INTRODUCTION The Reliance group one of Indias largest business houses with revenues of Rs. 990 billion ($22.

.6 billion) that is equal to 3.5 percent of the countrys gross domestic product was split into two. The group which claims to contribute nearly 10 per cent of the countrys indirect tax revenues and over six percent of Indias exports was divided between Mukesh Ambani and his younger brother Anil on June 18, 2005. The groups activities span exploration, production, refining and marketing of oil and natural gas, petrochemicals, textiles, financial services, insurance, power and telecom. The family also has interests in advertising agency and life sciences. Reliance Mutual Fund (RMF) is one of Indias leading Mutual Funds, with Average Assets Under Management (AAUM) of ffffRs. 90,938 Crores (AAUM for Mar 08 ) and an investor base of over 66.87Lakhs. Reliance Mutual Fund, a part of the Reliance Anil Dhirubhai Ambani Group, is one of the fastest growi ng mutual funds in the country. RMF offers investors a well-rounded portfolio of products to meet varying investor requirements and has presence in 115 cities across the country. Reliance Mutual Fund constantly endeavors to launch innovative products and customer service initiatives to increase value to investors. Reliance Mutual Fund schemes are managed by Reliance Capital Asset Management Limited., a subsidiary of Reliance Capital Limited, which holds 93.37% of the paid-up capital of RCAM, the balance paid up capital being held by minority shareholders. Reliance Capital Ltd. is one of Indias leading and fastest growing private sector financial services companies, and ranks among the top 3 private sector financial services and banking companies, in terms of net worth. Reliance Capital Ltd. has interests in asset management, life and general insurance, private equity and

proprietary investments, stock broking and other financial services. Reliance Mutual fund has largest AUM in India. Reliance capital asset Management is no. 1 AMC in India but the picture is not the same in Chhattisgarh. In Chhattisgarh they are no. 2 AMC. Management of Reliance mutual fund wants to expand its feet in Chhattisgarh, before taking any step they want to understand market & investor and distributor behavior of SMEs, so they may plan accordingly to capture Chhattisg arh Market. In this research we have to analyze why, how, where, when & how much an investor invest & according to it, we have to make profile of investors. In this report I have endeavored to understand the factors affecting Investment behavior of an investor in Chhattisgarh. This behavioral study consists of how any investor invests in CG. What factor they consider, why these factors they consider, where do they invest, how do they invest, purpose behind investment, size of investment, timing of investment & duration of investment. This study gave us basis to profile investors. ASSETS UNDER MANAGEMENT

AUM for the Month Average AUM Excluding Fund of Funds Average AUM Fund of Funds
COMPANY PROFILE

Mar 2008 9093794.02 Crs. 0

VISION STATEMENT To be a globally respected wealth creator, with an emphasis on customer care and a culture of good corporate governance . MISION STATEMENT To create and nurture a world-class, high performance environment aimed at delighting their customers CORPORATE GOVERNANCE CORPORATE GOVERNANCE POLICY Reliance Capital Asset Management Ltd. has a vision of being a leading player in the Mutual Fundbusiness and has achieved significant success and visibility in the market. However, an imperative part of growth and visibility is adherence to Good Conduct in the marketplace. At Reliance Capital Asset Management Ltd., the implementation and observance of ethic al processes and policies has helped us in standing up to the scrutiny of our domestic and international investors. MANAGEMENT The management at Reliance Capital Asset Management Ltd. is committed to good Corporate Governance, which includes transparency and timely dissemination of information to its investors and unit holders. The Board of Directors of RCAM is a professional body, including well -experienced and knowledgeable Independent Members. Regular Audit Committee meetings are conducted to review the operations and performance of the company. EMPLOYEES Reliance Capital Asset Management Ltd. has at present, a code of conduct for all its officers. It has a clearly defined prohibition on insider trading policy and regulations. The management believes in the principles of propriety and utmost care is taken while handling public money, making proper and adequate disclosures. .

All personnel at Reliance Capital Asset Management Ltd are made aware of their rights, obligations and duties as part of the Dealing Policy laid down in terms of SEBI guidelines. They are taken through a well -designed HR program, conducted to impart work ethics, the Code of Conduct, information security, Internet and e-mail usage and a host of other issues. One of the core objectives of Reliance Capital Asset Management Ltd. is to identify issues considered sensitive by global corporate standards, and implement policies/guidelines in conformity with the best practices as an ongoing process. Reliance Capital Asset Management Ltd. gives to p priority to compliance in true letter and spirit, fully understanding its fiduciary responsibilities. SPONSORS Reliance Mutual Fund schemes are managed by Reliance Capital Asset Management Limited., a subsidiary of Reliance Capital Limited, w hich holds 93.37% of the paid -up capital of RCAM, the balance paid up capital being held by minority shareholders., the sponsor. Reliance Mutual Fund (RMF) has been sponsored by Reliance Capital Ltd (RCL). The promoter of RCL is AAA Enterprises Private Li mited. Reliance Capital Limited is a Non Banking Finance Company. Reliance Capital Limited is one of the Indias leading and fastest growingfinancial services companies, and ranks among the top three private sector financial services and banking companies, in terms of net worth. Reliance Capital has interests in asset management and mutual funds, life and non -life insurance, private equity and proprietary investments, stock broking and other activities in the financial services sector. The net worth of RCL is Rs. 5,161.23 crores as on March 31, 2007. GIVEN BELOW IS A SUMMARY OF RCLS FINANCIALS

Particulars 2006-07 (Rs. in crores) Total Income 883.86 Profit Before Tax 733.18 Profit After Tax 646.18 Reserves & Surplus 4915.07 Net Worth 5161.23 Earnings per Share28.39 (Rs.) (Basic +Diluted) Book Value per210.12 Share(Rs.) Dividend (%) 35% Paid up Equity 246.16 Capital

2005-06 652.02 550.61 537.61 3849.58 4122.46 29.74 (Basic +Diluted) 112.95 30% 223.40

2004-05 295.69 111.21 105.81 1310.08 1437.92 8.31 (Basic+ Diluted) 112.95 30% 127.84

2003-04 356.79 105.79 105.79 1271.84 1399.81 8.31 (Basic Diluted) 109.96 29% 127.84

Reliance Capital Ltd. has contributed Rupees One Lac as the initial contribution to the corpus for the setting up of the Mutual Fund. Reliance Capital Ltd. is responsible for discharging its functions and responsibilities towards the Fund in accordance with the Securities and Exchange Board of India (SEBI) Regulations. The Sponsor is not responsible or liable for any loss resulting from the operation of the Scheme beyond the contribution of an amount of Rupees one Lac made by them towards the initial corpus for setting up the Fund and such other accretions and additions to the corpus. THE AMC RELIANCE CAPITAL ASSET MANAGEMENT COMPANY Reliance Capital Asset Management Limited (RCAM), a company registered under the Companies Act, 1956 was appointed to act as the Investment Manager of Reliance Mutual Fund. Reliance Capital Asset Management Limited (RCAM) was approved as the Asset Management Company for the Mutual Fund by SEBI vide their letter no IIMARP/1264/95 dated June 30, 1995. The Mutual Fund has entered into an Investment Management Agreement (IMA) with RCAM dated May 12, 1995 and was amended on August 12, 1997 in line with S EBI (Mutual Funds) Regulations, 1996. Pursuant to this IMA, RCAM is authorized to act as Investment Manager of Reliance Mutual Fund. The net worth of the Asset Management Company including preference shares as on September 30, 2007 is Rs.152.02 crores.

Reliance Mutual Fund schemes are managed by Reliance Capital Asset Management Limited., a subsidiary of Reliance Capital Limited, which holds 93.37% of the paid -up capital of RCAM, the balance paid up capital being held by minority shareholders. liance Capital Asset Management Limited (RCAM) was approved as the Asset Management Company for the Mutual Fund by SEBI by their letter no. ARP/1264/95 dated June 30, 1995. The Mutual Fund has entered into an Investment Management Agreement (IMA) with RCAM dated May 12, 1995 and was ended on August 12, 1997 in line with SEBI (Mutual Funds) Regulations, 1996. Pursuant to this IMA, RCAM is authorized to ac t as Investment Manager of Reliance tual Fund. The net worth of the Asset Management Company including preference shares as on March 31, 2005 is Rs.113.59 cr MUTUAL FUNDS ASSET UNDER MANAGEMENT: TOP 10 COMPANIES LIST

Assets Under Management (Rs. cr.)

SCHEMES 1. A. EQUITY/GROWTH SCHEMES The aim of growth funds is to provide capital appreciation over the medium to long term. Such schemes normally invest a major part of their corpus in equities. Such funds have comparatively high risks. These schemes provide different options to the investors like dividend option, capital appreciation, etc. and the investors may choose an option depending on their preferences. The investors must indicate the option in the application form. The mutual funds also allow the investors to change the options at a later date. Growth schemes are good for investors having a long-term outlook seeking appreciation over a period of time. 1. B. DEBT/INCOME SCHEMES The aim of income funds is to provide regular and steady income to investors. Such schemes generally invest in fixed income securities such as bonds, corporate debentures, Government securities and money market instruments. Such funds are less risky compared to equity schemes. These funds are not affected because of fluctuations in equity markets. However, opportunities of capital appreciation are also limited in such funds. The NAVs of such funds are affected because of change in interest rates in the country. I f the interest rates fall, NAVs of such funds are likely to increase in the short run and vice versa. However, long term investors may not bother about these fluctuations. 1. C. SECTOR SPECIFIC SCHEMESThese are the funds/schemes which invest in the securities of only those sectors or industries as specified in the offer documents. E.g. Pharmaceuticals, Software, Fast Moving Consumer Goods (FMCG), Petroleum stocks, etc. The returns in these funds are dependent on the performance of the respective sectors/indust ries.

While these funds may give higher returns, they are more risky compared to diversified funds. Investors need to keep a watch on the performance of those sectors/industries and must exit at an appropriate time. They may also seek advice of an expert. PRODUCTS FOLLOWING ARE SOME OF THE SCHEMES LAUNCHED BY RELIANCE MUTUAL FUND:

Reliance Growth Fund (September 1995) Reliance Income Fund (December 1997) Reliance Medium Term Fund (August 2000) Reliance Gilt Securities Fund (July 2003) Reliance Monthly Income Plan (December 2003) Reliance Pharma Fund ( May 2004) Reliance Media & Entertainment Fund (September 2004) Reliance NRI Income Fund (October 2004) Reliance Equity Opportunities Fund (February 2005) Reliance Liquidity Fund (June 2005) Reliance Fixed Tenor Fund (November 2005) Reliance Fixed Horizon Fund I (August 2006) Reliance Fixed Horizon Fund III (March 2007) Reliance Liquid Plus Fund (March 2007) Reliance Long Term Equity Fund (Nov 2006) Reliance Fixed Horizon Fund IV (August 2007)
INVESTMENT OBJECTIVES a) RELIANCE MONTHLY INCOME PLAN

Reliance Vision Fund (September 1995) Reliance Liquid Fund (March 1998) Reliance Short Term Fund (December 2002) Reliance Banking Fund (May 2003) Reliance Diversified Power Sector Fund (March 2004) Reliance Floating Rate Fund (August 2004) Reliance NRI Equity Fund (October 2004) Reliance Index Fund (February 2005) Reliance Regular Savings Fund (May 2005) Reliance Tax Saver (ELSS) Fund (July 2005) Reliance Equity Fund (February 2006) Reliance Fixed Horizon Fund (April 2006) Reliance Fixed Horizon Fund II (November 2006) Reliance Long Term Equity Fund (November 2006) Reliance Interval Fund (March 2007) Reliance Fixed Horizon Fund V (September 2007)

It aims to generate regular income in order to make regular dividend payments to unit holders and the secondary objective is growth of capital. b) RELIANCE INCOME FUND It aims to generate optimal returns consistent with moderate levels of risk. This income may be complemented by capital appreciation of the portfolio. Accordingly, investments shall predominantly be made in Debt and Money Market Instruments. c) RELIANCE MEDIUM TERM FUND

It aims to generate regular income in order to make regular dividend payments to unit holders and the secondary objecti ve is growth of capital. d) RELIANCE LIQUID FUND It aims to generate optimal returns consistent with moderate levels of risk and high liquidity. Accordingly, investments shal l predominantly be made in Debt and Money Market Instruments. e) RELIANCE LIQUIDITY FUND It aims to generate optimal returns consistent with moderate levels of risk and high liquidity. Accordingly, investments shal l predominantly be made in Debt and Money Market Instruments. f) RELIANCE SHORT TERM FUND It aims to generate stable returns for investors with a short term investment horizon by investing in fixed income securities of a short term maturity. g) RELIANCE GILT SECURITIES FUND It aims to generate optimal credit risk free returns by investing in a portfolio of securities issued and guaranteed by the Central Government and State Governments h) RELIANCE FLOATING RATE FUND It aims to generate regular income through investment in a portfolio comprising substantially of Floating Rate Debt Securities (including floating rate securitized d ebt and Money Market Instruments and Fixed Rate Debt Instruments swapped for floating rate returns). i) RELIANCE REGULAR SAVINGS FUND DEBT OPTION The primary investment objective of this plan is to generate optimal returns consistent with moderate level of risk. This income may be complemented by capital appreciation of the portfolio. Accordingly investments shall predominantly be made in Debt & Money Market Instruments. j) RELIANCE REGULAR SAVINGS FUND EQUITY OPTION The primary investment objective is to s eek capital appreciation and or consistent returns by actively investing in equity / equity related securities. k) RELIANCE REGULAR SAVINGS FUND HYBRID OPTION The primary investment objective is to generate consistent return by investing a major portion in debt & money market securities and a small portion in equity & equity related instruments. l) RELIANCE GROWTH FUND It aims to achieve long term growth of capital by investment in equity and equity related securities through a research based investment approach. m) RELIANCE VISION FUND It aims to achieve long term growth of capital by investment in equity and equity related securities through a research based investment approach. n) RELIANCE EQUITY OPPORTUNITIES FUND It aims to generate capital appreciat ion & provide long term growth opportunities by investing in a portfolio constituted of equity securities & equity related securities.

o) RELIANCE BANKING FUND

It aims to generate continuous returns by actively investing in equity / equity related or fixed income securities of banks. p) RELIANCE DIVERSIFIED POWER SECTOR FUND It seek to generate consistent returns by investing in equity / equity related or fixed income securities of Power and other associated companies. q) RELIANCE PHARMA FUND It aims generate consistent returns by investing in equity / equity related or fixed income securities of Pharma and other associated companies. r) RELIANCE MEDIA & ENTERTAINMENT FUND

It aims to generate consistent returns by investing in equity / equity r elated or fixed income securities of media & entertainment and other associated companies. s) RELIANCE INDEX FUND-SENSEX PLAN It aims to replicate the composition of the Sensex, with a view to endeavor to generate returns, which could approximately be the same as that of Sensex. t) RELIANCE INDEX FUND-NIFTY PLAN It aims to replicate the composition of the Nifty, with a view to endeavor to generate returns, which could approximately be the same as that of Nifty. u) RELIANCE NRI EQUITY FUND AIMS It to generate optimal returns by investing in equity and equity related instruments primarily drawn from the Companies in the BSE 200 Index. v) RELIANCE EQUITY FUND The primary investment objective of the scheme is to seek to generate capital appreciation & provide lo ng-term growth opportunities by investing in a portfolio constituted of equity & equity related securities of top 100 companies by market capitalization & of companies which are available in the derivatives segment from time to time and the secondary objec tive is to generate consistent returns by investing in debt and money market securities. w) THE MUTUAL FUND ABOUT RELIANCE MUTUAL FUND Reliance Mutual Fund (RMF) has been established as a trust under the Indian Trusts Act, 1882 with Reliance Capital Limite d (RCL), as the Settler /Sponsor and Reliance Capital Trustee Co. Limited (RCTCL), as the Trustee. RMF has been registered with the Securities & Exchange Board of India (SEBI) vide registration number MF/022/95/1 dated June 30, 1995. The name of Reliance Capital Mutual Fund has been changed to Reliance Mutual Fund effective 11th. March 2004 vide SEBIs letter no. IMD / PSP / 4958 / 2004 date 11th. March 2004. Reliance Mutual Fund was formed to launch various schemes under which units are issued to the Public with a view to contribute to the capital market and to provide investors the opportunities to make investments in diversified securities. MAIN OBJECTIVE OF THE TRUST To carry on the activity of a Mutual Fund as may be permitted at law and formulate and devise various collective Schemes of savings and investments for people in India and abroad and also ensure liquidity of investments for the Unit holders; To deploy Funds thus raised so as to help the Unit holders earn reasonable returns on their savings and To take such steps as may be necessary from time to time to realize the effects without any limitation. SOCIAL RESPONSIBILITIES Organizations, like individuals, depend for their survival, sustenance and growth on the support and goodwill of the communities of which they are an integral part, and must pay back this generosity in every way they can. standpoint, derived from the vision of the founder, lies at the heart of the CSR philosophy of the Reliance Group. While they strongly believe that their primary obligation or duty as corporate entities is to their shareholders they are just as mindful of the fact that this imperat ive does not exist in isolation; it is part of a much larger compact which they have with their entire body of stakeholders: From employees, customers and vendors to business partners, eco -system, local communities, and society at large. They evaluate and assess each critical business decision or choice from the point of view of diverse stakeholder interest, driven by the need to minimize risk and to pro -actively address long-term social, economic and environmental costs and concerns. For them, being social ly responsible is not an occasional act of charity or that one -time token financial contribution to the local school, hospital or environmental NGO. It is an ongoing year -round commitment, which is integrated into the very core of their business objectives and strategy. Because they believe that there is no contradiction between doing well and doing right. Indeed, doing right is a necessary condition for doing well . THE MANAGEMENT TEAM This ethical

Board of Directors

Mr. Amitabh Chaturvedi Mr. Kanu Doshi Mr. Manu Chadha Mr. Sushil Tripathi Management Team CEO Mr. Vikrant Gugnani Deputy CEO Mr. Sundeep Sikka Head Equity Investments Mr. Madhusudan Kela Head Fixed Income Mr. Amitabh Mohanty Equity Fund Managers Mr. Sunil B. Singhania Mr. Shailesh Raj Bhan Mr. Omprakash S. Kuckian Debt Fund Managers Mr. Amit Tripathi Mr. Arpit Malaviya Commodities Head of Commodities Head Of Departments Marketing Communication Finance and Accounts Human Resource Development Information Technology Legal & Compliance Operations & Settlement R&T Operations & Investor Relations Risk Management Sales & Distribution Zonal Heads Northern Zone Head Western Zone Head Southern Zone Head Eastern Zone Head
CUSTOMER MOTIVATION PLAN a) OBJECTIVES

Mr. Ashwani Kumar Mr. Shiv Chanani

Ms. Anju Chhajer

Mr Vikram Dhawan Mr Rajat Johri Mr. Sanjay Wadhwa Mr. Rajesh Derhgawen Mr. Vinay Nigudkar Mr. Balkrishna Kini Ms. Geeta Chandran Mr. Milind Nesarikar Mr. Lav Chaturvedi Mr Himanshu Vyapak Mr. Aashwin Dugal Mr. Sanjiv Gudal Mr. Gurbir Chopra Mr. Gopal Khaitan

Area wise Identifying Potential Prospective distributors, which leads to increase the business. b) The Prospects

The Starting point is every one who might conceivably buy the product that is calledsuspects and from these the company determines the most likely prospects which it hopes to convert into first time customers then repeat customers and then clients. Following figure shows the main steps of attracting and keeping customers.

SWOT ANALYSIS

A type of fundamental analysis of the health of a company by examining its strengths(S), weakness (W), business opportunity (O), and any threat (T) or dangers it might be exposed to. 1. I. STRENGTHS Brand strategy: as opposed to some of its competitors (e.g. HSBC), Reliance ADAG operates a multi-brand strategy. The company operates under numerous well-known brand names, which allows the company to appeal to many different segments of the market. Distribution channel strategy: Reliance is continuously improving the distribution of its products. Its online and Internet-based access offers a combination of excellent growth prospects and its retail direct business also saw growth of 27% in 2002 and 15% in 2003. Various sources of income: Reliance has many sources of income throughout the group, and this diversity within the group makes the company more flexible and resistant to economic and environmental changes. Large pool of installed capacities. Experienced managers for large number of Generics. Large pool of skilled and knowledgeable manpower. Increasing liberalization of government policies. II. WEAKNESS Emerging markets: since there is more investment demand in the United States, Japan and the rest of Asia, Reliance should concentrate on these markets, especially in view of low globalinterest rates. Mutual funds are like many other investments without a guaranteed return: there is always the possibility that the value of your mutual fund will depreciate. Unlike fixed -income products, such as bonds and Treasury bills, mutual funds experience price fluctuations along with the stocks that make up the fund. When deciding on a particular fund to buy, you need to research the risks involved just because a professional manager is looking after the fund, that doesnt mean the performance will be stellar. Fees: In mutual funds, the fees are classified into two categories: shareholder fees and annual operating fees. The shareholder fees, in the forms of loads and redemption fees are paid directly by s hareholders purchasing or selling the funds. The annual fund operating fees are charged as an annual percentage usually ranging from 1-3%. These fees are assessed to mutual fund investors regardless of the performance of the fund. As you can imagine, in years when the fund doesnt make money, these fees only magnify losses. 1. III. OPPORTUNITIES Potential markets: The Indian rural market has great potential. All the major market leaders consider the segments and real markets for their products. A senior official in a one of the leading company says foray into rural India already started and there has been realization that the rural market is both price and quantity conscious. Entry of MNCs: Due to multinationals are entering into market job opportunities are increasing day by day. Also India Mutual Fund majors are tie up with other financial institutions. 1. IV. THREATS Increased Competition: With intense competition by so many local players causing headache to the current marketers. In addition to this though multinational brands are not yet established but still they will soon hit the mark. Almost 60 to 70% of the revenue is spending on the management and services. Hedge funds: sometimes referred to as hot money, are also causing a threat for mutu al funds have gained worldwide notoriety for bringing the markets down. Be it a crash in the currency, stock or bond market, usually a hedge fund prominently figures somewhere in the picture. Popularity: 60% [?]

    
1.

 

Human Resource
Initial steps to HR Recruitment
WRITTEN BY: VIDHI GOGRI ON MAY 13, 2011 1 COMMENT

We all have heard that, Employees are assets of a company. Every company claims to follow and understand this mantra. The function of HR is all about people- managing them, hiring them, etc. To carry out any function in a business, be it marketing, production, operations, you need people. HR brings the people [...]
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Top Articles for MBA Projects in 2010

WRITTEN BY: YOGIN VORA ON JANUARY 13, 2011 NO COMMENT

This are some of the Most Visited Articles by the Visitors ofManagementfunda.com, Do go through once and let us know your valuable FEEDBACK: 7 Ps of ICICI Prudential SWOT Analysis of Reliance Mutual Fund more
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WRITTEN BY: YOGIN VORA ON JANUARY 7, 2011 NO COMMENT

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Shoppers Stop Profile

WRITTEN BY: YOGIN VORA ON DECEMBER 29, 2010 3 COMMENTS

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Leadership in High Technical Environment

WRITTEN BY: YOGIN VORA ON DECEMBER 14, 2010 NO COMMENT

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How to Acquire Business Leadership Skills

WRITTEN BY: YOGIN VORA ON DECEMBER 4, 2010 NO COMMENT

To be a good business leader, one needs to develop an articulated vision. Do not imbibe a rigid, one size -fits all approach to leadership. Learn the leadership principles, adopt them, modify and remodify them with your one-of-a-kind style, unique values and individual strengths. The following are some pointers to effective [...]
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WRITTEN BY: YOGIN VORA ON JULY 22, 2010 NO COMMENT

Incredible India : STRENGTHS : Indias geographical location is a culmination of forests, deserts, and mountains ands beaches. Diversity of culture i.e. a blend of various civilizations and their traditions. A wealth of archeological sites and historical monuments. WEAKNESSES Lack of adequate infrastructure. A xenophobic attitude among certain sections of [...]
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NTRODUCTION L.T.Overseas Ltd. a Star Trading House recognized by Government of India is a fast growing company with a coveted position in the rice industry. The LTO Group installed a state of the art rice milling plant in the year 1988 at Kakroi Road, Sonipat. Recently, LTO com missioned an ultra modern, fully automatic rice milling plant at Bahalgarh, Sonipat (Haryana). This is one of the very few integrated rice plants in India capable of producing finished rice, untouched by hands and of internationally acceptable standards. L.T. OVERSEAS LTD., the present flag ship of the business operations started in a humble way as a rice miller in the rustic border areas of Amritsar in Punjab. Today, company is one of the leading Basmati producers in India, with satisfied customers all over the world. The companys brand DAAWAT has almost become synonymous with gourmets delight.

The secret behind this transformation has been the company s guiding philosophy that the Customer comes first. Always, Every Time . This focused ap proach has provided the right impetus for continuous improvement and results are there for all to see.

Introduction towards Topic : Training

The game of economic competition has new rules. Firms should be fast and responsive. This requires responding to cu stomers' needs for quality, variety, customization, convenience and timeliness. Meeting these new standards requires a workforce that is technically trained in all respects. It requires people who are capable of analyzing and solving job related problems, working cooperatively in teams and 'changing hats' and shifting from job to job as well. Training has increased in importance in today's environment where jobs are complex and change. Rapidly. Companies that pay lip-service to the need for training, by lazily setting aside a few hours a year, will soon find themselves at the receiving end when talented employees leave in frustration and other employees find it difficult to beat rivals with new products, sophisticated designs and improved ways of selling. To survive and flourish in the present day corporate-jungle, companies should invest time and money in upgrading the knowledge and skills of their employees constantly. For, any company that stops injecting itself with intelligence is going to die. The purpose of this chapter is make the student understand the basic principles, areas, and methods of training currently in use in the corporate circles.

Contents
Title Page Certification Table of Contents Declaration Acknowledgement Preface Introduction of Company Introduction to topic Research methodology Data analysis & findings Recommendation Limitation Conclusion Bibliography Annexure 6 8 46 89 93 110 112 114 116 118 1 2 3 4 5

Project Description :
Title : TRAINING & SIGNIFICANCE OF JOB ANALYSIS IN L.T.OVERSEAS LTD., BAHALGARH (SONEPAT) Category : Project Report for MBA

Topic Covered : [Training & Development Report | Project Report Training and Development Employees | Principles of Training | Areas of Training | Why Training is necessary] Pages : 122 Description : Training and Development of Employees, Employees Training, Training Report, Analysis of Opinion of Employees This project is our paid category, its cost is Rs. 2499/- only without Synopsis and Rs. 2999/- only with synopsis. If you need this project, mail us at this id : bkm@allprojectsmba.com We will send you a hardcopy with hard binding and a softcopy in CD from courier.
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TRAINING EFFECTIVENESS - 5p/Training

The game of economic competition has new rules. Firms should be fast and responsive. This requires responding to customers' needs for quality, variety, customization, convenience and timeliness. Meeting these new standards requires a workforce that is technically trained in all respects. It requires people who are capable of analyzing and solving job related problems, working cooperatively in teams and 'changing hats' and shifting from job to job as well. Training has increased in importance in today's environment where jobs are complex and change. Rapidly. Companies that pay lip-service to the need for training, by lazily setting aside a few hours a year, will soon find themselves at the receiving end when talented employees leave in frustration and other employees find it difficult to beat rivals with new products, sophisticated designs and improved ways of selling. To survive and flourish in the present day corporate jungle, companies should invest time and money in upgrading the knowledge and skills of their employees constantly. For, any company that stops injecting itself with intelligence is going to die. The purpose of this chapter is make the student understand the basic principles, areas, and methods of training currently in use in the corporate circles.

Need for Training After employees have been selected for various positions in an organization, training them for the specific tasks to which they have been assigned assumes great importance. It is true in many organizations that before an employee is fitted into a harmonious working relationship with other employees, he is given adequate training. Training is the act of increasing the knowledge and skills of an employee for performing a particular job. The major outcome of training is learning. A trainee learns new habits, refined skills and useful knowledge during the training that helps him improve performance. Training enables an employee to do his present job more efficiently and prepare himself for a higher-level job. The essential features of training may be stated thus:
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Increases knowledge and skills for doing a particular job; it bridges the gap between job needs and employee skills, knowledge and behaviors

y Focuses attention on the current job; it is job specific and addresses particular performance deficits or problems y Concentrates on individual employees; changing what employees know, how they work, their attitudes toward their work or their interactions with their co-workers or supervisors y

Tends to be more narrowly focused and oriented toward short-term performance concerns.

Training is needed to serve the following purposes:

Newly recruited employees require training so as to perform their tasks effectively. Instruction, guidance, coaching help them to handle jobs competently, without any wastage. Training is necessary to prepare existing employees for higher-level jobs (promotion). Existing employees require refresher training so as to keep abreast of the latest developments in job operations. In the face of rapid technological changes, this is an absolute necessity. Training is necessary when a person moves from one job to another (transfer). After training, the' employee can change jobs quickly, improve his performance levels and achieve career goals comfortably Training is necessary to make employees mobile and versatile. They can be placed on various jobs depending on organizational needs. Training is needed to bridge the gap between what the employee has and what the job demands.

Training is needed to make employees more productive and useful in the long-run.
Training is needed for employees to gain acceptance from peers (learning a job quickly and being able to pull their own weight is one of the best ways for them to gain acceptance). Importance

Training offers innumerable benefits to both employees and employers. It makes the employee more productive and more useful to an organization. The importance of training can be studied under the following heads: Benefits to the business: Trained workers can work more efficiently. They use machines, tools, and materials in a proper way. Wastage is thus eliminated to a large extent. There will be fewer accidents. Training improves the knowledge of employees regarding the use of machines and equipment. Hence, trained workers need not be put under close supervision, as they know how to handle operations properly. Trained workers can show superior performance. They can turn out better performance. They can turn out better quality goods by putting the materials, tools and equipment to good use. Training makes employees more loyal to an organization. They will be less inclined to leave the unit where there are growth opportunities

Benefits to the employees: Training makes an employee more useful to a firm. Hence, he will find employment more easily. Training makes employees more efficient and effective. By combining materials, tools and equipment in a right way, they can produce more with minimum effort. Training enables employees to secure promotions easily. They can realise their career goals comfortably. Training helps an employee to move from one organization to another easily. He can be more mobile and pursue career goals actively. Employees can avoid mistakes, accidents on the job. They can handle jobs with confidence. They will be more satisfied on their jobs. Their morale would be high. Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction and lower labour turnover. Also, it can enable employees to cope with organizational, social and technological change. Effective training is an invaluable investment in the human resources of an organization. Learning Principles: The Philosophy of Training Training is essential for job success. It can lead to higher production, fewer mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the trainee and the organization, if managers understand the principles behind the training process. To this end, training efforts must invariably follow certain learning-oriented guidelines. Modelling Modeling is simply copying someone else's behavior. Passive classroom learning does not leave any room for modeling. If we want to change people, it would be a good idea to have videotapes of people showing the desired behavior. The selected model should provide the right kind of behavior to be copied by others. A great deal of human behaviour is learned by modelling others. Children learn by modelling parents and older children, they are quite comfortable with the process by the time they grow up. As experts put it. "managers tend to manage as they were managed" Motivation For learning to take place, intention to learn is important. When the employee is motivated, he pays attention to what is being said, done and presented. Motivation to learn is influenced by the answers to questions such as: How important is my job to me? How important is the information? Will learning help me progress in the company? etc. People learn more quickly when the material is important and relevant to them. Learning is usually quicker and long-lasting when the learner participates actively. Most people, for example, never forget how to ride a bicycle because they took an active part in the learning process.

Reinforcement If a behavior is rewarded, it probably will be repeated. Positive reinforcement consists of rewarding desired behaviors. People avoid certain behaviors that invite criticism and punishment. A bank officer would want to do a postgraduate course in finance, if it earns him increments and makes him eligible for further promotions. Both the external rewards (investments, praise) and the internal rewards (a feeling of pride and achievement) associated with desired behaviors compel subjects to learn properly. To be effective, the trainer must reward desired behaviors only. If he rewards poor performance, the results may be disastrous: good performers may quit in frustration, accidents may go up, and productivity may suffer. The reinforcement principle is also based on the premise that punishment is less effective in learning than reward. Punishment is a pointer to undesirable behaviors. When administered, it causes pain to the employee. He mayor may not repeat the mistakes. The reactions may be mild or wild. Action taken to repeal a person from undesirable action is punishment. If administered properly, punishment may force the trainee to modify the undesired or incorrect behaviors. Feedback People learn best if reinforcement is given as soon as possible after training. Every employee wants to know what is expected of him and how well he is doing. If he is off the track, somebody must put him back on the rails. The errors in such cases must be rectified immediately. The trainee after learning the right behaviour is motivated to do things in a 'right' way and earn the associated rewards. Positive feedback (showing the trainee the right way of doing things) is to be preferred to negative feedback (telling the trainee that he is not correct) when we want to change behaviour. Spaced Practice Learning takes place easily if the practice sessions are spread over a period of time. New employees learn better if the orientation programme is spread over a two or three day period, instead of covering it all in one day. For memorizing tasks, 'massed' practice is usually more effective. Imagine the way schools ask the kids to say the Lord's prayer aloud. Can you memorise a long poem by learning only one line per day? You tend to forget the beginning of the poem by the time you reach the last stanza. For 'acquiring' skills as stated by Mathis and Jackson, spaced practice is usually the best. This incremental approach to skill acquisition minimises the physical fatigue that deters learning. Whole Learning The concept of whole learning suggests that employees learn better if the job information is explained as an entire logical process, so that they can see how the various actions fit together into the 'big picture'. A broad overview of what the trainee would be doing on the job should be given top priority, if learning has to take place quickly. Research studies have also indicated that it is more efficient to practice a whole task all at once rather than trying to master the various components of the task at different intervals.

Active Practice 'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into water instead of simply reading about swimming or looking at films of the worlds' best swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat the task. For maximum benefit, practice sessions should be distributed over time. Applicability of Training Training should be as real as possible so that trainees can successfully transfer the new knowledge to their jobs. The training situations should be set up so that trainees can visualise - and identify with - the types of situations they can come across on the job. Environment Finally, environment plays a major role in training. It is natural that workers who are exposed to training in comfortable environments with adequate, well spaced rest periods are more likely to learn than employees whose training conditions are less than ideal. Generally speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down as opportunities for improvement taper off. Areas of Training The Areas of Training in which training is offered may be classified into the following categories. Knowledge Here the trainee learns about a set of rules and regulations about the job, the staff and the products or services offered by the company. The aim is to make the new employee fully aware of what goes on inside and outside the company. Technical Skills The employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so that he can acquire that skill and contribute meaningfully. Social Skills The employee is made to learn about himself and others, and to develop a right mental attitude towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead. Techniques This involves the application of knowledge and skill to various on-the-job situations.
In addition to improving the skills and knowledge of employees, training aims at moulding employee attitudes: When administered properly, a training programme will go a long way in

obt8ining employee loyalty, support and commitment to company activities.

Types of Training There are many approaches to training. We focus here on the types of training that are commonly employed in present-day organisations. Skills training: This type of training is most common in organisations. The process here is fairly simple. The need for training in basic skills (such as reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others) is identified through assessment. Specific training objectives are set and training content is developed to meet those objectives. Several methods are available for imparting these basic skills in modern organisations (such as lectures, apprenticeship, on-the-job, coaching etc.). Before employing these methods, managers should:
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explain how the training will help the trainees in their jobs. relate the training to the trainees' goals. respect and consider participant responses and use these as a resource. encourage trainees to learn by doing. give feedback on progress toward meeting learning objectives. Refresher training: Rapid changes in technology may force companies to go in for this kind of training. By organising short-term courses which incorporate the latest developments in a particular field, the company may keep its employees up-to-date and ready to take on emerging challenges. It is conducted at regular intervals by taking the help of outside consultants who specialise in a particular descriptive. Cross-functional Training: Cross-functional Training involves training employees to perform operations in areas other than their assigned job. There are many approaches to cross functional training. Job rotation can be used to provide a manager in one functional area with a broader perspective than he would otherwise have. Departments can exchange personnel for a certain period so that each employee understands how other departments are functioning. High performing workers can act as peer trainers and help employees develop skills in another area of operation. Cross functional training provides the following benefits to an organisation (and the workers as well) (1) Workers gain rich experience in handling diverse jobs; they become more adaptable and versatile (2) they can better engineer their own career paths (3) they not only know their job well but also understand how others are able to perform under a different set of constraints (4) A broader perspective increases workers' understanding of the business and reduces the need for supervision (5) when workers can fill in for other workers who are absent, it is easier to use flexible scheduling, which is increasingly in demand as more

employees want to spend more time with their families. Eli Lilly and Company (India), for example, encourages cross-functional movements to make the organisation equally attractive to both specialists and generalists.
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Team Training: Team training generally covers two areas; content tasks and group processes. Content tasks specify the team's goals such as cost control and problem solving. Group processes reflect the way members function as a team - for example how they interact with each other, how they sort out differences, how they participate etc. Companies are investing heavy amounts, nowadays, in training new employees to listen to each other and to cooperate. They are using outdoor experiential training techniques to develop teamwork and team spirit among their employees (such as scaling a mountain, preparing recipes for colleagues at a restaurant, sailing through uncharted waters, crossing a jungle etc.). The training basically throws light on (i) how members should communicate with each other (ii) how they have to cooperate and get ahead (iii) how they should deal with conflictfull situations (iv) how they should find their way, using collective wisdom and experience to good advantage. Creativity training: Companies like Mudra Communications, Titan Industries, Wipro encourage their employees to think unconventionally, break the rules, take risks, go out of the box and devise unexpected solutions.

Postpone judgment: Don't reject any idea Create alternative frames of reference Break the boundary of thinking

Examine a different aspect of the problem Make a wish list of solutions Borrow ideas from other fields Look for processes to change or eliminate Think up alternative methods Adopt another person's perspective Question all Assumptions.

In creativity training, trainers often focus on three things:

(a) Breaking away: In order to break away from restrictions, the trainee is expected to (i) identify the dominant ideas influencing his own thinking (ii) define the boundaries within which he is working (iii) bring the assumptions out into the open and challenge everything (b) Generate new ideas: To generate new ideas, the trainee should open up his mind; look at the problem from all possible angles and list as many alternative approaches as possible. The trainee should allow his mind to wander over alternatives freely. Expose himself to new influences (people, articles, books, situations), switch over from one perspective to another, -arrange cross fertilization of ideas with other people and use analogies to spark off ideas. (c) Delaying judgement: To promote creative thinking, the trainee should not try to kill off ideas too quickly; they should be held back until he is able to generate as many ideas as possible. He should allow ideas to grow a little. Brainstorming (getting a large number of ideas from a group of people in a short time) often helps in generating as many ideas as possible without pausing to evaluate them. It helps in releasing ideas, overcoming inhibitions, cross fertilising ideas and getting away from patterned thinking.
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Diversity Training: Diversity training considers all of the diverse dimensions in the workplace race, gender, age, disabilities, lifestyles, culture, education, ideas and backgrounds - while designing a training programme. It aims to create better cross-cultural sensitivity with the aim of fostering more harmonious and fruitful working relationships among a firm's employees. The programme covers two things: (i) awareness building, which helps employees appreciate the key benefits of diversity, and (ii) skill building, which offers the knowledge, skills and abilities required for working with people having varied backgrounds. Literacy Training: Inability to write, speak and work well with others could often come in the way of discharging duties, especially at the lower levels. Workers, in such situations, may fail to understand safety messages, appreciate the importance of sticking to rules, and commit avoidable mistakes. Functional illiteracy (low skill level in a particular content area) may be a serious impediment to a firm's productivity and competitiveness. Functional literacy programmes focus on the basic skills required to perform a job adequately and capitalise on most workers' motivation to get help in a particular area. Tutorial programmes, home assignments, reading and writing exercises, simple mathematical tests, etc., are generally used in all company in-house programmes meant to improve the literacy levels of employees with weak reading, writing or arithmetic skills.

Training Methods Training methods are usually classified by the location of instruction. On the job training is provided when the workers are taught relevant knowledge, skills and abilities at the actual workplace; off-the-job training, on the other hand, requires that trainees learn at a location other than the real work spot. Some of the widely used training methods are

listed below. 1. Job Instruction Training (JlT) The JIT method (developed during World War II) is a four-step instructional process involving preparation, presentation, performance try out and follow up. It is used primarily to teach workers how to do their current jobs. A trainer, supervisor or co worker acts as the coach. The four steps followed in the JIT methods are: 1. 2. 3. The trainee receives an overview of the job, its purpose and its desired outcomes, with a clear focus on the relevance of training. The trainer demonstrates the job in order to give the employee a model to copy. The trainer shows a right way to handle the job. Next, the employee is permitted to copy the trainer's way. Demonstrations by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job. Finally, the employee does the job independently without supervision.

4. Merits:

Trainee learns fast through practice and observation. It is economical as it does not require any special settings. Also, mistakes can be corrected immediately. The trainee gains confidence quickly as he does the work himself in actual setting with help from supervisor. It is most suitable for unskilled and semi-skilled jobs where the job operations are simple; easy to explain and demonstrate within a short span of time. Demerits: The trainee should be as good as the trainer if the trainer is not good, transference of knowledge and skills will be poor. While learning, trainee may damage equipment, waste materials, cause accidents frequently, Experienced workers cannot use the machinery while it is being used for training.

2. Coaching: Coaching is a kind of daily training and feedback given to employees by immediate supervisors. It involves a continuous process of learning by doing. It may be defined as

an informal, unplanned training and development activity provided by supervisors and peers. In coaching, the supervisor explains things and answers questions; he throws light on why things are done the way they are; he offers a model for trainees to copy; conducts lot of decision making meetings with trainees; procedures are agreed upon and the trainee is given enough authority to make divisions and even commit mistakes. Of course, coaching can be a taxing job in that the coach may not possess requisite skills to guide the learner in a systematic way. Sometimes, doing a full day's work may be more important than putting the learner on track. When to use coaching usefully? Coaching could be put to good use when:
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an employee demonstrates a new competency an employee expresses interest in a different job within the organisation an employee seeks feedback an employee is expressing low morale, violating company policies or practices or having performance problems an employee needs help with a new skill following a formal training programme.

Effective working, obviously, requires patience and communication skills. It involves:

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explaining appropriate ways of doing things making clear why actions were taken stating observations accurately offering possible alternatives / suggestions following up

3. Mentoring : Mentoring is a relationship in which a senior manager in an organisation assumes the responsibility for grooming a junior person. Technical, interpersonal and political skills are generally conveyed in such a relationship from the more experienced person. A mentor is a teacher, spouse, counsellor, developerr of skills and intellect, host, guide, exemplar, and most importantly, supporter and facilitator in the realisation of the vision the young person (protege) has about the kind of 1ife he wants as an adult. The main objective is to he1p an employee attain psychological maturity and effectiveness and get integrated with the organisation. In a work situation, such mentoring can take place at both formal and informal levels, depending on the prevailing work culture and the commitment from the top management. Formal mentoring can be very fruitful, if management invests time and money in such relationship building

exercises.
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Career functions: Career functions are those aspects of the relationship that enhance career advancement. These include: Sponsorship: Where mentors actively nominate a junior person (called 'mentee') for promotions or desirable positions. Exposure and visibility: Where mentors offer opportunities for mentees to interact with senior executives, demonstrate their abilities and exploit their potential. Coaching: Mentors help mentees to analyse how they are doing their work and to define their aspirations. Here mentors offer practical advice on how to accomplish objectives and gain recognition from others. Protection: Mentors shield the junior person from harmful situations/seniors. Challenging assignments: Mentors help mentees develop necessary competencies through challenging job assignments and appropriate feedback. Mentors create opportunities clients to prove their worth to demonstrate clearly what they have to offer. Psychological functions: Psychological functions are those aspects that enhance the mentees sense of competence, and identify effectiveness in a professional role. These include: Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate Acceptance and confirmation: mentors offer support, guidance and encouragement to mentees so that they can solve the problems independently and gain confidence in course of time. Mentors also help people to learn about the organisation's culture and understand why things are done in certain ways. Counseling: Mentors help mentees work out their personal problems, learn about what to do and what not to do, offer advice on what works and what doesn't, and do everything to demonstrate improved performance and prepare themselves for greater responsibility. Friendship: Mentors offer practical help and support to mentees so that they can indulge in mutually satisfying social interactions (with peers, subordinates, bosses and customers)

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Mentoring in India is based on the time-honoured guru-shishya relationship where the guru would do everything to develop the personality of the shishya, offering emotional support, and guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris, Coca-Cola India have used mentoring systems to good effect in recent times (Economic Times, 25 Oct., 2002). Organisations like General Electric, Intel, Proctor & Gamble have given a lot of importance to mentoring programmes, going even gone to the extent of

penalising senior managers if they fail to develop leadership skills among subordinates. Of course, mentoring is not without its problems. Mentors who are dissatisfied with their jobs and though who teach or narrow or distorted view of events may not help a protege's development. Not all mentors are well prepared to transfer their skills and wisdom to their junior colleagues. When young people are bombarded with conflicting viewpoints - about how things should go - from a series of advisors, they may find it difficult to get ahead with confidence. Mentoring can succeed if (i) there is genuine support and commitment from top management (ii) mentors take up their job seriously and transfer ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole process and carry out things in an appropriate manner. 4. Job Rotation : This kind of training involves the movement of trainee from one job to another. This helps him to have a general understanding of how the organisation functions. The purpose of job rotation is to provide trainees with a larger organisational perspective and a greater understanding of different functional areas as well as a better sense of their own career objectives and interests. Apart from relieving boredom, job rotation allows trainees to build rapport with a wide range of individuals within the organisation, facilitating future cooperation among departments. The cross-trained personnel offer a great amount of flexibility for organisations when transfers, promotions or replacements become inevitable. Job rotation may pose several problems, especially when the trainees are rolled on various jobs at frequent intervals. In such a case, trainees do not usually stay long enough in any single phase of the operation to develop a high degree of expertise. For slow learners, there is little room to integrate resources properly. Trainees can become confused when they are exposed to rotating managers, with contrasting styles of operation. Today's manager's commands may be replaced by another set from another manager! Further, job rotation can be quite expensive. A substantial amount of managerial time is lost when trainees change positions, because they must be acquainted with different people and techniques in each department. Development costs can go up and productivity is reduced by moving a trainee into a new position when his efficiency levels begin to improve at the prior job. Inexperienced trainees may fail to handle new tasks in an efficient way. Intelligent and aggressive trainees, on the offer hand, may find the system to be thoroughly boring as they continue to perform more or less similar jobs without any stretch, pull and challenge. To get the best results out of the system, it should be tailored to the needs, interests and capabilities of the individual trainee, and not be a standard sequence that all trainees undergo. 5 Apprenticeship Training

Most craft workers such as plumbers and carpenters are trained through formal apprenticeship programmes. Apprentices are trainees who spend a prescribed amount of time working with an experienced guide, coach or trainer. Assistantships and internships are similar to apprenticeships because they also demand high levels of participation from the trainee. An internship is a kind of on-the-job training that usually combines job training with classroom instruction in trade schools, colleges or universities. Coaching, as explained above, is similar to apprenticeship because the coach attempts to provide a model for the trainee to copy. One important disadvantage ofthe apprenticeship methods

is the uniform period of training offered to trainees. People have different abilities and learn at varied rates. Those who learn fast may quit the programme in frustration. Slow learners may need additional training time. It is also likely that in these days of rapid changes in technology, old skills may get outdated quickly. Trainees who spend years learning specific skills may find, upon completion of their programmes, that the job skills they acquired are no longer appropriate. 6 Committee Assignments In this method, trainees are asked to solve an actual organisational problem. The trainees have to work together and offer solution to the problem. Assigning talented employees to important committees can give these employees a broadening experience and can help them to understand the personalities, issues and processes governing the organisation. It helps them to develop team spirit and work unitedly toward common goals. However, managers should very well understand that committee assignments could become notorious time wasting activities. The above on-the-job methods are cost effective. Workers actually produce while they learn. Since immediat.e feedback is available, they motivate trainees to observe and learn the right way of doing things. Very few problems arise in the case of transfer of training because the employees learn in the actual work environment where the skills that are learnt are actually used. On-the-job methods may cause disruptions in production schedules. Experienced workers cannot use the facilities that are used in training. Poor learners may damage machinery and equipment. Finally, if the trainer does not possess teaching skills, there is very little benefit to the trainee. Off-the-Job Methods Under this method of training, the trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can focus his entire concentration on learning the job rather than spending his time in performing it. There is an opportunity for freedom of expression for the trainees. Off-the-job training methods are as follows: a. Vestibule training: In this method, actual work conditions are simulated in a classroom. Material, files and equipment - those that are used in actual job performance are also used in the training. This type of training is commonly used for training personnel for clerical and semiskilled jobs. The duration of this training ranges from a few days to a few weeks. Theory can be related to practice in this method. b. Role playing: It is defined as a method of human interaction that involves realistic behaviour in imaginary situations. This method of training involves action, doing and practice. The participants play the role of certain characters, such as the production manager, mechanical engineer, superintendents, maintenance engineers, quality control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions and relations. c. Lecture method: The lecture is a traditional and 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 and create interest among the trainees. An advantage of 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 lecture method is that it does not provide for transfer of training effectively. d. Conference/discussion approach: In this method, the trainer delivers a lecture and involves the trainee in a discussion so that his doubts about the job get clarified. When big organisations use this method, the trainer uses audio-visual aids such as black boards, mockups and slides; in some cases the lectures are videotaped or audio taped. Even the trainee's presentation can be taped for self confrontation and self-assessment.

The conference is, thus, a group-centered approach where there is a clarification of ideas, communication of procedures and standards to the trainees. Those individuals who have a general educational background and whatever specific skills are required such as typing, shorthand, office equipment operation, filing, indexing, recording, etc. - may be provided with specific instructions to handle their respective jobs. e. 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 more complex levels of instruction. The trainee goes through these units by answering questions or filling the blanks. This method is, thus, expensive and time-consuming.

Behaviourally Experienced Training Some training programmes focus on emotional and behavioural learning. Here employees can learn about behaviour by role-playing in which the role players attempt to act their part in respect of a case, as they would behave in a real-life situation. Business games, cases, incidents, group discussions and short assignments are also used in behaviourally-experienced learning methods. Sensitivity training or laboratory training is an example of a method used for emotional learning. The focus of experiential methods is on achieving, through group processes, a better understanding of oneself and others. These are discussed elaborately in the section covering Executive Development Programmes. Evaluation of a Training Programme The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation helps in controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, viz., reactions, learning, job behaviour, organisation and ultimate value. 1. Reactions: Trainee's reactions to the overall usefulness of the training including the coverage of the topics, the method of presentation, the techniques used to clarify

things, often throw light on the effectiveness of the programme. Potential questions to trainees might include: (i) What were your learning goals for the programme? (ii) Did you achieve them? (iii) Did you like this programme? (iv) Would you recommend it to others who have similar learning goals? ( v) what suggestions do you have for improving the programme? (vi) Should the organisation continue to offer it? 2. Learning: Training programme, trainer's ability and trainee's ability are evaluated on the basis of quantity of content learned and time in which it is learned and learner's ability to use or apply the content learned. Job behaviour: This evaluation includes the manner and extent to which the trainee has applied his learning to his job. Organisation: This evaluation measures the use of training, learning and change in the job behaviour of the department/organisation in the form of increased productivity, quality, morale, sales turnover and the like. Ultimate value: It. is the measurement of ultimate result of the contributions of the training programme to the company goals like survival, growth, profitability, etc. and to the individual goals like development of personality and social goals like maximising social benefit.

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Methods of Evaluation Various methods can be used to collect data on the outcomes of training. Some of these are:
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Questionnaires: Comprehensive questionnaires could be used to obtain opinions, reactions, views of trainees. Tests: Standard tests could be used to find out whether trainees have learnt anything during and after the training. Interviews: Interviews could be conducted to find the usefulness of training offered to operatives. Studies: Comprehensive studies could be carried out eliciting the opinions and judgements of trainers, superiors and peer groups about the training. Human resource factors: Training can also be evaluated on the basis of employee satisfaction, which in turn can be examined on the basis of decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissals, etc. Cost benefit analysis: The costs of training (cost of hiring trainers, tools to learn, training centre, wastage, production stoppage, opportunity cost of trainers and trainees) could be compared with its value (in terms of reduced learning time, improved learning, superior performance) in order to evaluate a training

programme.
Feedback: After the evaluation, the situation should be examined to identify the probable causes for gaps in performance. The training evaluation information (about costs, time spent, outcomes, etc.) should be provided to the instructors, trainees and other parties concerned for control, correction and improvement of trainees' activities. The training evaluator should follow it up sincerely so as to ensure effective implementation of the feedback report at every stage.

Training Programme of Company PurposeTo establish and maintain a documented procedure for identifying and providing training to all the employees of the organization with essential skill and knowledge so as to achieve desired quality and productivity goals. ScopeThis procedure is applicable to all employees. Company's personnel involved in quality system.

Training Process Training is provided both In House and through Outside Agencies Which could be for an individual or for group of persons as a collective training. Training is conducted either through Planned Training Programme Emergent Training Programme which is organized by the HRD Department Planned TrainingThe planned training programme is drawn on annual basis both for individual and group of persons for collective training at the beginning of Calendar Year by Manager HRD and HRD Executive of factory. The departmental Heads drawn out the training requirements on the training requisition slip and sent it to HID Dept. Training of the senior personnel at Factory Is also catered for at Head Office on receipt of requirement from HRD Executive. The annual Training Prog. at Head office is approved by from Chairman cum Managing Director. Annual training Prog. is prepared on format and circulated to all heads of department and is updated. If required in case of additional training needs. Emergent Training The Emergent training programme is a supplementary training programme both for

individual and collective persons which is imparted during the course of work to take care for unforeseen or uncatered training requirements arisen due to installation of new machine, system, procedure etc. Identification of such training need is done by the concerned HOD at Head Office and HOD/Supervisor at factory and accordingly forwards their request. The procedure as in case of planned training is followed there after. Conduct of Training HRD Head at HO & HRD (Executive) at factory ensures that identified training in their respective areas is conducted as scheduled. In case of External training, liaison with the agency is done and dates, venue etc. is fixed up and concerned person is intimated through Heads of Department. For In-House training, date/Venue is fixed up with identified faculty and concerned individual is informed through Heads of Department. Besides, necessary resource/infrastructure is also provided for effective training. External Trainers for the Company are: Father Son & Company Skill & Thoughts Logic Consultant

Topics covered under Training Programme EFT Act & Scheme Provisions
Rigid and Semi Rigid Packaging

Principles of Contract Labour Act Self-motivational & Attitudinal Seminar Organic farming Training about operations in the company. Processing of Rice (value addition In Rice) Knowledge about rice trade

Operational and maintenance of dryer & Cleaning Plant Silo storage Techniques Scientific Instrumentation Finished goods quality control Trouble shooting

PURPOSE OF PROJECT To know the effectiveness of the training programme conducted by the company. To know whether employees are aware about their responsibilities and authorities or not. To improve Organizational Climate and increase the morale of employees. To know whether training programme is conducted successfully or not. To know about the work culture of the organization. Job satisfaction Job satisfaction is in regard to one's feeling or state of mind regarding the nature of their work. It can be influenced by a variety of factors e.g.: quality of one's relationships with there supervisor, quality of physical environment in which they work, degree of fulfillment in there work etc. Locke gives a comprehensive definition of job satisfaction as involving cognitive, effective and evaluative reactions or attitudes and states it is "a pleasurable or positive emotional state resulting from the appraisal of one's job or job experience." Job satisfaction is a result of employees' perception of how well their job provides those things that are viewed as important. There are three generally accepted dimensions to job satisfaction. First, job satisfaction is an emotional response to a job situation, as such it cannot be seen; it can only be inferred. Second, job satisfaction is often determined by how well outcomes meet or exceed expectations. For example if organizational participants feel that they are working more harder than others in the department but are receiving fewer rewards, they will probably have a negative attitude toward the work, the boss or the coworkers. They will be dissatisfied. On the other hand, if they feel they are being treated very well and are being paid equitably, they are likely to have a positive attitude toward the job. They will be job

- satisfied. Third, job satisfaction represents several related attitudes. Factors determining job satisfaction Factors affecting jobs are the main factors of job satisfaction, which may be challenging work, reward systems, working conditions, colleagues, learning and personality. Skill variety autonomy and significance are challenging tasks, which provide maximum satisfaction to employees. Many people feel bored if a job is too simple and routine, but many employees also enjoy simple and routine jobs. The job characteristics are important factors for providing satisfaction. Reward systems, equitable rewards, equal pay for equal work, promotion avenues, etc are satisfaction factors. Money is important to employees having unfulfilled basic needs, i.e. they require more award and recognition. Fairness in promotion, unbiased attitude of management, responsibilities and social status are the factors that are said to be providing satisfaction to employees. Working conditions influence employee's level of satisfaction. Under conducive working condition, people prefer to work hard while in an adverse atmosphere people avoid work. Working condition not only include physicals of the work but also the working relationships in the organization. The physical conditions, for example, are the light, temperature, willingness, etc. A clerk working under routine conditions likes to work hard in an air - conditioned atmosphere with computer facilities. It increases the working capacity of the employee.
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The relationships between the employees and the managers have an important bearing on job satisfaction. Job satisfaction is greater in case the higher authority is sympathetic, friendly and willing to help the employees. Employees feel satisfied when their views are listened to and regarded by their higher authorities Personal attitude and perceptions are the employees' angles of satisfaction, which should be taken into consideration while motivating people to arrive at job satisfaction Feedback from the job itself and autonomy are two of the major job-related motivational factors. A recent found that career development was most important to both younger and older employees. Supervision is another moderately important of job satisfaction. There seem to be two dimensions of supervisory style that affect job satisfaction. One is employee centeredness, which is measured by the degree to which a supervisor takes a personal interest and cares about the employee.

It commonly is manifested in ways such as checking to see how well the employee is doing, providing advice and assistance to the individual, and communicating with the

associate on a personal as well as an official level . The other dimension is participation or influence, as illustrated by managers who allow their people to participate in decisions that affect their own jobs. In most case, this approach leads higher job satisfaction.
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Friendly, cooperative coworkers or team members are a modest source of job satisfaction to individual employees. The group, especially a "tight" team, serves as a source of support, comfort, advice, and assistance to the individual member.

Outcomes of job satisfaction To society as a whole as well as from an individual employee's standpoint, job satisfaction in and of itself is a desirable outcome. It is important to know, if at all, satisfaction relates to outcomes variable. For example, if job satisfaction is high, will the employee perform better and the organization be more effective? I f job satisfaction is low, will there be performance problems and ineffectiveness? The following sections examine the most important of these. Satisfaction and performance: Most assume a positive relationship; the research to date indicates that there is no strong linkage between satisfaction and performance. Conceptual, methodological, and empirical analyses have questioned and argued against these results. The best conclusion about satisfaction and performance is that there is, definitely a relationship. The relationship may even be more complex than others in organization behavior. For example, there seem to be many possible-moderating variables, the most important of which is reward. If people receive reward they feel are equitable, they will be satisfied, and is likely to result in greater performance effort. Satisfaction and turnover: Unlike that between satisfaction and performance, research has uncovered a moderately negatively relationship between satisfaction and turnover. High job satisfaction will not, in and of itself, keep turnover low, but it does seem to help. On the other hand, if there is considerable job dissatisfaction, there is likely to be high turnover. Obviously, other variables enter into an Employees decision to quit besides job satisfaction. For example, age tenure in the organization, and commitments to the organization, may playa role. Some people cannot see them selves working anywhere else, so they remain regardless of how dissatisfied they feel. Another factor is the general economy, typically there will be an increase in turnover because will being looking for better opportunities with other organization. Satisfaction and absenteeism: Research has only demonstrated a weak negative relationship between satisfaction and absenteeism. As with turnover, many variables enter into the decision to stay home besides satisfaction with the job. For example, there are moderating variables such as the degree to which people that there job are important. For example, research among state

govt. Employees has found those who believed that there was important had lower absenteeism than did who did not feel this way. Additionally, it is important to remember that although job satisfaction will not necessarily result in absenteeism, low job satisfaction more likely to bring about absenteeism. Significance of Study Every organization desires that it will grow continuously and make and retain its position in the competitive and continuously changing market environment. For this purpose the employees of the organization must be skilled and talented. But all the employees may not have the desired skills. Their skills can be improved with the help of training programs. It is an important activity for the origination to conduct appropriate and related programme for its employees, so that may be able to understand the terms required for the completion of his job. This also helps the employees of the organization to know about his job and organization very well. This also helps in better communication and relation among the organization wants to grow rapidly, then it is essential for it to conduct periodically training programmes for its employees to improve the skills and knowledge. So the top management must concentrate on the training programs and organize them in such a way that maximum number of employees wants to attend these programs. These must be related to employees and their jobs.
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Project Report - Training and Development of Employees Objectives of the Project Report
Training and Development of Employees Finding is the main objective of this project report and some of the sub-objective in this report. They are :

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To To To To

know the effectiveness of the training programme conducted by the company. know whether employees are aware about their responsibilities and authorities or not. improve Organizational Climate and increase the morale of employees. know whether training programme is conducted successfully or not.

To know about the work culture of the organization.

Training and Development of Employees :

Training and Development of Employees : After employees have been selected for various positions in an organization, training them for the specific tasks to which they have been assigned assumes great importance. It is true in many organizations that before an employee is fitted into a harmonious working relationship with other employees, he is given adequate training. Training is the act of increasing the knowledge and skills of an employee for performing a particular job. The major outcome of training is learning. A trainee learns new habits, refined skills and useful knowledge during the training that helps him improve perfo rmance. Training enables an employee to do his present job more efficiently and prepare himself for a higher-level job. The essential features of training may be stated thus:

Increases knowledge and skills for doing a particular job; it bridges the gap between job needs and employee skills, knowledge and behaviors

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Focuses attention on the current job; it is job specific and addresses particular performance deficits or problems Concentrates on individual employees; changing what employees know, how they work, their attitudes toward their work or their interactions with their co -workers or supervisors Tends to be more narrowly focused and oriented toward short-term performance concerns.

Training is needed to serve the following purposes:

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Newly recruited employees require training so as to perform their tasks effectively. Instruction, guidance, coaching help them to handle jobs competently, without any wastage. Training is necessary to prepare existing employees for higher-level jobs (promotion). Existing employees require refresher training so as to keep abreast of the latest developments in job operations. In the face of rapid technological changes, this is an absolute necessity. Training is necessary when a person moves from one job to another (transfer). After training, the' employee can change jobs quickly, improve his performance levels and achieve career goals comfortably Training is necessary to make employees mobile and versatile. They can be placed on various jobs depending on organizational needs. Training is needed to bridge the gap between what the employee has and what the job demands. Training is needed to make employees more productive and useful in the long-run. Training is needed for employees to gain acceptance from peers (learning a job quickly and being able to pull their own weight is one of the best ways for them to gain acceptance).

Importance of Training :

Training offers innumerable benefits to both employees and employers. It makes the employee more productive and more useful to an organization. The importance of training can be studied under the following heads:

Benefits to the business:

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Trained workers can work more efficiently. They use machines, tools, and materials in a proper way. Wastage is thus eliminated to a large extent. There will be fewer accidents. Training improves the knowledge of employees regarding the use of machines and equipment. Hence, trained workers need not be put under close supervision, as they know how to handle operations properly. Trained workers can show superior performance. They can turn out better performance. They can turn out better quality goods by putting the materials, tools and equipment to good use. Training makes employees more loyal to an organization. They will be less inclined to leave the unit where there are growth opportunities

Benefits to the employees:

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Training makes an employee more useful to a firm. Hence, he will find employment more easily. Training makes employees more efficient and effective. By combining materials, tools and equipment in a right way, they can produce more with minimum effort. Training enables employees to secure promotions easily. They can realise their career goals comfortably. Training helps an employee to move from one organization to another easily. He can be more mobile and pursue career goals actively. Employees can avoid mistakes, accidents on the job. They can handle jobs with confidence. They will be more satisfied on their jobs. Their morale would be high.

Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction and lower labour turnover. Also, it can enable employees to cope with organizational, social and technological change. Effective training is an invaluable investment in the human resources of an organization.

Learning Principles: The Philosophy of Training

Training is essential for job success. It can lead to higher production, fewer mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the trainee and the organization, if managers understand the principles behind the training process. To this end, training efforts must invariably

follow certain learning-oriented guidelines. Modelling Modeling is simply copying someone else's behavior. Passive classroom learning does not leave any room for modeling. If we want to change people, it would be a good idea to have videotapes of people showing the desired behavior. The selected model should provide the right kind of behavior to be copied by others. A great deal of human behaviour is learned by modelling others. Children learn by modelling parents and older children, they are quite comfortable with the process by the time they grow up. As experts put it. "managers tend to manage as they were managed" Motivation For learning to take place, intention to learn is important. When the employee is motivated, he pays attention to what is being said, done and presented. Motivation to learn is influenced by the answers to questions such as: How important is my job to me? How important is the informa tion? Will learning help me progress in the company? etc. People learn more quickly when the material is important and relevant to them. Learning is usually quicker and long-lasting when the learner participates actively. Most people, for example, never forget how to ride a bicycle because they took an active part in the learning process. Reinforcement Positive reinforcement consists of rewarding desired behaviors. If a behavior is rewarded, it probably will be repeated. People avoid certain behaviors that invite criticism and punishment. A bank officer would want to do a postgraduate course in finance, if it earns him increments and makes him eligible for further promotions. Both the external rewards (investments, praise) and the internal rewards (a f eeling of pride and achievement) associated with desired behaviors compel subjects to learn properly. To be effective, the trainer must reward desired behaviors only. If he rewards poor performance, the results may be disastrous: good performers may quit in frustration, accidents may go up, and productivity may suffer. The reinforcement principle is also based on the premise that punishment is less effective in learning than reward. Punishment is a pointer to undesirable behaviors. When administered, it causes pain to the employee. He mayor may not repeat the mistakes. The reactions may be mild or wild. Action taken to repeal a person from undesirable action is punishment. If administered properly, punishment may force the trainee to modify the undesired or incorrect behaviors. Feedback People learn best if reinforcement is given as soon as possible after training. Every employee wants to know what is expected of him and how well he is doing. If he is off the track, somebody must put him back on the rails. The errors in such cases must be rectified immediately. The trainee after learning the right behaviour is motivated to do things in a 'right' way and earn the associated rewards. Positive feedback (showing the trainee the right way of doing things) is to be preferred to negative feedback (telling the trainee that he is not correct) when we want to change behaviour. Spaced Practice Learning takes place easily if the practice sessions are spread over a period of time. New employees learn better if the orientation programme is spread over a two or three day period, instead of covering it all in one day. For memorizing tasks, 'massed' practice is usually more effective. Imagine the way schools ask the kids to say the Lord's prayer aloud. Can you memorise a long poem by learning only one line per day? You tend to forget the beginning of the poem by the time you reach the last stanza. For 'acquiring' skills as stated by Mathis and Jackson, spaced practice is usually the best. This incremental approach to skill acquisition minimises the physical fatigue that deters learning. Whole Learning The concept of whole learning suggests that employees learn better if the job information is explained as an entire logical process, so that they can see how the various actions fit together into the 'big picture'. A broad overview of what the trainee would be doing on the job should be given top priority, if learning has to take place quickly. Research studies have also indicated that it is more efficient to practice a whole task all at once rather than trying to master the various components of the task at different intervals. Active Practice 'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into water instead of

simply reading about swimming or looking at films of the worlds' best swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat the task. For maximum benefit, practice sessions should be distributed over time. Applicability of Training Training should be as real as possible so that trainees can successfully transfer the new knowledge to their jobs. The training situations should be set up so that trainees can visualise - and identify with - the types of situations they can come across on the job. Environment Finally, environment plays a major role in training. It is natural that workers who are exposed to training in comfortable environments with adequate, well spaced rest periods are more likely to learn than employees whose training conditions are less than ideal. Generally speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down as opportunities for improvement taper off. Areas of Training The Areas of Training in which training is offered may be classified into the follo wing categories. Knowledge Here the trainee learns about a set of rules and regulations about the job, the staff and the products or services offered by the company. The aim is to make the new employee fully aware of what goes on inside and outside the company. Technical Skills The employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so that he can acquire that skill and contribute meaningfully. Social Skills The employee is made to learn about himself and others, and to develop a right mental attitude towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead. Techniques This involves the application of knowledge and skill to various on-the-job situations. In addition to improving the skills and knowledge of employees, training aims at moulding employee attitudes: When administered properly, a training programme will go a long way in obt8ining employee loyalty, support and commitment to company activities. Types of Training There are many approaches to training. We focus here on the types of training that are commonly employed in present-day organisations. Skills training: Skill training is most common in organisations. The process here is fairly simple. The need for training in basic skills (such as reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others) is identified through assessment. Specific training objectives are set and training content is developed to meet those objectives. Several methods are available for imparting these basic skills in modern organisations (such as lectures, apprenticeship, on-the-job, coaching etc.). Before employing these methods, managers should:

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explain how the training will help the trainees in their jobs. relate the training to the trainees' goals. respect and consider participant responses and use these as a resource. encourage trainees to learn by doing.

give feedback on progress toward meeting learning objectives.

Refresher training: Rapid changes in technology may force companies to go in for this kind of training. By organising short-term courses which incorporate the latest developments in a particular field, the company may keep its employees up-to-date and ready to take on emerging challenges.

It is conducted at regular intervals by taking the help of outside consultants who specialise in a particular descriptive.

Cross-functional Training: Cross-functional Training involves training employees to perform operations in areas other than their assigned job. There are many approaches to cross functional training. Job rotation can be used to provide a manager in one functional area with a broader perspective than he would otherwise have. Departments can exchange personnel for a certain period so that each employee understands how other departments are functioning. High performing workers can act as peer trainers and help employees develop skills in another area of operation. Cross functional training provides the following benefits to an organisation (and the workers as well) (1) Workers gain rich experience in handling diverse jobs; they become more adaptable and versatile (2) they can better engineer their own career paths (3) they not only know their job well but also understand how others are able to perform under a different set of constraints (4) A broader perspective increases workers' understanding of the business and reduces the need for supervision (5) when workers can fill in for other workers who are absent, it is easier to use flexible scheduling, which is increasingly in demand as more employees want to spend more time with their families. Eli Lilly and Company (India), for example, encourages cross-functional movements to make the organisation equally attractive to both specialists and generalists. Team Training: Team training generally covers two areas; content tasks and group processes. Content tasks specify the team's goals such as cost control and problem solving. Group processes reflect the way members function as a team - for example how they interact with each other, how they sort out differences, how they participate etc. Companies are investing heavy amounts, nowadays, in training new employees to listen to each other and to cooperate. They are using outdoor experiential training techniques to develop teamwork and team spirit among their employees (such as scaling a mountain, preparing recipes for colleagues at a restaurant, sailing through uncharted waters, crossing a jungle etc.). The training basically throws light on (i) how members should communicate with each other (ii) how they have to cooperate and get ahead (iii) how they should deal with conflict-full situations (iv) how they should find their way , using collective wisdom and experience to good advantage. Creativity training: Companies like Mudra Communications, Titan Industries, Wipro encourage their employees to think unconventionally, break the rules, take risks, go out of the box and devise unexpected solutions.

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Postpone judgment: Don't reject any idea Create alternative frames of reference Break the boundary of thinking Examine a different aspect of the problem Make a wish list of solutions Borrow ideas from other fields Look for processes to change or eliminate Think up alternative methods Adopt another person's perspective Question all Assumptions.

In creativity training, trainers often focus on three things: (a) Breaking away: In order to break away from restrictions, the trainee is expected to (i) identify the dominant ideas influencing his own thinking (ii) define the boundaries within which he is working (iii) bring the assumptions out into the open and challenge everything (b) Generate new ideas: To generate new ideas, the trainee should open up his mind; look at the problem from all possible angles and list as many alternative approaches as possible. The trainee should allow his mind to wander over alternatives freely. Expose himself to new influences (people, articles, books, situations), switch over from one perspective to another, -arrange cross fertilization of ideas with other people and use analogies to spark off ideas. (c) Delaying judgement: To promote creative thinking, the trainee should not try to kill off ideas too quickly; they should be held back until he is able to generate as many ideas as possible. He should allow ideas to grow

a little. Brainstorming (getting a large number of ideas from a group of people in a short time) often helps in generating as many ideas as possible without pausing to evaluate them. It helps in releasing ideas, overcoming inhibitions, cross fertilising ideas and getting away from patterned thinking. Diversity Training: Diversity training considers all of the diverse dimensions in the workplace race, g ender, age, disabilities, lifestyles, culture, education, ideas and backgrounds - while designing a training programme. It aims to create better cross-cultural sensitivity with the aim of fostering more harmonious and fruitful working relationships among a firm's employees. The programme covers two things: (i) awareness building, which helps employees appreciate the key benefits of diversity, and (ii) skill building, which offers the knowledge, skills and abilities required for working with people having varied backgrounds. Literacy Training: Inability to write, speak and work well with others could often come in the way of discharging duties, especially at the lower levels. Workers, in such situations, may fail to understand safety messages, appreciate the importance of sticking to rules, and commit avoidable mistakes. Functional illiteracy (low skill level in a particular content area) may be a serious impediment to a firm's productivity and competitiveness. Functional literacy programmes focus on the basic skills required to perform a job adequately and capitalise on most workers' motivation to get help in a particular area. Tutorial programmes, home assignments, reading and writing exercises, simple mathematical tests, etc., are generally used in all compa ny in-house programmes meant to improve the literacy levels of employees with weak reading, writing or arithmetic skills.

Training Methods
Training methods are usually classified by the location of instruction. On the job training is provided when the workers are taught relevant knowledge, skills and abilities at the actual workplace; off -the-job training, on the other hand, requires that trainees learn at a location other than the real work spot. Some of the widely used training methods are listed below. 1. Job Instruction Training (JlT) The JIT method (developed during World War II) is a four-step instructional process involving preparation, presentation, performance try out and follow up. It is used primarily to teach workers how to do their current jobs. A trainer, supervisor or co-worker acts as the coach. The four steps followed in the JIT methods are: 1. 2. 3. 4. Merits: The trainee receives an overview of the job, its purpose and its desired outcomes, with a clear focus on the relevance of training. The trainer demonstrates the job in order to give the employee a model to copy. The trainer shows a right way to handle the job. Next, the employee is permitted to copy the trainer's way. Demonstrations by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job. Finally, the employee does the job independently without supervision.

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Trainee learns fast through practice and observation. It is economical as it does not require any special settings. Also, mistakes ca n be corrected immediately. The trainee gains confidence quickly as he does the work himself in actual setting with help from supervisor. It is most suitable for unskilled and semi -skilled jobs where the job operations are simple; easy to explain and demonstrate within a short span of time.

Demerits:

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The trainee should be as good as the trainer if the trainer is not good, transference of knowledge and skills will be poor. While learning, trainee may damage equipment, waste materials, cause accidents frequently, Experienced workers cannot use the machinery while it is being used for training.

2. Coaching: Coaching is a kind of daily training and feedback given to employees by immediate supervisors.It involves a continuous process of learning by doing. It may be defined as an informal, unplanned training and development activity provided by supervisors and peers. In coaching, the supervisor explains things and answers questions; he throws light on why things are done the way they are; he offers a model for tra inees to copy; conducts lot of decision making meetings with trainees; procedures are agreed upon and the trainee is given enough authority to make divisions and even commit mistakes. Of course, coaching can be a taxing job in that the coach may not possess requisite skills to guide the learner in a systematic way. Sometimes, doing a full day's work may be more important than putting the learner on track. When to use coaching usefully? Coaching could be put to good use when:

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an employee an employee an employee an employee problems an employee

demonstrates a new competency expresses interest in a different job within the organisation seeks feedback is expressing low morale, violating company policies or practices or having performance needs help with a new skill following a formal training programme.

Effective working, obviously, requires patience and communication skills. It involves:

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explaining appropriate ways of doing things making clear why actions were taken stating observations accurately offering possible alternatives / suggestions following up

3. Mentoring : Mentoring is a relationship in which a senior manager in an organisation assumes the responsibility for grooming a junior person. Technical, interpersonal and political skills are generally conveyed in such a relationship from the more experienced person. A mentor is a teacher, spouse, counsellor, developerr of skills and intellect, host, guide, exemplar, and most importantly, supporter and facilitator in the realisation of the vision the young person (protege) has about the kind of 1ife he wants as an adult. The main objective is to help an employee attain psychological maturity and effectiveness and get integrated with the organisation. In a work situation, such mentoring can take place at both formal and informal levels, depending on the prevailing work culture and the commitment from the top management. Formal mentoring can be very fruitful, if management invests time and money in such relationship building exercises. Career functions: Career functions are those aspects of the relationship that enhance career advancement. These include: 1. Sponsorship: Where mentors actively nominate a junior person (called 'mentee') for promotions or desirable positions. 2. Exposure and visibility: Where mentors offer opportunities for mentees to interact with senior executives, demonstrate their abilities and exploit their potential. 3. Coaching: Mentors help mentees to analyse how they are doing their work and to define their aspirations. Here mentors offer practical advice on how to accomplish objectives and gain recognition from others. 4. Protection: Mentors shield the junior person from harmful situations/seniors. 5. Challenging assignments: Mentors help mentees develop necessary competencies through challenging job assignments and appropriate feedback. Mentors create opportunities clients to prove their worth to demonstrate clearly what they have to offer. Psychological functions: Psychological functions are those aspects that enhance the mentees sense of

competence, and identify effectiveness in a professional role. These include: 6. Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate 7. Acceptance and confirmation: mentors offer support, guidance and encouragement to mentees so that they can solve the problems independently and gain confidence in course of time. Mentors also help people to learn about the organisation's culture and understand why things are done in certain ways. 8. Counseling: Mentors help mentees work out their personal problems, learn about what to do and what not to do, offer advice on what works and what doesn't, and do everything to demonstrate improved performance and prepare themselves for greater responsibility. 9. Friendship: Mentors offer practical help and support to mentees so that they can indulge in mutually satisfying social interactions (with peers, subordinates, bosses and customers) Mentoring in India is based on the time-honoured guru-shishya relationship where the guru would do everything to develop the personality of the shishya, offering emotional support, and guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris, Coca-Cola India have used mentoring systems to good effect in recent times (Economic Times, 25 Oct., 2002). Orga nisations like General Electric, Intel, Proctor & Gamble have given a lot of importance to mentoring programmes, going even gone to the extent of penalising senior managers if they fail to develop leadership skills among subordinates. Of course, mentoring is not without its problems. Mentors who are dissatisfied with their jobs and though who teach or narrow or distorted view of events may not help a protege's development. Not all mentors are well prepared to transfer their skills and wisdom to their junior colleagues. When young people are bombarded with conflicting viewpoints - about how things should go - from a series of advisors, they may find it difficult to get ahead with confidence. Mentoring can succeed if (i) there is genuine support and commitment from top management (ii) mentors take up their job seriously and transfer ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole process and carry out things in an appropriate manner. 4. Job Rotation : Job rotation may pose several problems, especially when the trainees are rolled on various jobs at frequent intervals. In such a case, trainees do not usually stay long enough in any single phase of the operation to develop a high degree of expertise. For slow learners, there is little room to integrate resources properly. Trainees can become confused when they are exposed to rotating managers, with contrasting styles of operation. Today's manager's commands may be replaced by another set from another manager! Further, job rotation can be quite expensive. A substantial amount of managerial time is lost when trainees change positions, because they must be acquainted with different people and techniques in each department. Development costs can go up and productivity is reduced by moving a trainee into a new position when his efficiency levels begin to improve at the prior job. Inexperienced trainees may fail to handle new tasks in an efficient way. Intelligent and aggressive trainees, on the offer hand, may find the system to be thoroughly boring as they continue to perform more or less similar jobs without any stretch, pull and challenge. To get the best results out of the system, it should be tailored to the needs, interests and capabilities of the individual trainee, and not be a standard sequence that all trainees undergo. This kind of training involves the movement of trainee from one job to another. This helps him to have a general understanding of how the organisation functions. The purpose of job rotation is to provide trainees with a larger organisational perspective and a greater understanding of different functional areas as well as a better sense of their own career objectives and interests. Apart from relieving boredom, job rotation allows trainees to build rapport with a wide range of individuals within the organisation, facilitating future cooperation among departments. The cross-trained personnel offer a great amount of flexibility for organisations when transfers, promotions or replacements become inevitable. 5 Apprenticeship Training Most craft workers such as plumbers and carpenters are trained through formal apprenticeship programmes. Apprentices are trainees who spend a prescribed amount of time working with an experienced guide, coach or trainer. Assistantships and internships are similar to apprenticeships because they also demand high levels of participation from the trainee. An internship is a kind of on -the-job training that usually combines job training with classroom instruction in trade schools, colleges o r universities. Coaching, as explained above, is similar to apprenticeship because the coach attempts to provide a model for the trainee to copy. One important disadvantage ofthe apprenticeship methods is the uniform period of training offered to trainees. People have different abilities and learn at varied rates. Those who learn fast may quit the programme in frustration. Slow learners may need additional training time. It is also likely that in these days of rapid changes in technology, old skills may get outdated quickly. Trainees who spend years learning specific skills may find, upon completion

of their programmes, that the job skills they acquired are no longer appropriate. 6 Committee Assignments In this method, trainees are asked to solve an actual organisational problem. The trainees have to work together and offer solution to the problem. Assigning talented employees to important committees can give these employees a broadening experience and can help them to understand the personalities, issues and processes governing the organisation. It helps them to develop team spirit and work unitedly toward common goals. However, managers should very well understand that committee assignments could become notorious time wasting activities. The above on -the-job methods are cost effective. Workers actually produce while they learn. Since immediat.e feedback is available, they motivate trainees to observe and learn the right way of doing things. Very few problems arise in the case of transfer of training because the employees learn in the actual work environment where the skills that are learnt are actually used. On -the-job methods may cause disruptions in production schedules. Experienced workers cannot use the facilities that are used in training. Poor learners may damage machinery and equipment. Finally, if the trainer does not possess teaching skills, there is very little benefit to the trainee. Off-the-Job Methods Under this method of training, the trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can focus his entire concentration on learning the job rather than spending his time in performing it. There is an oppo rtunity for freedom of expression for the trainees. Off -the-job training methods are as follows: a. Vestibule training: Vestibule training method, actual work conditions are simulated in a classroom. Material, files and equipment - those that are used in actual job performance are also used in the training. This type of training is commonly used for training personnel for clerical and semi -skilled jobs. The duration of this training ranges from a few days to a few weeks. Theory can be related to practice i n this method. b. Role playing: It is defined as a method of human interaction that involves realistic behaviour in imaginary situations. This method of training involves action, doing and practice. The participants play the role of certain characters, such as the production manager, mechanical engineer, superintendents, maintenance engineers, quality control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions and relations. c. Lecture method: The lecture is a traditional and 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 and create interest among the trainees. An advantage of 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 lecture method is that it does not provide for transfer of training effectively. d. Conference/discussion approach: In this method, the trainer delivers a lecture and involves the trainee in a discussion so that his doubts about the job get clarified. When big organisations use this method, the trainer uses audio-visual aids such as black boards, mockups and slides; in some cases the lectures are videotaped or audio taped. Even the trainee's presentation can be taped for self confrontation and selfassessment. The conference is, thus, a group-centered approach where there is a clarification of ideas, communication of procedures and standards to the trainees. Those individuals who have a general educational background and whatever specific skills are required such as typing, shorthand, office equipment operation, filing, indexing, recording, etc. - may be provided with specific instructions to handle their respective jobs. e. 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 more complex levels of instruction. The trainee goes through these units by answering questions or filling the blanks. This method is, thus, expensive and time-consuming. Behaviourally Experienced Training Some training programmes focus on emotional and behavioural learning. Here employees can learn about behaviour by role-playing in which the role players attempt to act their part in respect of a case, as they would behave in a real-life situation. Business games, cases, incidents, group discussions and short assignments are also used in behaviourally-experienced learning methods. Sensitivity training or laboratory training is an example of a method used for emotional learning. The focus of experiential methods is on achieving, through group processes, a better understanding of oneself and others. These are discussed elaborately in the section

covering Executive Development Programmes. Evaluation of a Training Programme The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation helps in controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, viz., react ions, learning, job behaviour, organisation and ultimate value. 1. Reactions: Trainee's reactions to the overall usefulness of the training including the coverage of the topics, the method of presentation, the techniques used to clarify things, often throw light on the effectiveness of the programme. Potential questions to trainees might include: (i) What were your learning goals for the programme? (ii) Did you achieve them? (iii) Did you like this programme? (iv) Would you recommend it to others who have similar learning goals? ( v) what suggestions do you have for improving the programme? (vi) Should the organisation continue to offer it? 2. Learning: Training programme, trainer's ability and trainee's ability are evaluated on the basis of quantity of content learned and time in which it is learned and learner's ability to use or apply the content learned. 3. Job behaviour: This evaluation includes the manner and extent to which the trainee has applied his learning to his job. 4. Organisation: This evaluation measures the use of training, learning and change in the job behaviour of the department/organisation in the form of increased productivity, quality, morale, sales turnover and the like. 5. Ultimate value: It. is the measurement of ultimate result of th e contributions of the training programme to the company goals like survival, growth, profitability, etc. and to the individual goals like development of personality and social goals like maximising social benefit. Methods of Evaluation Various methods can be used to collect data on the outcomes of training. Some of these are:

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Questionnaires: Comprehensive questionnaires could be used to obtain opinions, reactions, views of trainees. Tests: Standard tests could be used to find out whether trainees have learnt anything during and after the training. Interviews: Interviews could be conducted to find the usefulness of training offered to operatives. Studies: Comprehensive studies could be carried out eliciting the opinions and judgements of trainers, superiors and peer groups about the training. Human resource factors: Training can also be evaluated on the basis of employee satisfaction, which in turn can be examined on the basis of decrease in employee turnover, absenteeism, accidents, grievances, discharges, dismissals, etc. Cost benefit analysis: The costs of training (cost of hiring trainers, tools to learn, training centre, wastage, production stoppage, opportunity cost of trainers and trainees) could be compared with its value (in terms of reduced learning time, improved learning, superior performance) in order to evaluate a training programme. Feedback: After the evaluation, the situation should be examined to identify the probable causes for gaps in performance. The training evaluation information (about costs, time spent, outcomes, etc.) should be provided to the instructors, trainees and other parties concerned for control, correction and improvement of trainees' activities. The training evaluator should follow it up sincerely so as to ensure effective implementation of the feedback report at every stage.

Training Programme of Company PurposeTo establish and maintain a documented procedure for identifying and providing training to all the employees

of the organization with essential skill and knowledge s o as to achieve desired quality and productivity goals. ScopeThis procedure is applicable to all employees. Company's personnel involved in quality system. Training Process Training is provided both In House and through Outside Agencies Which could be for an individual or for group of persons as a collective training. Training is conducted either through Planned Training Programme Emergent Training Programme which is organized by the HRD Department Planned TrainingThe planned training programme is drawn on annual basis both for individual and group of persons for collective training at the beginning of Calendar Year by Manager HRD and HRD Executive of factory. The departmental Heads drawn out the training requirements on the training requisition slip and sent it to HID Dept. Training of the senior personnel at Factory Is also catered for at Head Office on receipt of requirement from HRD Executive. The annual Training Prog. at Head office is approved by from Chairman cum Managing Director. Annual training Prog. is prepared on format and circulated to all heads of department and is updated. If required in case of additional training needs. Emergent Training The Emergent training programme is a supplementary training programme both for individual and collective persons which is imparted during the course of work to take care for unforeseen or uncatered training requirements arisen due to installation of new machine, system, procedure etc. Identification of such training need is done by the concerned HOD at Head Office and HOD/Supervisor at factory and accordingly forwards their request. The procedure as in case of planned training is followed there after. Conduct of Training HRD Head at HO & HRD (Executive) at factory ensures that identified training in their respective areas is conducted as scheduled. In case of External training, liaison with the agency is done and dates, venue etc. is fixed up and concerned person is intimated through Heads of Department. For In-House training, date/Venue is fixed up with identified faculty and concerned individual is informed through Heads of Department. Besides, necessary resource/infrastructure is also provided for effective training. External Trainers for the Company are:

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Father Son & Company Skill & Thoughts Logic Consultant Topics covered under Training Programme EFT Act & Scheme Provisions Rigid and Semi Rigid Packaging Principles of Contract Labour Act Self-motivational & Attitudinal Seminar Organic farming Training about operations in the company.

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Processing of Rice (value addition In Rice) Knowledge about rice trade Operational and maintenance of dryer & Cleaning Plant Silo storage Techniques Scientific Instrumentation Finished goods quality control Trouble shooting

Job satisfaction Job satisfaction is in regard to one's feeling or state of mind regarding the nature of their work. It can be influenced by a variety of factors e.g.: quality of one's relationships with there supervisor, quality of physical environment in which they work, degree of fulfillment in there work etc. Locke gives a comprehensive definition of job satisfaction as involving cognitive, effective and evaluative reactions or attitudes and states it is "a pleasurable or positive emotional state resulting from the appraisal of one's job or job experience." Job satisfaction is a result of employees' perception of how well their job provides those things that are viewed as important. There are three generally accepted dimensions to job satisfaction. First, job satisfaction is an emotional respons e to a job situation, as such it cannot be seen; it can only be inferred. Second, job satisfaction is often determined by how well outcomes meet or exceed expectations. For example if organizational participants feel that they are working more harder than others in the department but are receiving fewer rewards, they will probably have a negative attitude toward the work, the boss or the coworkers. They will be dissatisfi ed. On the other hand, if they feel they are being treated very well and are being paid equitably, they are likely to have a positive attitude toward the job. They will be job - satisfied. Third, job satisfaction represents several related attitudes. Factors determining job satisfaction Factors affecting jobs are the main factors of job satisfaction, which may be challenging work, reward systems, working conditions, colleagues, learning and personality. Skill variety autonomy and significance are challenging tasks, which provide maximum satisfaction to employees. Many people feel bored if a job is too simple and routine, but many employees also enjoy simple and routine jobs. The job characteristics are important factors for providing satisfaction . Reward systems, equitable rewards, equal pay for equal work, promotion avenues, etc are satisfaction factors. Money is important to employees having unfulfilled basic needs, i.e. they require more award and recognition. Fairness in promotion, unbiased attitude of management, responsibilities and social status are the factors that are said to be providing satisfaction to employees. Working conditions influence employee's level of satisfaction. Under conducive working condition, people prefer to work hard while in an adverse atmosphere people avoid work. Working condition not only include physicals of the work but also the working relationships in the organization. The physical conditions, for example, are the light, temperature, willingness, etc. A clerk working under routine conditions likes to work hard in an air conditioned atmosphere with computer facilities. It increases the working capacity of the employee. The relationships between the employees and the managers have an important bearing on job satisfaction. Job satisfaction is greater in case the higher authority is sympathetic, friendly and willing to help the employees. Employees feel satisfied when their views are listened to and regarded by their higher authorities Personal attitude and perceptions are the employees' angles of satisfaction, which should be taken into consideration while motivating people to arrive at job satisfaction Feedback from the job itself and autonomy are two of the major job-related motivational factors. A recent

found that career development was most important to both younger and older employees. Supervision is another moderately important of job satisfaction. There seem to be two dimensions of supervisory style that affect job satisfaction. One is employee centeredness, which is mea sured by the degree to which a supervisor takes a personal interest and cares about the employee. It commonly is manifested in ways such as checking to see how well the employee is doing, providing advice and assistance to the individual, and communicating with the associate on a personal as well as an official level . The other dimension is participation or influence, as illustrated by managers who allow their people to participate in decisions that affect their own jobs. In most case, this approach leads higher job satisfaction. Friendly, cooperative coworkers or team members are a modest source of job satisfaction to individual employees. The group, especially a "tight" team, serves as a source of support, comfort, advice, and assistance to the individual member. Outcomes of job satisfaction To society as a whole as well as from an individual employee's standpoint, job satisfaction in and of itself is a desirable outcome. It is important to know, if at all, satisfaction relates to outcomes variable. For example, if job satisfaction is high, will the employee pe rform better and the organization be more effective? I f job satisfaction is low, will there be performance problems and ineffectiveness? The following sections examine the most important of these. Satisfaction and performance: Most assume a positive relationship; the research to date indicates that there is no strong linkage between satisfaction and performance. Conceptual, methodological, and empirical analyses have questioned and argued against these results. The best conclusion about satisfaction and performance is that there is, definitely a relationship. The relationship may even be more complex than others in organization behavior. For example, there seem to be many possible-moderating variables, the most important of which is reward. If people receiv e reward they feel are equitable, they will be satisfied, and is likely to result in greater performance effort. Satisfaction and turnover: Unlike that between satisfaction and performance, research has uncovered a moderately negatively relationship between satisfaction and turnover. High job satisfaction will not, in and of itself, keep turnover low, but it does seem to help. On the other hand, if there is considerable job dissatisfaction, there is likely to be high turnover. Obviously, other variables enter into an Employees decision to quit besides job satisfaction. For example, age tenure in the organization, and commitments to the organization, may playa role. Some people cannot see them selves working anywhere else, so they remain regardless of how dissatisfied they feel. Another factor is the general economy, typically there will be an increase in turnover because will being looking for better opportunities with other organization. Satisfaction and absenteeism: Research has only demonstrated a weak negative relationship between satisfaction and absenteeism. As with turnover, many variables enter into the decision to stay home besides satisfaction with the job. For example, there are moderating variables such as the degree to which people that there job are important. For example, research among state govt. Employees has found those who believed that there was important had lower absenteeism than did who did not feel this way. Additionally, it is important to remember that although job satisfaction will n ot necessarily result in absenteeism, low job satisfaction more likely to bring about absenteeism. Significance of Study Every organization desires that it will grow continuously and make and retain its position in the competitive and continuously changing market environment. For this purpose the employees of the organization must be skilled and talented. But all the employees may not have the desired skills. Their skills can be improved with the help of training programs. It is an important activity for th e origination to conduct appropriate and related programme for its employees, so that may be able to understand the terms required for the completion of his job. This also helps the employees of the organization to know about his job and organization very well. This also helps in better communication and relation among the organization wants to grow rapidly, then it is essential for it to conduct periodically training programmes for its employees to improve the skills and

knowledge. So the top management must concentrate on the training programs and organize them in such a way that maximum number of employees wants to attend these programs. These must be related to training and development of employees and their job satisfaction. One major objective of the training is problem solving in ongoing processes. Training can solve a variety of manpower problems including operational problems involving manpower component. If not solved, these problems may lead to the reduction of optimum productivity. These problems can emerge within any group, such as except non-except, line and staff, unskilled, skilled, lower, middle and upper management. These attitudes of the both employees and employers. o) Finally the training programs are objected to develop human resources at the organization in technically and behaviorally in an organization. It also helps to development of an organization through more effective works, decision making and problem solving too. Training programs reduces the stress of management and employer; because when employees receive good training, they are able to solve their problems and make effective decisions, even under limited resources.