INTRODUCTION

Training is a learning experience, in that it seeks a relatively permanent change

in an individual which will improve his (or) her ability to perform on the job. We
typically say training can change the skill, knowledge, attitude and social behavior. It
means changing what employees know, how they work, their attitude towards their
work or their interaction with their co-workers or their supervisors.

Expected Results of Training Programme

 Higher Productivity: Training helps to improve the level of Performance.

Trained employees perform better by using better method of work.

 Better Quality Of Work: In formal training, the best methods are

standardized and taught to employees perform better by using better method
of work.

 Cost Reduction: Trained employees make more economical use of materials

and machinery. Reduction in wastages and spoilage together with increase in
productivity help to minimize cost of operation per unit.

 Reduction Supervision: Well-trained employees tend to be self reliant and

motivated.

The training objectives are designed in accordance with the company goals and
objectives. The general objectives of any training program are:

 To inculcate the basic knowledge and skill to the new entrants and to enable
them to perform their jobs well.

 To enable the employee to meet the changing requirements of the job and the
organization.

 To demonstrate the employees the new techniques and ways of performing the
job or operations.

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 OBJECTIVES OF THE STUDY

The objectives of my training are as follows:

 To understand the importance of the Training & Development program at

Investleaf Management Solutions.

 To know the employees awareness & level of satisfaction about the training
program in the organization

 To identify the factors inducing to increase skills of an employee

 To know the areas of improving training program for employees

 To provide suggestions to the management in improving Performance

Appraisal System

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 NEED OF THE STUDY

As the company is giving greater emphasis of Human resource

development, the Human Resource development, the Human Resource
department wanted to study about the training programs that are being
conducted in the company.

Training is the imperative not just for booting operational abilities

which professional Qualifications provide the training programs also
focus enhancing skills like inter personal communication, team work,
and latest change circumstances.

There is need to know the impact of training that organization can equip
its employees with new skills and knowledge to meet challenges thus
the study is undertaken.

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 SCOPE OF THE STUDY
The study is an analysis on the Training and development program followed
Investleaf .

 The study is carried out by interviewing 50 employees of Investleaf.

 The project study covers employees of Investleaf only

 The survey was conducted on the method of training system that was
followed in Investlef.

 The study focuses on the evaluation of design, implementation, feedback,

participation, parameters of the performance appraisal system

 To help each employee in understanding more about their role, as well as

helping in understanding their strengths and weaknesses with respect to
their role and functions in the organization

 The study has only made a humble attempt on the employees feedback on
training based on different criteria

 The training and development study is carried out in Dilshuknagar office of

Hyderabad

 The survey conducted will provide the details about the feedback of
employees towards training process at Investleaf .

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 RESEARCH METHODOLOGY
Research is a systematic method of finding solutions to problems. It is
essentially an investigation, a recording and an analysis of evidence for the purpose of
gaining knowledge. According to Clifford woody, “research comprises of defining and
redefining problem, formulating hypothesis or suggested solutions, collecting,
organizing and evaluating data, reaching conclusions, testing conclusions to determine
whether they fit the formulated hypothesis”1

Sampling Design

A sample design is a finite plan for obtaining a sample from a given population.
Simple random sampling is used for this study.

Sample Size

Number of the sampling units selected from the population is called the size of the
sample. Sample of 50 respondents were obtained from the population.

Sample

A finite subset of population, selected from it with the objective of investigating

its properties called a sample. A sample is a representative part of the population. A
sample of 50 respondents in total has been randomly selected. The response to various
elements under each questions were totaled for the purpose of various statistical testing.

Variables of the Study

 The direct variable of the study is the employee motivation

 Indirect variables are the incentives, interpersonal relations, career

development opportunities and performance appraisal system.

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Methods of Data Collection
The data was collected through Primary and secondary sources.

Primary data

 Primary data is personally developed data and it gives latest information and
offers much greater accuracy and reliability.

 There are various sources for obtaining primary data i.e., Mail survey,
personal interview,

 Field survey, panel research and observation approach etc.

 The study is dependent on primary data to a maximum extent, which is

collected by way of structures personal interview with customers.

Secondary data

Secondary data is the published data. It is already available for using and its
saves time. The mail source of secondary data are published market surveys,
government publications advertising research report and internal source such as sales,
sales records orders, customers complaints and other business record etc. the study
has also depended on secondary data to little extent, which is collected through
internal source.

Research Instrument:

Questionnaire was used to conduct the survey among 50 employees

which includes open-ended and closed ended questions

For this survey personal interview method was used for collecting primary data. This
survey was conducted by face to face interview with employees and found to be best
suited to collect the primary data for this project.

Tools and Techniques for Analysis

The data are presented through charts , Tables, percentage method and chi2 Test.

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LIMITATIONS
The limitations of the study are the following

 The data was collected through questionnaire. The responds from the
respondents may not be accurate.

 The sample taken for the study was only 50 and the results drawn may not be
accurate.

 Since the organization has strict control, it acts as another barrier for getting
data.

 The study covers the office premises of Investleaf at Hyderabad only. Due to
the limited sample size, the facts relabeled in the study may not generalize.

 Lack of experience of Researcher.

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 INDUSTRY PROFILE

Financial Markets

Finance is the pre-requisite for modern business and financial institutions play
a vital role in the economic system. It is through financial markets and institutions that
the financial system of an economy works. Financial markets refer to the institutional
arrangements for dealing in financial assets and credit instruments of different types
such as currency, cheques, bank deposits, bills, bonds, equities, etc.

Financial market is a broad term describing any marketplace where buyers and
sellers participate in the trade of assets such as equities, bonds, currencies and
derivatives. They are typically defined by having transparent pricing, basic regulations
on trading, costs and fees and market forces determining the prices of securities that
trade.

Generally, there is no specific place or location to indicate a financial market.

Wherever a financial transaction takes place, it is deemed to have taken place in the
financial market. Hence financial markets are pervasive in nature since financial
transactions are themselves very pervasive throughout the economic system. For
instance, issue of equity shares, granting of loan by term lending institutions, deposit
of money into a bank, purchase of debentures, sale of shares and so on.

In a nutshell, financial markets are the credit markets catering to the various
needs of the individuals, firms and institutions by facilitating buying and selling of
financial assets, claims and services.

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 CLASSIFICATION OF FINANCIAL MARKETS

Financial
markets

Organized markets Unorganized

markets

Capital Money Money Lenders,

Markets Markets Indigenuos
Bankers

Industrial Call Money

Securities Market
Market

Primary Commercial
Market Bill Market

Secondary Treasury Bill

market Market

Government
Securities
Market

Long-term
loan
market

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Capital Market

The capital market is a market for financial assets which have a long or
indefinite maturity. Generally, it deals with long term securities which have a period of
above one year. In the widest sense, it consists of a series of channels through which
the savings of the community are made available for industrial and commercial
enterprises and public authorities. As a whole, capital market facilitates raising of
capital.

The major functions performed by a capital market are:

1. Mobilization of financial resources on a nation-wide scale.

2. Securing the foreign capital and know-how to fill up deficit in the

required resources for economic growth at a faster rate.

3. Effective allocation of the mobilized financial resources, by directing

the same to projects yielding highest yield or to the projects needed to promote balanced
economic development.

Capital market consists of primary market and secondary market.

Primary market:

Primary market is a market for new issues or new financial claims. Hence it is
also called as New Issue Market. It basically deals with those securities which are
issued to the public for the first time. The market, therefore, makes available a new
block of securities for public subscription. In other words, it deals with raising of fresh
capital by companies either for cash or for consideration other than cash. The best
example could be Initial Public Offering (IPO) where a firm offers shares to the public
for the first time.

Secondary market:

Secondary market is a market where existing securities are traded. In other

words, securities which have already passed through new issue market are traded in
this market. Generally, such securities are quoted in the stock exchange and it provides
a continuous and regular market for buying and selling of securities. This market
consists of all stock exchanges recognized by the government of India.
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Money Market:

Money markets are the markets for short-term, highly liquid debt securities.
Money market securities are generally very safe investments which return relatively
low interest rate that is most appropriate for temporary cash storage or short term time
needs. It consists of a number of sub-markets which collectively constitute the money
market namely call money market, commercial bills market, acceptance market, and
Treasury bill market.

Derivatives Market:

The derivatives market is the financial market for derivatives, financial instruments
like futures contracts or options, which are derived from other forms of assets. A
derivative is a security whose price is dependent upon or derived from one or more
underlying assets. The derivative itself is merely a contract between two or more
parties. Its value is determined by fluctuations in the underlying asset. The most
common underlying assets include stocks, bonds, commodities, currencies, interest
rates and market indexes. The important financial derivatives are the following:

 Forwards: Forwards are the oldest of all the derivatives. A forward contract
refers to an agreement between two parties to exchange an agreed quantity of
an asset for cash at a certain date in future at a predetermined price specified in
that agreement. The promised asset may be currency, commodity, instrument
etc.

 Futures: Future contract is very similar to a forward contract in all respects

excepting the fact that it is completely a standardized one. It is nothing but a
standardized forward contract which is legally enforceable and always traded
on an organized exchange.

 Options: A financial derivative that represents a contract sold by one party

(option writer) to another party (option holder). The contract offers the buyer
the right, but not the obligation, to buy (call) or sell (put) a security or other financial
asset at an agreed-upon price (the strike price) during a certain period of time or on a
specific date (exercise date). Call options give the option to buy at certain price, so the
buyer would want the stock to go up. Put options give the option to sell at a certain

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 price, so the buyer would want the stock to go down.

 Swaps: It is yet another exciting trading instrument. Infact, it is the combination

of forwards by two counterparties. It is arranged to reap the benefits arising
from the fluctuations in the market – either currency market or interest rate
market or any other market for that matter.

Foreign Exchange Market

It is a market in which participants are able to buy, sell, exchange and speculate
on currencies. Foreign exchange markets are made up of banks, commercial
companies, central banks, investment management firms, hedge funds, and retail forex
brokers and investors. The forex market is considered to be the largest financial market
in the world. It is a worldwide decentralized over-the-counter financial market for the
trading of currencies. Because the currency markets are large and liquid, they are
believed to be the most efficient financial markets. It is important to realize that the
foreign exchange market is not a single exchange, but is constructed of a global network
of computers that connects participants from all parts of the world.

Commodities Market

It is a physical or virtual marketplace for buying, selling and trading raw or

primary products. For investors' purposes there are currently about 50 major
commodity markets worldwide that facilitate investment trade in nearly 100 primary
commodities. Commodities are split into two types: hard and soft commodities. Hard
commodities are typically natural resources that must be mined or extracted (gold,
rubber, oil, etc.), whereas soft commodities are agricultural products or livestock (corn,
wheat, coffee, sugar, soybeans, pork, etc.)

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Indian Financial Markets

India Financial market is one of the oldest in the world and is considered to be
the fastest growing and best among all the markets of the emerging economies. The
history of Indian capital markets dates back 200 years toward the end of the 18th
century when India was under the rule of the East India Company. The development of
the capital market in India concentrated around Mumbai where no less than 200 to 250
securities brokers were active during the second half of the 19th century.

The financial market in India today is more developed than many other sectors
because it was organized long before with the securities exchanges of Mumbai,
Ahmadabad and Kolkata were established as early as the 19th century.

By the early 1960s the total number of securities exchanges in India rose to
eight, including Mumbai, Ahmadabad and Kolkata apart from Madras, Kanpur, Delhi,
Bangalore and Pune. Today there are 21 regional securities exchanges in India in
addition to the centralized NSE (National Stock Exchange) and OTCEI (Over the
Counter Exchange of India).

However the stock markets in India remained stagnant due to stringent controls
on the market economy that allowed only a handful of monopolies to dominate their
respective sectors. The corporate sector wasn't allowed into many industry segments,
which were dominated by the state controlled public sector resulting in stagnation of
the economy right up to the early 1990s. Thereafter when the Indian economy began
liberalizing and the controls began to be dismantled or eased out; the securities markets
witnessed a flurry of IPO’s that were launched. This resulted in many new companies
across different industry segments to come up with newer products and services.

A remarkable feature of the growth of the Indian economy in recent years has
been the role played by its securities markets in assisting and fuelling that growth with
money rose within the economy. This was in marked contrast to the initial phase of
growth in many of the fast growing economies of East Asia that witnessed huge

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doses of FDI (Foreign Direct Investment) spurring growth in their initial days of market
decontrol. During this phase in India much of the organized sector has been affected by
high growth as the financial markets played an all-inclusive role in sustaining financial
resource mobilization. Many PSUs (Public Sector Undertakings) that decided to
offload part of their equity were also helped by the well-organized securities market in
India.

The launch of the NSE (National Stock Exchange) and the OTCEI (Over the
Counter Exchange of India) during the mid 1990s by the government of India was
meant to usher in an easier and more transparent form of trading in securities. The NSE
was conceived as the market for trading in the securities of companies from the large-
scale sector and the OTCEI for those from the small-scale sector. While the NSE has
not just done well to grow and evolve into the virtual backbone of capital markets in
India the OTCEI struggled and is yet to show any sign of growth and development. The
integration of IT into the capital market infrastructure has been particularly smooth in
India due to the country’s world class IT industry. This has pushed up the operational
efficiency of the Indian stock market to global standards and as a result the country has
been able to capitalize on its high growth and attract foreign capital like never before.

The regulating authority for capital markets in India is the SEBI (Securities and
Exchange Board of India). SEBI came into prominence in the 1990s after the capital
markets experienced some turbulence. It had to take drastic measures to plug many
loopholes that were exploited by certain market forces to advance their vested interests.
After this initial phase of struggle SEBI has grown in strength as the regulator of India’s
capital markets and as one of the country’s most important institutions.

Financial Market Regulations

Regulations are an absolute necessity in the face of the growing importance of

capital markets throughout the world. The development of a market economy is
dependent on the development of the capital market. The regulation of a capital market
involves the regulation of securities; these rules enable the capital market to function
more efficiently and impartially.

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 A well regulated market has the potential to encourage additional investors to
partake, and contribute in, furthering the development of the economy. The chief
capital market regulatory authority is Securities and Exchange Board of India (SEBI).

SEBI is the regulator for the securities market in India. It is the apex body to
develop and regulate the stock market in India It was formed officially by the
Government of India in 1992 with SEBI Act 1992 being passed by the Indian
Parliament. Chaired by C B Bhave, SEBI is headquartered in the popular business
district of Bandra-Kurla complex in Mumbai, and has Northern, Eastern, Southern and
Western regional offices in New Delhi, Kolkata, Chennai and Ahmedabad. In place of
Government Control, a statutory and autonomous regulatory board with defined
responsibilities, to cover both development & regulation of the market, and
independent powers has been set up.

The basic objectives of the Board were identified as:

 to protect the interests of investors in securities;

 to promote the development of Securities Market;

 to regulate the securities market and

 For matters connected therewith or incidental thereto.

Since its inception SEBI has been working targeting the securities and is
attending to the fulfillment of its objectives with commendable zeal and dexterity. The
improvements in the securities markets like capitalization requirements, margining,
establishment of clearing corporations etc. reduced the risk of credit and also reduced
the market.

SEBI has introduced the comprehensive regulatory measures, prescribed

registration norms, the eligibility criteria, the code of obligations and the code of
conduct for different intermediaries like, bankers to issue, merchant bankers, brokers
and sub-brokers, registrars, portfolio managers, credit rating agencies, underwriters and
others. It has framed bye-laws, risk identification and risk management systems for
Clearing houses of stock exchanges, surveillance system etc. which has made dealing
in securities both safe and transparent to the end investor.

15
 Another significant event is the approval of trading in stock indices (like S&P
CNX Nifty & Sensex) in 2000. A market Index is a convenient and effective product
because of the following reasons:

 It acts as a barometer for market behavior;

 It is used to benchmark portfolio performance;

 It is used in derivative instruments like index futures and index options;

 It can be used for passive fund management as in case of Index Funds.

Two broad approaches of SEBI is to integrate the securities market at the

national level, and also to diversify the trading products, so that there is an increase in
number of traders including banks, financial institutions, insurance companies, mutual
funds, primary dealers etc. to transact through the Exchanges. In this context the
introduction of derivatives trading through Indian Stock Exchanges permitted by SEBI
in 2000 AD is a real landmark. SEBI has enjoyed success as a regulator by pushing
systemic reforms aggressively and successively (e.g. the quick movement towards
making the markets electronic and paperless rolling settlement on T+2 bases). SEBI
has been active in setting up the regulations as required under law.

Stock Exchanges In India

Stock Exchanges are an organized marketplace, either corporation or mutual
organization, where members of the organization gather to trade company stocks or
other securities. The members may act either as agents for their customers, or as
principals for their own accounts. As per the Securities Contracts Regulation Act, 1956
a stock exchange is an association, organization or body of individuals whether
incorporated or not, established for the purpose of assisting, regulating and controlling
business in buying, selling and dealing in securities.

16
 Stock exchanges facilitate for the issue and redemption of securities and other
financial instruments including the payment of income and dividends. The record
keeping is central but trade is linked to such physical place because modern markets
are computerized. The trade on an exchange is only by members and stock broker do
have a seat on the exchange.

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 COMPANY PROFILE

Investleaf Management Solutions Pvt. Ltd.

Investleaf Management Solutions Pvt Ltd has established itself as one of the
‘Premier Investment Consultancy Firms’, known for making investing simpler,
more understandable and profitable for the investors. The company directly and
through its affiliate programs offers a wide range of products & services viz: Equity,
Derivatives, Currency Futures, Commodities Trading, IPO's, Mutual Funds,
Insurance, Real Estate, Portfolio Management Services & Depository Services all
under one roof, for the convenience and benefit of its customers.

Equities

Investleaf offers you the best ‘3-IN-1’ online trading accounts from different
online trading firms, blending the best of technology with traditional broking.
Investleaf offers Equity Trading through its business partner India Infoline Ltd.
India Infoline provided the prospect of researched investing to its clients, which was
hitherto restricted only to the institutions. Research for the retail investor did not
exist prior to India Infoline. India Infoline leveraged technology to bring the
convenience of trading to the investor’s location of preference (residence or office)
through computerized access. India Infoline made it possible for clients to view
transaction costs and ledger updates in real time.

Mutual Funds

Investleaf has a dedicated team of research analysts specializing in mutual

funds. This is a unique feature not found in many other firms. The team comprises
analysts from different fields such as economics, statistics and finance among
others. This diverse background helps us to analyze funds and performance on a
variety of parameters both conventional as well as unconventional. We have
developed a proprietary ranking of mutual funds which is a combination of
quantitative and qualitative factors. The team is equipped to serve both institutional
and retail clients. Our research includes independent objective analysis as well as

18
interactions with fund managers and asset management companies.

Our research output includes daily performance reports, weekly and

monthly updates, special focus articles as well as quarterly portfolio updates. The
research calls are disseminated to clients through SMS Alerts, phone and email.

Commodities

Investleaf has a dedicated team of analysts specializing in commodities and

commodities trading. The team comprises analysts from different fields such as
economics, agriculture science, statistics, and finance among others. This diverse
manpower mix helps us to do a multi perspective analysis of all commodities and
filter the information as per the duration of the trading call. The team is equipped to
serve both institutional and retail clients. Our research, well recognized in the
industry is based on primary surveys, interactions with physical markets players,
fundamental, derivatives, technical and statistical analysis, giving it a sense of
completeness. Analysts have access to the latest market data, charts, market
intelligence etc. constantly analyzing the data to facilitate your trading decisions.
Our research is aimed not only at the long-term traders & investors, but also caters
to the needs of short term / intra day traders. The research calls are disseminated to
clients through SMS Alerts, RM calls and email.

Real Estate

Investleaf brings together a range of services under a single roof.

New Projects aggregated across builders and pass our stringent project and
builder selection criteria and could be Commercial, Industrial or Residential
properties.

Facilities Management for Commercial and Residential Complexes for

housekeeping, building management and office support solutions.
Finance for Commercial and Residential Properties that call for specialist
expertise.

Property Insurance Advisory on the right Insurance solutions.

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Investment Research

Investleaf offers the most comprehensive deal coverage that covers India’s
investment eco-system. Investleaf offers information and reports on M&A, Project
Financing, Initial Public Offerings, Private Placements, Private Equity and Venture
Capital transactions including transaction terms, structures, deal amounts and
valuations. It also contains entity information on all companies involved in these
transactions including target companies, investors and advisors. The hosted
platform provides information on demand and helps reduce research time, allowing
users to spend more time on analysis.

Investleaf uses advanced web tools to provide information in an intuitive and

user-friendly format. Investleaf also provides information in spreadsheet & pdf formats
to make life of a financial researcher easy. Investleaf is supported by a team of highly
skilled analysts and journalists who understand the information needs of clients. Users
associated with private equity, venture capital, investment banking, corporate law,
finance and consulting or anyone else with an interest in the Indian deal landscape will
find Investleaf as an indispensable resource.

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Training & Development at Investleaf Management Solutions

The term training refers to the acquisition of knowledge, skills, and competencies as
a result of the teaching of vocational or practical skills and knowledge that relate to
specific useful competencies.
 Training & Development of individuals is a key focus area at Investleaf. Our
Talent Transformation Division handles this. For those with less than one year
of experience a well-structured induction training program is conducted. This
will cover all aspects of software development skills that are required.

 There is also high focus on Competency Development. Talent Transformation

has a mandate to provide technical & business skill training based on the
departmental and divisional need. All employees are eligible to take training
based on the competency gap identified or Project need.
 In addition to class room training one can take e-Learning with out waiting for
class room training.
 Compliance and Regulatory training is an important aspect in today’s regulated
environment and is often implemented as part of corporate initiatives. All large
companies have mandatory trainings be it in the field of Environment, Health
& Safety, Ethics, Risk-Management, Finance, Law, etc.

Investleaf Training Model

21
 Training

Rapid Learning :-

At Investleaf, we know how critical time is for fulfilling training needs and
hence we have developed competency in the area of Rapid Learning. An emerging form
of content development, Rapid Learning helps to develop content in a short span of
time using various tools; the content delivery can be both synchronous as well as
asynchronous. Investleaf has strategic partnerships with leading technology providers
to help you choose the tool that suits your requirement best. Based on research
conducted in this area, Rapid Content Development can be used for any of the
following content areas:
 Critical Training – when the training requirement is critical and
must be addressed immediately

 Minor change – when the difference between what is known and

what is new is minimal
 Short shelf life – when the content in question has a very short
shelf life
 Frequent updates – when the content needs to be updated
frequently.

Process Training :-

Large enterprises keep updating their processes to improve the efficacies of their
systems. Business process training is typically a part of any organization’s overall
change management plan. Investleaf Management Solutions provides Process Training
in several fields including HR, Quality, Operation, Payroll, Recruitment, and more. For
a meaningful transition of the process, quality training is extremely critical.
Understanding the complexities involved in rolling out these process trainings, we
bring you quick solutions that help deliver effective training for your organization.

22
 The components of process training are:
1. Analyze

2. Inform
3. Involve
4. Support

Development
We have 8 Investleaf Leadership Qualities, which are based on Investleaf vision,
values and business strategy. In order to identify and help leaders develop these
competencies we adopt a 360-degree survey process. This is an end-to-end program,
which starts with the obtaining of feedback from relevant respondents and ends with
each leader drawing up a Personal Development Plan (PDP) based on the feedback
received. The PDP is developed through “Winds of Change” which is a seven-step
program that helps in identifying strengths and improvement areas, and determining
the action steps.

Leadership Lifecycle Programs

Investleaf has developed an approach for Life Cycle Stage Development Plan.
Training and development programs at various stages have been designed by mapping
the competencies to specific roles. Competencies specify the specific success behaviors
at every role.

Entry-level program (ELP) - The program covers the junior management

employees with the objective of developing managerial qualities in the
employee. The target group is campus hires and lateral hires at junior level.

New Leaders’ Program (NLP) - It is popularly known as NLP and aims at

developing potential people managers, who have taken such roles or are likely
to get into those roles in the near future.

Investleaf Leaders’ Program (ELP) - This program is for middle level leader
with people, process, business development and project management

23
 responsibilities. These leaders are like the flag bearers of Investleaf values and
Investleaf way of doing business.

Business Leaders’ Program (BLP) - This is for senior leaders with business
responsibility. At this level, people are trained up for revenue generation; and
Profit & Loss responsibilities. The program covers commercial orientation,
client relationship development, and team building and performance
management responsibilities among other things.

Strategic Leaders’ Program (SLP) - This program covers top management

employees. The focus is on Vision, Values, Strategy, Global Thinking and
Acting, Customer Focus and Building Star Performers. Investleaf ties up with
leading business schools of international repute to conduct this program for
Investleaf leaders.

Custom Content Development

As a part of the Custom Content Development Service, Investleaf provides

innovative and affordable learning content solutions. This service is customized
specially to meet your requirements and help you get a competitive edge. Investleaf
Custom Content Development Service goes through a rigorous development cycle to
ensure Quality and Timely Delivery of the solution.

Custom Content Development Service includes:

Application Training

Process Training

Compliance and Regulatory Training

Product Training

Rapid Training Solutions

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 THEORETICAL PERSPECTIVE
Human Resource Management has become a key function in Management Process and
the importance it has received after the liberalization of the economic policy of the
Government has given a booster thrust to the subject. The Indian Managers have
accepted the challenges of the changed times and business environment brought out by
the “globalization of Business”.

Human Resource Development has in recent years become the focus of

the attention of planners, policy makers and administrators. Human Resource
Development may be defined as the process of increasing the knowledge, skills and
capacities of people, it is important not only for enterprise but for a nation to
develop its human resources. A country can develop only when its human resources
are developed through health, nutrition, training and executive development are
main areas of human resource development.

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

Introduction To HRM

HRM is that process of management which develops and manages the human
element of an enterprise. It is not only the management of skills, but also the
attitudes and aspirations of people.

Definition:

HRM may be defined as a set of policies, practices and programmes designed

to maximize both personal and organizational goals.

According to Flippo, “human resource management is the planning organizing,

directing and controlling of the procurement, development, compensation,
25
integration, maintenance and reproduction of human resources to the end that
individual, organizational and objectives are accomplished.”

According to Institute of Personal Management (U.K): “Personal Management

is an integral but distinctive part of management concerned with people at work
and their relationships within the enterprise. It seeks to bring together into an
effective organization the men and women who staff the enterprise enabling
each to make his/ her best contribution to its success, both as a members of a
working groups and as an individual. It seeks to provide relationships within
the enterprise that are conductive both to effective work and human
satisfaction”.

O.Jeff Harris, Jr. Obseeves states that “Training of any kind should have as
its objective the redirection or improvement of behavior so that the performance
of the trainee becomes more useful and productive for himself and for the
organization of which he is part/ training normally concentrates on the
improvements of either operative skills, interpersonal skills, decision making
skills, or a combination of these”.

26
 OVERVIEW ON TRAINING & DEVELOPMENT:

HRD programs are divided into three main categories; Training, Development
and Education. Although some organizations lump all learning under “ Training “ or ‘
Training and Development”, dividing it into three distinct categories makes the desired
goals and objects more meaningful and precise.

Training is the acquisition of technology, which permits employees to perform

their present job to standards. It improves human performance on the job the employee
is presently doing or is be in hired to do. Also, it is given when new technology in
introduced into the workplace.

Education is training people to do a different job. It is often given to people who

have been identified as being promotable being considered for a new job either lateral
or upward, or to increase their potential. Unlike training, which can be fully evaluated
immediately upon the learners returning to work, education can only be completely
evaluated when the learners move on to their future jobs or tasks. We can test them on
what they learned while in training, but we cannot be fully satisfied with the evaluation
until we see how well they perform their new jobs.

Development is training people to acquire new horizons, technologies, or view

points; it enables leaders to guide their organisation onto new expectations by being
proactive rather than reactive. It enables workers to create better products, faster
services, and more competitive organizations.

It is learning for growth of the individual, but not related to a specific present
of future job. Unlike training and education, which can be completely evaluated,
development cannot always be fully evaluated. This does not mean that we should
abandon what keeps an organization in the cutting edge of competitive environments.
Development can considered the forefront of what many now call the Learning
Organizations.

Development involves changes in an organism that are systematic, organized,

and successive and are thought to serve an adaptive function. Training could be
compared this metaphor. If I miss one meal in a day, then I will not be able to work as

27
effectively due to lack of nutrition. While development would be compared to this
metaphor-if I do not eat, then I will starve to death. The survival of the organization
requires development throughout the ranks in order to survive, while training makes
the organization more effective and efficient in its day-to-day operations. Also, do not
confuse development with change.

Change refers to alterations that occur over time in the learners internal
cogitative or affective characteristics. These changes may be quantitative or qualitative
and it implies no directionality, encompassing both regression and progression.
Development is always progressive.

Using a systems approach to design training, education, ad development

programs ensure that an organization gets the most from its resources. Although this
guide mainly discusses the creation of training programs, development and education
programs can also be built by using a Systems Approach to Training with little or no
modifications.

28
 TRAINING AND DEVELOPMENT - DIFFERENCES

Below are some of the major differences between training and development:

Training Development
Training is skills focused Development is creating learning abilities

Training is presumed to have a formal Development is not education dependent

education
Training Needs depend upon lack or deficiency Development depends on personal Drive
in skills and ambition
Trainings are generally need based Development is Voluntary

Training is a narrower concept focused Development is a broader concept focused

Training may not include Development
Training is aimed at improving job related
efficiency and performance
on personality development
Development includes training wherever
necessary
Development aims at overall personal
effectiveness including job efficiencies

Training:

Training helpful in technical skills and knowledge where as development

helpful in managerial and behavioural skills.

The purpose of training is related to specific job, whereas development is

conceptual and general knowledge.

The duration of training period is short, whereas development need is on a

long term basis.

Training is mostly given the technical and non-managerial personnel, whereas

development is given for managerial personnel.

29
Knowledge:

Knowledge is gleaned by organizing information. Typically, information

evolves to knowledge by the learner’s gaining context, perspective and scope
about the information.

Skills:

Skills are applying knowledge in an effective and efficient manner to get

something done. One notice skills in an employee by their behaviours.

Task:

Task is a typically defined as a unit of work i.e. a set of activities needed to

produce some result, e.g. Vacuuming a carpet, writing a carpet, writing a memo,
sorting the mail etc. complex position in the organization may include a large
number of tasks, which are sometimes referred to as functions.

Job:

A job is a collection of tasks and responsibilities that an employee is

responsible to conduct.

30
TRAINING OBJECTIVE:

Once the training needs are identified, the next step is to set training objectives
in concrete terms and to decide the strategies to be adopted to achieve these objectives.
The overall aim of a training program is to fill the gap between the existing and the
desired pool of knowledge, skills and attitudes. Objectives of training express the gap
between the present and desired performance levels. Definition of training objectives
in both quantitative and qualitative terms will help to evaluate and monitor the
effectiveness of training. Involvement of top management is necessary to integrate the
training objective with the organizational objective.

The main objectives of training are as follows:

 To prepare the employees both new and old to meet their present as well as the
changing requirements of both the job and the organization.

 To prevent obsolescence.

 To prepare employees for higher levels tasks.

 To assess employees to function more effective in their present positions by

exposing them to the latest concepts, information and developing the skills they
will need in their particular fields.

 To build a second line of competent officer and prepare them to occupy more
responsible positions.

 To develop the potentialities of people for the next level job.

 To ensure smooth and efficient working of the department.

 To ensure economic output of required quality.

 To promote individuals motivations and collect morale, a sense of

responsibility, to cooperating attitude and good relation ships.

31
DESIGNING A TRAINING PROGRAM:

In order to achieve the training objectives, an appropriate training policy is

necessary. A training policy represents commit of top management to employ training
to consist rules and procedures concerning training.

A training policy is required:

 To indicate company intention to develop its employees.

 To guide the design and implementation of training programs.

 To identify the critical areas where training is to be given on priority basis.

 To provide appropriate opportunities to employees for their own

betterment.

Responsibility for Training:

Training is quite strenuous tasks, which cannot be undertaken by one single

department. The responsibility for training has to be shared among:

 The top management, who should frame and authorize the basic training
policy, review and approve the training plans and programmes and approve
training budgets.

 The personnel department, which should plan, establishes and evaluates

instructional programmes.

 The line supervisor who should implement and apply the various
development plans.

 The employees who should provide feedback revision and suggestions for
improvements in the program.

 To get effective, a training programmed should be properly organized but

good organization alone.

32
Selecting and motivating the Target Group:

 It is necessary to decide who is to be trained new or old employee, unskilled

or semi skilled workers, supervisors or executives. The type and methods to be used
will depend upon the type of persons to be trained. It is also necessary to create a
desire for learning. The employees will be interested in training if they believe that
it will benefit them personally, trainees will change their behaviour if they become
aware of better ways of performing and gain experience in he new pattern of
behaviours so that it becomes their normal manner of operation. A climate
conductive to learning van also is created through physical and psychological
environment. Physically an appropriate location, adequate space, proper lighting
and ventilation adequate furniture and audio visual aids are necessary,
psychological environment consists of involvement and participation, freedom of
social interaction, open communication, friendly and helpful trainees, provision for
measuring learner’s progress etc.

Preparing the training :

 The success of a training programme depends to a great extent upon the

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

Developing training Package:

 This step involves deciding the content of training, designing support

material for training and choosing the appropriate training methods. Training
courses may involve specific instruction in the procedures for doing a job. A training
course may cover time periods ranging from one week to a few months. In addition
to deciding the contents, methods and time required, it is advisable to workout
budget for alternative training packages to facilitate choice. Such a training package
should also contain detailed syllabus with proper sequencing of contents and an
appropriate mix of training methods, support material for training may include
study notes, case studies, pamphlets, charts, broachers, manuals, movie slides, etc.

33
Presentation:

 This is the action phase of training. Here the trainer tells, demonstrates and
illustrates in order to put over the new knowledge and operation. However, before
it, the learner should be put at ease. It is necessary to explain why he is being taught
to develop his interest in training. The learner should be told of the sequence of the
entire job, the need for each step in the job, the relationship of the job to the total
workflow, etc. instructions should be clear and complete. Key points should be
stressed upon and one point should be explained at a time. Audio-visual aids should
be used to demonstrate and illustrate and the trainee should be asked to repeat the
operations he should also be encouraged to ask question in order to ensure that he
really knows and understands the job.

Performance Throughout:

 The trainee is asked to do the job several times slowly. His mistakes are
corrected and if necessary, the complicated steps are explained again. As soon as
the trainee demonstrates that he can do the job rightly, he is put on his own and the
training is over.

Follow Up:

 In this step, effectiveness of the training program is assessed. The feed back
through follow up will help to reveal weakness or errors if any. Necessary corrective
action can be taken. If necessary, instruction may be repeated, until the trainer learns
whatever has been taught to him. Follow up action reinforces the learning process.
It also helps in designing future.

34
THE TRAINING SYSTEM:

When some people see or hear the word system, they think of mega
methodologies that require several book cases and intense training to use. A system
Approach to Training is not that difficult or complicated.

The Institutional System Development (ISD) was designed to solve training

problems. Below flow chart shows the ISD model. It was first established by the
Department of Defense, but can now be found in almost any type organization. It grew
out of the “systems analysis” concepts that became popular after World War-II. It is
probably the most extensively used instructional design model in use today.

ISD is concerned with the identification of training requirements based on

the analysis of job performance requirements data obtained from experts in the job to
be performed. Training objectives are formulated as a result of the job analysis process
and tests are developed to be used to access the learner’s to bring structure to the
instructional design process when determining the optimal instructional strategies,
instructional sequencing, and instructional delivery media for the types of training
objectives involved.

35
 THE ISD MODEL:

 The flowchart used in following figure below shows the five phases with
their steps listed below them.

THE ISD MODEL FLOW CHART:

Figure 1: ISD Model Flow

Chart

Source: Secondary Data

The ISD model is a clear representation of the training deeds. This flow chart clearly
illustrates the training needs and requirements. This flow chart makes us clearly understand
the training requirements. This ISD model is designed in 5 phases and is divided into the
various requirements.

36
 The below fingure highlights the important of evaluation and feedback
throughout the entire training program. It also stresses the importance of gathering
and distributing information in each of the five phases and shows the training is
NOT a static (waterfall) model, but a iterative flow of activities ( dynamic or spiral).

The five phases are ongoing activities that continue throughout the life of
a training program. After building a training program, the other phases do not end
once the training program is implemented. The five phases are continually repeated
on a regular basis to see if further improvements can be made.

A brief description of the ISD process:

1. Analyze

 Analyze system (department, job etc. to gain a complete understanding of

it.

 Compile a tasks inventory of all tasks associated with each job (if needed).

 Select tasks that need to be trained (needs analysis).

 Build performance measures for the tasks to be trained.

 Choose instructional setting for the tasks to be trained. E.g. classroom, on-
the-job, self-study. etc.

 Estimate what is going to cost to train the tasks.

2. Design

 Develop the learning objectives for each task, to include both terminal and
enabling objectives.

 Identify and list the learning steps required to perform the task.

 Develop the performance tests to show mastery of the tasks to be trained,

e.g. written, hands onset.

 List the entry behaviours that the learner must demonstrate prior to training.

 Sequence and structure the learning objectives, e.g. easy tasks first.

37
3. Develop

 List activities that will hold the students learn the task.

 Select the delivery method such as tapes, handouts, etc.

 Review existing material so that you do not reinvent the wheel.

 Develop the instructional courseware.

 Synthesize the courseware into a viable training program.

 Validate the instruction to ensure it accomplishes all goals and objectives.

4. Implement

 Create a management plan for conducting the training.

 Conduct the training.

5. Evaluate

 Review and evaluate each phase (analyze, design, develop, implement) to

ensure it is accomplishing what it is supposed to.

 Perform external evaluations, e.g. observe that the tasks were trained can
actually be performed by the learner on the job.

 Revise training system to make it better.

Making the System Effective:

The ISD Model the flow chart model used in figure 2 below shoes the
five phases with their basic steps listed below them. Although the above model
shows the processes, it does not really how making the system Effective to make a
training program usable, the following activities must take place in its development.

38
 An early focus on the clients must be maintained. This is done by direct
contact with the clients through interview, observations, surveys, and participatory
design and development methods. You must ensure that the clients are made the
owners of the training program throughout the entire ISD process. If they feel the
program is being shoved down their throats or their turf is being invaded, the
program will fail.

The five phases-analysis, design, development, implementation, and

evaluation should be under one management team to ensure that a symmetrical
program is constructed.

The design must be an empirical one. This requires observation,

measurement of behaviour, careful evaluation of feedback, and a strong motivation
to make design changes when needed.

The process of implementation, testing, feedback, evaluation and

change must be repeated throughout the training system’s live to improve upon it.
Do not fall into the old adage. “if it isn’t broke don’t fix it”. Make it better before
your competitors do !

Records must be maintained. The audit trail should contain the data
gathered in the analysis, the reasons for developing a piece of courseware, and
documents that explain why certain decisions were made. This information could
prove invaluable in the future when changes are needed or when a similar program
must be built.

39
Identifying Training Needs

Training needs can be assessed by analyzing three major human resource areas.
The organization as a whole, the job characteristics and the needs of the individuals.
This analysis will provide answers to the following questions:

 Where is training needed?

 What specifically must an employee learn in order to be more productive?

 Who needs to be trained?

Begin by assessing the current status of the company – how it does what it does
best and the abilities of your employees to do these tasks. This analysis will provide
some benchmarks against which the effectiveness of a training program can be
evaluated. Your firm should know where it wants to be in five years from its long-
range strategic plan. What you need is a training program to take your firm from here
to there.

Second, consider whether the firm is financially committed to supporting the

training efforts. If not, any attempt to develop a solid training program will fail. Next,
determine exactly where training is needed. It is foolish to implement a company-wide
training effort without concentrating resources where they are needed most. In
summary, the analysis should focus on the total organization and should tell you where
training is needed and where it will work within the organization. Once you have
determined where training is needed, concentrate on the content of the program.
Analyze the characteristics of the job based on its description, the written narrative of
what the employee actually does. Training based on job description, the written
narrative of what the employee actually does. Training based on job descriptions should
go into detail about how the job is performed on a task by task basis. Actually doing
the job will enable you to get a better feel for what is done.

Individual employee can be evaluated by comparing their current skill levels or

performance to the organization’s performance to the organization’s performance
standards or anticipated needs. Any discrepancies between actual and anticipated

40
skill levels identify a training need. Selection of trainees once you have decided what
training is necessary and where it is needed. The next decision is who should be
trained? For a small business, this question is crucial. Training an employee is
expensive, especially when he or she leaves your firm for a better job. Therefore, it is
important to carefully select who will train.

Training programs should be designed to consider the ability of the employee

to learn the material and to use it effectively, and to make the most efficient use of
resources possible. It is also important that employees be motivated by the training
experience. Employee failure in the program is not only damaging to the employee but
a waste of money as well. Selecting the right trainee is important to the success of the
program.

Trainers

Who actually conducts the training depends on the type of training needed and
who will be receiving it. On the job training is conducted mostly by supervisors, off-
the-training, by either in-house personnel or outside instructors.

In-house training is the daily responsibility of supervisors and employees.

Supervisors are ultimately responsible for the productivity and, therefore, the training
of their subordinates. These supervisors should be taught the techniques of good
training. They must be aware of the knowledge and skills necessary to make a
productive employee. Trainers should be taught to establish goals and objectives for
their training and to determine how these objectives can be used to influence the
productivity of their departments. They also must be aware of how adults learn and how
best to communicate with adults. Small businesses need to develop their supervisors’
training capabilities by sending them to courses on training methods. The investment
will pay off in increased productivity. There are several ways to select training
personnel for off-the –job training programs. Many small businesses use in-house
personnel to develop formal training program to deliver to employees off line from
their normal work activities, during company meetings or individually at prearranged
training sessions.

41
 There are many outside training sources, including consultants, technical and
vocational schools, continuing education programs, chambers of commerce and
economic development groups.

Selecting an outside source for training has advantages and disadvantages. The
biggest advantage is that these organizations are well versed in training techniques,
which is often not the case with in house personnel. The disadvantage of using outside
training specialists is their limited knowledge of the company’s product or service and
customer needs. These trainers have a more general knowledge of customer satisfaction
and needs. In many cases, the outside trainer can develop this knowledge quickly by
immersing him or herself in the company prior to training the employees. Another
disadvantage of using outside trainers is the relatively high cost compared to in-house
training although the higher cost may be offset by the increased effectiveness of the
training.

Whoever is selected to conduct the training, either outside or in-house trainers,

it is important that the company’s goals and values be carefully explained.

42
The Training Process:

Organizational Objectives

Needs Assessment

Is there a gap?

Training objectives

Select the trainees

Select the training methods and more

Choose a means of evaluating

Administer Training

Evaluate the training

43
 Training design that promise to improve their chances of success. Why? The
five reasons most often identified are:

 Time: Small business managers find that time demands do not allow them to
train employees.

 Getting Started: Most small business managers have not practices training
employees. The training process is unfamiliar.

 Broad Expertise: Managers tend to have broad expertise rather than the
specialized. Skills needed for training and development activities.

 Lack of trust and openness: Many managers prefer to keep information to

themselves. By doing so they keep information from subordinates and other
who could be useful in the training and development process.

 Skepticism as to the value of training: Some small business owners believe

the future cannot be predicted or controlled and their efforts therefore best
centered.

 On current activities: i.e. making money today.

A well conceived training program can help your firm succeed. A program
structured with the company’s strategy and objectives in mind have a high probability of
improving productivity and other goals that are set in the training mission.

44
 Training Methods:

On–the–Job Training Off–the–Job Training

 Job Rotation  Vestibule Training

 Coaching  Role Playing

 Job Instruction  Lecture Method

 Committee Assignments  Programmed Instructions

As a result of research in the field of training, a number of programmes are

available some of these are new methods, while others are improvements even the
traditional methods. The training programmes commonly used to train operative and
supervisory personnel are discussed below. These programmes are classified into on- the-
job & off-the job training programmes.

On-the Job Training:-

This type of training programmes job instruction training, is the most commonly
used method. Under this method, the individual is placed on regular job & taught the skills
necessary to perform that job. The trainee learns under the supervision and guidance of a
qualified worker or instructor. On-the-job training has the advantage of giving first hand
knowledge and experience under the actual working conditions.

On-the-job training methods include :

1. Job Rotation

2. Coaching

3. Job instruction

4. Committee Assignments

45
1. Job Rotation :-

This type of training involves the movement of the trainee from one job to
another. The trainee receives job knowledge & gains experience from his supervisor or
trainer in each of the different job assignments. Though this method of training is common
in training managers for general management positions, trainees can also be rotated from
job to job in workshop jobs. This method gives an opportunity to the trainee to understand
the problems of employees on other jobs and respect them.

2. Coaching:-

The trainee is placed under a particular supervisor who functions as a coach in

training the individual. The supervisor provides feedback to the trainee on his performance
& offers him some suggestions for improvement. Often the trainee shares some of the
duties & responsibilities of the coach and relieves him of his burden. A limitation of this
method of training is that the trainee may not have the freedom or opportunity to express
his own ideas.

3. Job Instruction :-

This method is also known as training though step by step. Under this method,
the trainer explains to 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 & corrects the trainee.

4. Committee Assignment :-

Under the Committee assignments, a group of trainees are given and asked to
solve an actual organizational problem. The trainees solve the problem jointly. It develops
team work.

46
Off-theJob Training:-

Under this method of training, the trainee is separated from the job situation and
is focused upon leaving the material related to his future job performance. Since the trainee
is not distracted by job requirements, he can place his entire concentration on learning the
job rather than spending his time is performing it. Trainee is opportunity for freedom of
expression for the trainees.

Off-the-job training methods are as follows.

1. Vestibule Training,

2. role playing

3. lecture method

4. Programmed instruction.

1. Vestibule Training :

In this method, actual work conditions are simulated in a class room. Material,
tiles and equipment which are used in actual job performance are also used in training.
This type of training is commonly used for training personnel for electrical and semi-
skilled jobs. The duration of this training ranges from days to a few weeks. Theory can
be related to practice in this methods.

2. Role Playing :

It is detained as a method of human interaction that involves realistic behaviour

in imaginary situations. This method of training involves action, doing & practice. The
participants play of certain characters such as the production manager, mechanical
engineer, superintendents, maintenance engineers, quality control inspectors, foremen,
workers & the like. This method is mostly used for developing Inter-personal interactions
& relations.

47
3. Lecture Method :

The lecture is a traditional & direct method of instruction. The instructor

organizes the material and gives it to a group of trainees in the form of a talk. To be
effective, the lecture must motivate & create interest among the trainees. An advantage of
the lecture method is that it is direct and can be used for a large group of trainees. Thus,
costs and time involved are reduced. The major limitation of the method is that it does not
provide for transfer of training effectively.

4. Programmed Instructions :

In recent years, this method has become popular. The subject matter to be
learned is presented in a series of carefully planned sequential units. These units are
arranged from simple to more complex levels of instruction. The trainee goes through
these units by answering questions or filling the blanks. This method is expensive and
time consuming.

Conference or Discussion :

It is a method in training the clerical, professional & supervisory personnel. This

method involves a group of people who pose ideas, examine & share facts, ideas & data,
test assumptions & draw conclusions, all of which contribute to the improvement of job
performance. Discussion has the district advantage over the lecture method, in that the
discussion involves 2-way communication & hence feedback is provided. The participants
feel free to speak in small groups. The success of this method depends on the leadership
qualities of the person who leads the group.

48
 ORIENTATIONS
Orientations are for new employees. The first several days on the job are crucial
in the success of new employees. This point is illustrated by the fact that 60 percent of all
employees who quit do so in the first ten days. Orientations training should emphasize the
following topics :

 The company’s history and mission.

 The key members in the organization.

 The key members in the department, and how the department helps fulfil the
Mission of the company.

Personnel rules and regulations

Some companies use verbal presentations while others have written

presentations. Many small businesses convey these topics in one-on-one orientations. No
matter what method is used. It is important that the newcomer understand his or her new
place of employment. The importance of an Employee handbook for imparting rules and
culture as discussed earlier, with specific suggestions for what should be included in the
employee handbook.

Lecturers present training material verbally and are used when the goal is to
present a great deal of material to any people. It is more cost effective to lecture to a group
than to train people individually. Lecturing is a one way communication and as such may
not be the most effective way to train. Also, it is hard to ensure that the entire audience
understand a topic on the same level, by targeting the average attendee you may under
train some and lose others. Despite these drawbacks, lecturing is the most cost-effective
way of reaching large audiences.

Role-playing and simulation are training techniques that attempt to bring

realistic decision-making situations to the trainee. Likely problems and alternative
solutions are presented for discussion. The adage there is no better trainer than experience
is exemplified with this type of training.

49
 Experienced Employees can describe real world experiences, and can help in
and learn from developing the solutions to these simulations. This method is cost effective
and is used in marketing and management training.

Audiovisual methods such as television, videotapes and films are the most
effective means of providing real world conditions and situations in a short time. One
advantage is that the presentation is the same no matter how many times it’s played. This
is not true with lectures, which can change as the speaker is changed or can be influenced
by outside constraints. The major flaw with the audiovisual method is that it does not allow
for questions and interactions with the speaker, nor does it allow for changes in the
presentation for different audiences.

Job rotation involves moving an employee through a series of jobs so he or she

can bet a good feel for the tasks that are associated with different jobs. It is usually used
in training for supervisory positions. The employees learns little about everything. This is
a good strategy for small businesses because of the many jobs an employee be asked to
do.

Apprenticeships develop employees who can do many different tasks. They

usually involve several related groups of skills that allow the apprentice to practice a
particular trade, and they take place over a long period of time in which the apprentice
work for, and with, the senior skilled worker. Apprenticeships are especially appropriate
for jobs requiring production skills.

Internships and assistantships are usually a combination of class room and on-
the-job training. They are often used to train prospective managers or marketing
personnel.

Programmed learning, computer-aided instruction an interactive video all have

one thins in common: they allow the trainee to learn at his or her own pace. Also, they
allow material already learned to be bypassed in favour of material with which a trainee
is having difficulty. After the introductory period, the instructor need not be present, and
the trainee can leaner as his or her time allows. These methods sound good, but may be
beyond the resources of some small businesses.

50
 METHODS OF EVALUATION
Several methods can be employed to collect data on the outcomes of training.
Some of these are :

 The opinions and judgements of trainers, supervisors and peers.

 Asking the trainers to fill up the evaluation forms.

 Using a questionnaire to know the reactions of the trainees.

 Giving oral and written tests to trainees to ascertain how far they have learnt.

 Arranging structured interviews with the trainees.

 Comparing trainee’s performance on the job before and after training.

 Studying profiles and careers development charts of trainees.

 Measuring levels of productivity, wages, costs, absenteeism and employee

turnover after training.

 Trainee’s comments and reactions during the training period. Costs benefit
analysis of training program.

Feedback:
After the evaluation, the situation should be analyzed to identify the possible
causes for difference between the expected outcomes and the actual outcomes.
Necessary precautions should be taken in designing and implementing future training
programs so as to avoid these causes. The outcomes of training program should justify
the time, money and efforts invested by the organization in training, information
collected during evaluation should be provided to the trainees on trainers as well as to
others concerned with designing an implementation of training programs. Follow up
action is required to ensure implementation of evaluation report in every stage.

51
 DATA ANALYSIS & INTERPRETATIONS

What is your age?

Table 1: Investleaf, Age Of Employees

S. No. Age No. of Respondents Percentage (%)

1 Less than 25 14 28%
2 25-30 16 32%
3 31-35 14 28%
4 Above 35 6 12%
Total 50 100%
Source: Primary Data

Figure 2 : Investleaf, Age Of Employees

Source: Primary Data

52
Inference

The above table shows that 28% of the respondents are at the age group from
18-25years, 32% respondents are from 25-30years of age, 28% of the respondents are
from 30-35 years of age and 12% of the respondents are above 35 years of age.

53
 1. Gender?

Table 2: Gender Proportion At Investleaf

S. No. Gender No. of Respondents Percentage (%)

1 Male 31 62%
2 Female 19 38%
Total 50 100%
Source: Primary Data

Figure 3: Gender Proportion At Investleaf

70%

60%
62%
50%

40%
38%
30%

20%

10%

0%
Male Female

Source: Primary Data

Inference

The above table shows that 62% of the respondents are male and 38% of the
respondents are female.

54
 2. Are you satisfied with the training program conducted in Investleaf?

Table 3: Training Satisfactory Levels

S. No. Opinion No. of Respondents Percentage (%)

1 Dissatisfied 5 10%
2 Somewhat Dissatisfied 12 24%
3 Neutral 5 10%
4 Satisfied 18 36%
5 Somewhat Dissatisfied 10 20%
Total 50 100%
Source: Primary Data

Figure 4: Training Satisfactory Levels

Source: Primary Data

Inference

The graph shows that 10% of the people are not satisfied with the training
programs, while 36% of the people are satisfied. 10% of the respondents are neutral,
24% of the people towards dissatisfaction, and 56% towards satisfaction.

55
 3. How is the quality of training offered in the organisation?

Table 4: Quality of Training

S. No. Opinion No. of Respondents Percentage (%)

1 Dissatisfied 4 8%
2 Somewhat Dissatisfied 8 16%
3 Neutral 8 16%
4 Satisfied 20 40%
5 Somewhat Dissatisfied 10 20%
Total 50 100%
Source: Primary Data

Figure 5: Quality of Training

Training Satisfaction
24 45%
40%
35%
No. of Respondents

16 40% 30%
25%
20%
8 15%
16% 20% 10%
16% 5%
8%
0 0%
Dissatisfied Some what Neutral Satisfied Some what
Dissatisfied Dissatisfied

Source: Primary Data

Inference

The graph depicts that 40% of the people are satisfied with the quality of the
training given, followed by somewhat satisfied people with 20%. Overall
dissatisfaction shows 24%.

56
 4. Your opinion the training program?

Table 5: Opinion on Training

S. No. Opinion No. of Respondents Percentage (%)

1 Related work 26 52%
2 Not related to work 8 16%
3 General 16 32%
Total 50 100%
Source: Primary Data

Figure 6: Opinion on Training

30 60%

25 50%

20 52% 40%

15 32% 30%

10 20%

5 16% 10%

0 0%
Good Neutral Poor

Source: Primary Data

Inference

The above table shows that 52% of the employees find the training programme
mostly related to their work.16% of employees find it in general and 32% find it is not
related to work.

57
 5. Do you agree that the training program helps in improving Technical skills?

Table 6: Technical Skills Orientation

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 36 72%
2 Neutral 8 16%
3 Disagree 6 12%
Total 50 100%
Source: Primary Data

Figure 7: Technical Skills Orientation

40 80%

35 70%

30 60%
72%
25 50%

20 40%

15 30%

10 20%

5 16% 12% 10%

0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph shows that the company is providing good technical skills related
training program with a response of 72%. Only 12% of the people are not feeling well
at the technical training and development. 16% are neutral in expressing their views.

58
 6. Do you agree that the training program helps in improving Leadership
skills?

Table 7: Leadership Skills Orientation

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 25 50%
2 Neutral 8 16%
3 Disagree 17 34%
Total 50 100%
Source: Primary Data

Figure 8: Leadership Skills Orientation

30 60%

25 50%

20 40%
50%

15 34% 30%

10 20%

5 16 10%
%

0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph shows that the company is providing leadership skills related
training program with a response of 50%. 34% of the people are not feeling well
at the leadership skills training and development. 16% are neutral in expressing
their views.

59
 7. Do you agree that the training program helps in improving Communication
skills?

Table 8: Communication Skills Orientation

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 18 36%
2 Neutral 14 28%
3 Disagree 18 36%
Total 50 100%
Source: Primary Data

Figure 9: Communication Skills Orientation

20 40%
18
36% 35%
16
30%
14 36%
12 28% 25%

10 20%
8 15%
6
10%
4
2 5%

0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph shows that the company is providing communication skills related
training program with a response of 36%. 36% of the people are not feeling well
at the communication skills training and development. 28% are neutral in
expressing their views.

60
 8. |Do you agree that after completion of training, can you perform better?

Table 9: Performance After Training

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 36 72%
2 Neutral 6 12%
3 Disagree 8 16%
Total 50 100%
Source: Primary Data

Figure 10: Performance After Training

40
35
30
72%
25
20
15
10
16%
5
12%
0
Agree Neutral Disagree

Source: Primary Data

Inference

The graph illustrates that 72% of the employees will perform better after training
and development program. 12% are neutral and 16% are not agreeing with training
effects.

61
 9. Do you agree training program will help in developing customer service
skills?

Table 10: Customer Service Orientation

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 28 56%
2 Neutral 17 34%
3 Disagree 5 10%
Total 50 100%
Source: Primary Data

Figure 11: Customer Service Orientation

30 60%

25 50%
56%
20 40%

15 34 30%
%
10 20%

5 10%
10%

0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

Among the 50 respondents, most of the people agreed that Investleaf is giving
customer oriented training, and 34% are neutral. Remaining 10% said that the company
is not giving customer oriented training,

62
 10. Do you agree training program will help in getting promoted?

Table 11: Employee Oriented Training

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 31 62%
2 Neutral 12 24%
3 Disagree 7 14%
Total 50 100%
Source: Primary Data

Figure 12: Employee Oriented Training

35 70%

30 60%

25 50%
62%
20 40%

15 30%

10 20%
24%
5 14% 10%

0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph illustrates that 62% of the employees will get promoted with the skills
learned after training and development program. 24% are neutral and 14% are not
agreeing with training effects.

63
 11. The topics covered in the program are relevant, interesting, and pertinent to
work?

Table 12: Training Relevant to Company Business

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 34 68%
2 Neutral 4 8%
3 Disagree 12 24%
Total 50 100%
Source: Primary Data

Figure 13: Training Relevant to Company Business

40 80%

35 70%

30 60%

25 68% 50%

20 40%

15 30%

10 24% 20%

5 10%

0 8% 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph illustrates that 68% of the employees feel that the training and
development program is relevant to the company’s work. 8% are neutral and 24%
are saying it is not related to the company work.

64
 12. Do you agree that relevent topics related to the program objectives are
covered in training program?

Table 13: Training objectives

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 22 44%
2 Neutral 6 12%
3 Disagree 22 44%
Total 50 100%
Source: Primary Data

Figure 14: Training objectives

25 50%
45%
44%
20 40%
35%
44%
15 30%
25%
10 20%
15%
5 10%
12%
5%
0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph illustrates that 44% of the employees feel that the training and
development program is relevant to the company’s business objective. 12% are
neutral and 24% are saying it is not related to the company business objective.

65
 13. Do you think that right amount of time was spent on each topic covered in
the training program?

Table 14: Training Timelines

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 18 36%
2 Neutral 6 12%
3 Disagree 26 52%
Total 50 100%
Source: Primary Data

Figure 15: Training Timelines

30 60%

25 52% 50%

20 40%

15 30%
36%
10 20%

5 10%
12%
0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph illustrates that 33% of the employees feel that the training timeline
is sufficient and 12 % are neutral. 52% are saying time is not sufficient for training
schedule.

66
 14. Do you feel that the topics covered are easy to understand?

Table 15: Training Understandability

S. No. Opinion No. of Respondents Percentage (%)

1 Agree 20 40%
2 Neutral 4 8%
3 Disagree 26 52%
Total 50 100%
Source: Primary Data

Figure 16: Training Understandability

30 60%

25 52% 50%

20 40%

15 30%
40%

10 20%

5 10%

8%
0 0%
Agree Neutral Disagree

Source: Primary Data

Inference

The graph illustrates that 40% of the employees feel that the training and
development program is understandable to employees. 8% are neutral and 52%
are saying that training is not in easily understandable.

67
 15. Which rating will you giver for overall quality?
Table 16: Overall Rating

S. No. Opinion No. of Respondents Percentage (%)

1 Dissatisfied 5 10%
2 Somewhat Dissatisfied 6 12%
3 Neutral 8 16%
4 Satisfied 18 36%
5 Somewhat Dissatisfied 13 26%
Total 50 100%
Source: Primary Data

Figure 17: Overall Rating

Training Satisfaction
24 40%
35%
30%
No. of Respondents

16 36% 25%
20%
26%
15%
8
16% 10%
10% 5%
12%
0 0%
Dissatisfied Some what Neutral Satisfied Some what
Dissatisfied Dissatisfied

Source: Primary Data

Inference

Overall rating given is good with a response of 62%, including satisfied and
somewhat satisfied. 16% are neutral. 12% of the respondents are sowewhat
dissatisfied and 10% are totally not satisfied with the training and development
program.

68
 16. What do you suggest for the training programs?

Table 17: Suggestions for Training

S. No. Opinion No. of Respondents Percentage (%)

1 No improvements needed 28 56%
2 Make the content more relevant 12 24%
3 Shorten the training programme 4 8%
Lengthen the training 6 12%
4 programme
Total 50 100%
Source: Primary Data

Figure 18: Suggestions for Training

Training Satisfaction
32 60%

56% 50%
24
40%
No. of Respondents

16 30%

24% 20%
8
10%
8% 12%
0 0%
No Make the content Shorten the Lengthen the
improvements more relevant training training
needed programme programme

Source: Primary Data

Inference
From the survey, most of the employees suggested that no
improvement is required in the training and development program. 24% of the
respondents suggested that make the content relavant, 8% suggested to shorten
the training program, and 12% suggested to increase the time line for training
and development programs.

69
 QUALITY OF TOPICS COVERED AND SATISFACTORY
LEVEL OF EMPLOYEES
[USING CHI SQUARE]

QUALITY OF TOPICS COVERED * SATISFACTORY LEVEL

Cross Tabulation

Observed Count

SATISFACTORY LEVEL
neither
satisfied
very nor
OPINION satisfied satisfied unsatisfied Total
excellent 8 8 2 18
QUALITY Good
OF TOPICS 12 13 7 32
COVERED
Total 20 21 9 50

QUALITY OF TOPICS COVERED * SATISFACTORY LEVEL Cross tabulation

Expected Count
SATISFACTORY LEVEL
neither
satisfied
very nor
OPINION satisfied satisfied unsatisfied Total
QUALITY OF excellent 7.2 7.6 3.2 18.0
TOPICS good
COVERED 12.8 13.4 5.8 32.0
Total 20.0 21.0 9.0 50.0

NULL HYPOTHESIS:

Ho: There is no association between quality of topics covered and satisfactory

level of the employees.

70
ALTERNATE HYPOTHESIS:

H : There is association between quality of topics covered and satisfactory level of

the employees.

COMPUTATION OF CHI-SQUARE TEST

S.NO (O) (E) (O-E) (O-E)2 (O-E)2/E

1 8 7.2 0.8 0.64 0.0889

2 12 12.8 -0.8 0.64 0.05

3 8 7.6 0.4 0.16 0.0210

4 13 13.4 -0.4 0.16 0.0119

5 2 3.2 -1.2 1.44 0.45

6 7 5.8 1.2 1.44 0.2482

TOTAL 0.870

Calculated value=0.870

Degrees of freedom=(R-1)(C-1)= (3-1)(4-1) =6

Level of Significance= 5%

Tabulated value=0.920

Calculated value=0.870

The calculated value is less than tabulated value. Null hypothesis is accepted

INFERENCE

There is no association between quality of topics covered in Training Programme and

satisfactory level of the employees.

71
FINDINGS

The data collected were analysed carefully and the following findings were drawn.

 From the study it is inferred that Investleaf is offering all types of training to the
employees, but satisfactory levels for all the employees is not excellent.

 Most of the employees find the training Programme is related to their work, but
the time allocation is low.

 72% of the employees feel that attending training programme leads them to
perform better at work. 36% of the employees find the topics relevant to the
training programme and they also find the topics covered during the Training
Programme are easy to understand.

 36% of the respondents accept that the topics taken for the training programme
are covered within the right time. Some of respondents are feeling that the
topics covered in training and development program are not relevant to the
company business objective.

 People are showing interest towards all types of training programs like
technical, leadership, and communication skills. The company is focusing more
on technical skills program rather than leadership and communication skills.

72
SUGGESTIONS

 Few employees are not satisfied with any type of training and development
program offered by Investleaf. The company should identify the requirements
of such persons.

 Investleaf is providing best technical skills related training programs, and

employees response towards other training programs is not good. Leadership
and communication skill programs are showing less response.

 Training programme should also focus on improving the customer servicing

skills of the employees. In this study, most of the people did not feel that their
customer servicing skills have improved after attending the training
programme. In today’s service oriented society, it is important for employees to
have a strong customer servicing skills.

73
CONCLUSION

Training programme’s main objective is to improve the productivity of the

company’s employees which in turn will improve the company’s profitability.
Through training programmes, the employees’ skill levels are upgraded which will
make the employees more productive.

Training programme is also set up to help employees get used with new roles
and responsibilities usually after promotion. When an employee gets promoted
from one level to next level, the skills required to do his/her job changes and
training programmes are essential in equipping the employee with the new skills.

Training programme is also a way for the company to showcase to its

employees that it cares for employees’ self development. This plays a big role in
increasing the loyalty that an employee feels towards its organization

Employees’ feedback on the training programme is essential to understand the

effectiveness of training programme. Most times, employees better understand the
kind of training programme that would help them. It is important to get employees’
opinion before the creation of new training programmes.

74
 BIBLIOGRAPHY
BOOKS:

1. KOTHARI,C.R RESEARCH METHODOLY,PUBLISHED BY TATA

MC.GRAW-HILL PUBLISHING COMPANY LTD.,13TH EDITION,1982.

2. GUPTA,S.P.,AND GUPTA M.P,BUSINESS STATISTICS,PUBLISHED

BY SULTAN CHAND & SONS, THIRTY FOURTH EDITIONS,2005.

WEBSITES:
1. www.managementhelp.org

2. www.gooogle.com

3. www.investleaf.com

4. www.citrhr.com

75
 QUESTIONNAIRE
A STUDY ON EFFECTIVENESS OF TRAINING PROGRAMME AT
INVESTLEAF

I. General Questions:
1. Name:

2. Age:a)18-25 b)25-30 c)30-35

II. Employee’s view:

1. Are you satisfied with the training program conducted in Investleaf?

a) Dissatisfied

b) Somewhat Dissatisfied

c) Neutral

d) Satisfied

e) Somewhat Dissatisfied

2. How is the quality of training offered in the organization?

a) Dissatisfied

b) Somewhat Dissatisfied

c) Neutral

d) Satisfied

e) Somewhat Dissatisfied

76
3. What is your opinion the training program?

a) Related work

b) Not related to work

c) General

4. Do you agree that the training program helps in improving Technical skills?

a) Agree

b) Neutral

c) Disagree

5. Do you agree that the training program helps in improving Leadership skills?

a) Agree

b) Neutral

c) Disagree

6. Do you agree that the training program helps in improving Communication

skills?

a) Agree

b) Neutral

c) Disagree

7. Do you agree that after completion of training, can you perform better?

a) Agree

b) Neutral

c) Disagree

77
 8. Do you agree training program will help in developing customer service
skills?

a) Agree

b) Neutral

c) Disagree

9. Do you agree that training program will help in getting promoted?

a) Agree

b) Neutral

c) Disagree

10. The topics covered in the program are relevant, interesting, and pertinent to
work?

a) Agree

b) Neutral

c) Disagree

11. Do you agree that relevant topics related to the program objectives are
covered in training program?

a) Agree

b) Neutral

c) Disagree

78
12. Do you think that right amount of time was spent on each topic covered in
the training program?

a) Agree

b) Neutral

c) Disagree

13. Do you feel that the topics covered are easy to understand?

a) Agree

b) Neutral

c) Disagree

14. Which rating will you giver for overall quality?

a) Dissatisfied

b) Somewhat Dissatisfied

c) Neutral

d) Satisfied

e) Somewhat Dissatisfied

15 Do you think that right amount of time was spent on each topic covered in
the training program? What do you suggest for the training programs?

a) No Improvements Needed

b) Make the content more relevant and interesting

c) Shorten the training programme

d) Lengthen the training Programme

79