagree
Interpretation
35% of the respondents moderately agree to the fact of knowing the training
objectives beforehand, in addition to 25% who strongly agree. But a small population
disagrees as 20% strongly disagree to this notion. Training objectives should therefore
be made known compulsorily before imparting training in the organization.
61
3) The training programme was relevant to your developmental needs.

Can‟t Say 3 15%
Total 20 100%
5%
10% 30%
15%
40%

Interpretation
70% of the respondents feel that the training programmes were in accordance to their
developmental needs. 15% respondents could not comment on the question and 15%
think that the programmes are irrelevant to their developmental needs and the
organization must ensure programmes that satisfy the developmental needs of the
officers.
62
4) The period of training session was sufficient for the learning.

Can‟t Say 4 21%
Total 20 100%
11%
31%
16%
21% 21%
Strongly agree Moderately agree Can‟t Say Moderately Strongly Disagree
Interpretation
52% respondents feel that the time limit of the training programme was adequate but
25% feel that it was insufficient. Also, 21% could not comment on the question. All
the respondents though felt that increase in time limit of the programmes would
certainly be beneficial and the organization should plan for this to be implemented in
the near future.
63
5) The training methods used during the training were effective for
understanding the subject.
Can‟t Say 3 15%
Total 20 100%
10%
20%
15%
15% 40%

Interpretation
40% of the respondents believe that the training methods used during the programmes
were helpful in understanding the subject, yet 25% disagree to this notion. The
organization should use better, hi-tech methods to enhance the effectiveness of the
methods being used during the training programmes.
64
6) The training sessions were exciting and a good learning experience.

Can‟t Say 2 10%
Total 20 100%
10%
25%
15%
10%
40%

Interpretation
65% respondents believe that the training sessions were exciting and a good learning
experience. 10% respondents could not comment on this while 25% differ in opinion.
They feel that the training sessions could have been more exciting if the sessions had
been more interactive and in line with the current practices in the market.
65
7) The training aids used were helpful in improving the overall effectiveness of
the programme.

Can‟t Say 7 35%
Total 20 100%
5% 20%
15%
25%
35%

INTERPRETATION
40% of the respondents believe that the training aids used were helpful in improving
the overall effectiveness, yet 20% disagree to this notion. 35% respondents did not
comment on the issue. Yet the total mindset of the respondents was that the
organization should use better scientific aids to enhance the presentation and
acceptance value of the training programme.
66
8) The training was effective in improving on- the- job efficiency.

Can‟t Say 4 20%
Total 20 100%
15%
15%
20%
30%
20%

INTERPRETATION
45% respondents believe that the training programmes increase their job efficiency
but 35% disagree to this. The view of the respondents were towards having more
technological and current topics for the training programmes which could help them
satisfy their creative urge and simultaneously increase their on-the-job efficiency.
67
9) In your opinion, the numbers of training programmes organized during
the year were sufficient for officers of ICICI PRUDENTIAL.

Can‟t Say 5 25%
Total 20 100%
40%
10%
15%
25%
10%

INTERPRETATION
25% respondents have the opinion that the frequency of the training programmes is
sufficient but 50% of the respondents differ to this. They believe that the number of
training programmes organized in a year should be increased and some in house
training programmes should also be organized by the organisation regularly.
68
10) Please suggest any changes you would like to have in the existing training
programmes.
The major suggestions for changes in the existing training programmes are as
follows:-
 The frequency of the training programmes organized in a year should be
increased.
 The duration of the training sessions should be amplified.
 New programmes for personal as well as professional development of the
officers should be developed.
 Officers should be referred for the training programmes as per their
developmental needs.
 The training programmes should be organized outside the office in order to
avoid disturbance in the work.
 Some training sessions should also be organized in house for the officers who
find it difficult to attend them if held outside the office premises.
 Better presentation technologies should be used in order to increase the
effectiveness of the programmes.
 The course curriculum for the training programmes should be current in terms
of the new developments in the world.
69
DATA ANALYSIS-INTERVIEW SCHEDULE OF EMPLOYEES
(EXECUTIVE LEVEL)
1) How many training programmes have you attended during the last year?
No. of Programmes No. of Respondents % of Responses

Upto 2 25 62%
3-5 10 25%
6-8 4 10%
More than 8 1 3%
Total 40 100%
3%
10%
25%
62%
Upto 2 5-Mar 8-Jun More than 8
Interpretation
35% of the executives have attended 3-8 training programmes in the last year, which
is the clue of a useful training policy of the organization. However, 62% of the
executives have attended only 0-2 training programmes, which should be effectively
seen by the organization. Also, every worker should be given chances to attend as
many training programmes as possible.
70
2) The training given is useful to you.

Can‟t Say 5 13%
Total 20 100%
3%
13%
47%
13%
24%

Interpretation
71% of the respondents feel that the training programmes were useful. 13%
respondents could not comment on the question and 16% think that the programmes
were irrelevant to their objective of being useful. The organization must ensure
programmes that are useful and prove to cater to the developmental needs of the
executives.
71
3) The time limit of the training programme was sufficient.

Can‟t Say 5 13%

Total 40 100%
20%
18%
15%
34%
13%

INTERPRETATION
42% respondents feel that the time limit of the training programme was adequate but
35% feel that it was insufficient. Also, 13% could not comment on the question. All
the respondents though felt that increase in time limit of the programmes would
certainly be advantageous and the organization should take some steps in this
direction.
72
4) The time limit of the training programme, if increased would make it
more effective.

Can‟t Say 4 10%
Total 40 100%
5%
20%
45%
10%
20%

INTERPRETATION
65% respondents feel that the increase in the duration of the training programmes
would be beneficial but 25% differ to this opinion. Going by the majority, the
organisation should make required changes to increase the duration of the
programmes and also take the opinion of the executives to have an effective training
session.
73
5) The training was effective in improving your on-the-job efficiency.

Can‟t Say 5 13%

Total 40 100%
10%
37%
15%
13%
25%

INTERPRETATION
62% respondents believe that the training programmes increase their job efficiency
but 25% disagree to this. The respondents were of the opinion that having current
topics for the training programmes and also some sessions by an external faculty
would help them increase their on the job efficiency.
74
6) The training aids used were effective in improving the overall
effectiveness of the programme.
Can‟t Say 12 30%

Total 40 100%
15% 25%
10%
20%
30%

INTERPRETATION
35% respondents believe that the training aids were effective in improving the overall
efficiency of the programme. Contrary to this, 35% disagree and 30% could not
comment on the issue. The organization should ensure positive awareness about the
training aids used. Also, the use of better presentation aids should be facilitated.
75
7) The number of training programmes organized for executives in a year
are sufficient.

Can‟t Say 4 10%
Total 40 100%
18%
20%
15%
37% 10%

INTERPRETATION
33% respondents believe that the number of training programmes organized in a year
is sufficient, but a majority of 57% disagrees to this. The organization should ensure
multiple programmes for the executives and hence enable them in improving their
skills and knowledge.
76
8) The participation of executives in training programme would help
increase its effectiveness.
Can‟t Say 5 13%
Total 40 100%
5%
10%
13% 49%
23%

INTERPRETATION
72% respondents feel that participative and interactive training session could provide
more awareness and knowledge in a small span of time as compared to classroom
teaching. 13% respondents could not comment on this and 15% disagree to it.
77
9) Please suggest any changes you would like to have in the existing training
programmes.
The major suggestions for changes in the existing training programmes are as
follows:-
 The executives were of the opinion that external faculty should be appointed
for the training programmes.
 The period of the training sessions should be augmented.
 The rate of the training programmes organized in a year should be increased.
 Every one should get a chance to attend the training programmes.
 Documentaries and other films relating to issues of motivation, team building
should be screened.
 Practical examples should be used to make things easy to understand during
the training sessions.
 Better technological aids and methods should be used to make the training
sessions exciting.
78
CHAPTER-6
FINDINGS AND RECOMMENDATION
79
FINDINGS
The major findings of the project are enumerated as follows:
 Training is considered as a positive step towards augmentation of the knowledge

base by the respondents.
 The objectives of the training programmes were broadly known to the respondents
prior to attending them.
 The training programmes were adequately designed to cater to the developmental
needs of the respondents.
 Some of the respondents suggested that the time period of the training
programmes were less and thus need to be increased.
 Some of the respondents also suggested that use of latest training methods will
enhance the effectiveness of the training programmes.
 Some respondents believe that the training sessions could be made more exciting
if the sessions had been more interactive and in line with the current practices in
the market.
 The training aids used were helpful in improving the overall effectiveness of the
 The training programmes were able to improve on-the-job efficiency.
 Some respondents also recommended that the number of training programmes be
increased.
80
RECOMMENDATIONS
Based on the data collected through the questionnaire and interactions with the
Officers and Workers of ICICI Prudential Life Insurance the following
recommendations are made for consideration:
 The organization may utilize both subjective and objective approach for the
 The organization may consider deputing each employee to attend at least one
training programmes each year.
 The In-house training programmes will be beneficial to the organization as well as
employees since it will help employees to attend their official work while
undergoing the training.
 The organization can also arrange part time training programmes in the office
premises for short durations, spanning over a few days, in order to avoid any
interruption in the routine work.
 The organization can arrange the training programmes department wise in order to
give focused attention towards the departmental requirements.
81
BIBLIOGRAPHY
 Effective Planning in Training and Development Leslie Rae
 World Class Training Kaye Thorne
 Training in Practice Blackwell
 Human Resource Management C.B.Gupta
 Human Resource Management T.N.Chabra
 Human Capital Journal
82
APPENDIX
QUESTIONNAIRE FOR THE MANAGERS IN ICICI
PRUDENTIAL LIFE INSURANCE
1) How many training programmes have you attended in last 5 years?

 Strongly agree
 Moderately agree
 Can‟t Say
 Moderately Disagree
 Strongly Disagree
2) The programme objectives were known to you before attending it.
 Strongly agree
 Can‟t Say
3) The training programme was relevant to your developmental needs.
 Strongly agree
 Can‟t Say
4) The period of training session was sufficient for the learning.
 Strongly agree
 Can‟t Say
83
5) The training methods used during the training were effective for understanding the
subject.
 Strongly agree
 Can‟t Say
6) The training sessions were exciting and a good learning experience.
 Strongly agree
 Can‟t Say
7) The training aids used were helpful in improving the overall effectiveness of the
programme.
 Strongly agree
 Can‟t Say
8) The training was effective in improving on- the- job efficiency.
 Strongly agree
 Can‟t Say
9) In your opinion, the numbers of training programmes organized during the year
were sufficient for officers of ICICI PRUDENTIAL .
 Strongly agree
 Can‟t Say
84
QUESTIONNAIRE FOR THE EXECUTIVES
1) How many training programmes have you attended during the last year?
 Strongly agree
 Can‟t Say
2) The training given is useful to you.

 Strongly agree
 Can‟t Say
3) The time limit of the training programme was sufficient

 Strongly agree
 Can‟t Say
4) The time limit of the training programme, if increased would make it more
effective.
 Strongly agree
 Can‟t Say
85
5) The training was effective in improving your on-the-job efficiency.
 Strongly agree
 Can‟t Say
6) The training aids used were effective in improving the overall effectiveness of the
programme.
 Strongly agree
 Can‟t Say
7) The number of training programmes organized for officers in a year are sufficient.
 Strongly agree
 Can‟t Say
8) The participation of officers in training programme would help increase its

effectiveness.
 Strongly agree
 Can‟t Say
86

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PROJECT REPORT

“TRAINING AND DEVELOPMENT ICICI

Under the guidance of

LOVELY PROFESSIONAL UNIVERSITY

The satisfaction that accompanies the successful completion of my

Chapter-1 Introduction purpose

Chapter-2 Literature Review

Chapter-3 Objectives of the Study

Chapter-4 Research Methodology

CHAPTER-5 DATA ANALYSIS AND DATA INTERPRETATION

Chapter-6 Finding & Recommendations

ABOUT ICICI PRUDENTIAL

The ICICI Prudential Edge

Vision & Values

This we hope to achieve by:

 Understanding the needs of customers and offering them superior products

We do believe that we are on the threshold of an exciting new opportunity, where

India's Most Customer Responsive Insurance Company. AGC Networks - Economic

The International Council of Customer Service Organizations (ICCSO) recently

Confederation of Indian Industry (CII) - Western Region recently awarded ICICI

India's Most Customer Responsive Insurance Company. Avaya Global Connect -

IMM Award for Excellence. Institute of Marketing & Management

Organisation with Innovative HR Practices. Indira Group of Institutes

Organisation with Innovative HR Practices. Asia-Pacific H R Congress Awards for

PROBLEMS OF ICICI PRUDENTIAL IN RESPECT OF

Employee training is a specialized function and is one of the fundamental operative

It is a short-term educational process and utilizing a systematic and organized

Training refers to the organization‟s efforts to improve an individual‟s ability to

Difference between Training and Development

Training is the process of learning a sequence of programmed behavior. It is an

Save training from the axe

Asha Tomlinson Apr 22,2002

TRAINING is supposed to be a lifelong investment in people, improving their skills

David brown. Dec 16, 2002

A CONFERENCE Board of Canada survey of about 150 employers found that

PM calls for business to spend more on training

David brown Dec 16 2002

2) Remove barriers to the recognition of foreign credentials to improve the integration

3) Work with partners to promote the skilled trades as a career of choice.

Training the contingent workforce

Leslie Hetherington Toronto: Nov 18, 2002.

T&D spending up in U.S. as Canada lags behind

Asha Tomlinson Mar 25, 2005

The top three trends include:

 money - increased pressure from shareholders for shortterm profits puts

Carloyn cohen. Sep 2001

Training can prepare your staff for increased demands due to

 To improve organizational climate

 To improve health and safety

NEED FOR TRAINING

 Remedial training: Such training is arranged to overcome the shortcoming in the

Data Gathering/ Evaluation

Solicit Facilities transfer of

Fig- Sequential Model of an effective Training Process

ON- THE- JOB OFF- THE- JOB

Fig- Methods of Training

On the job techniques enables managers to practice management skills, make

 Job Rotation: It is also referred to as cross straining. It involves placing an

 Job instruction training: It is also known as step-by-step training. Here, the

 Coaching: The trainee is placed under a particular supervisor who functions as a

The various off- the- job-training programmes are as follows:

 Vestibule training: Herein, actual work conditions are simulated in a classroom.