A To Z of Training and Development

Project Report On
A to Z of Training and
Development
SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENT OF POST GRADUATE
DIPLOMA IN BUSINESS MANAGEMENT
(PGDBM) APPROVED BY AICTE
Submitted By
Priyanka Shah
HR 2009-2011
UNDER THE GUIDANCE OF

PROF. POOJA SHAH
N.L. DALMIA INSTITUTE OF MANAGEMENT STUDIES & RESEARCH

SHRISHTI, SECTOR-1, MIRA ROAD (E), MUMBAI-401104
A to Z of Training and Development
CERTIFICATE
This is to certify that Miss Priyanka Shah, student of PGDBM

Finance Batch, of
N. L. Dalmia Institute of Management
Studies and Research, Mira Road has satisfactorily completed

the Final Project on A to Z of Training and Development,
under my supervision and guidance as partial fulfillment of the
requirement
of
Post
Graduate
Diploma
in
Business
Management course, Year 2009-2011.
Signature:
Signature:
Prof.Pooja Shah
Prof. Pyare Lal Arya
Project Guide
Director
2
Place: Mira Road

Date:
ACKNOWLEDGEMENT
No endeavor achieves success without the cooperation of others which goes a long
way in shaping and formulating a project.
I take this opportunity to extend my heartfelt gratitude to Prof. P. L. Arya and my

guide Prof. Pooja Shah who has guided me through the duration of the project with
patience and helped wherever I faltered.

Last but not the least I would like to thank all the students and staff members of N.L.
Dalmia Institute of Management Studies and Research who helped me in my
endeavor.
Priyanka B. Shah
INDEX
TOPIC
CHAPTER 1: (i) Introduction
Page No.
2
(ii) Scope and Objective of the study
(iii) Methodology of the study
(iv) Executive Summary
4
4
CHAPTER 2: Training and Development

(i) Introduction to T&D
(ii) Difference in T&D
(iii) Need for T&D
(iv) Objectives and Importance of T&D
(v) T&D Process
13
(vi) Steps in T&D Program
17
(vii)Types and Techniques of Training
20
(viii)Methods/Tools of T&D
22
(ix) Evaluation of T&D Program
33
CHAPTER 3: (i) Introduction to SBI
36
(ii) Training method used in SBI
41
(iii) Introduction to Godrej Group
49
(iv) Training and Development workshops at Godrej
52
CHAPTER 4: (i) Conclusion
55
(ii) Impediments/Challenges in T&D
56
(iii) Recent Trends in T&D
57
CHAPTER 5: (i)Bibliography
(ii)Appendix
61
62
CHAPTER-1
INTRODUCTION
A study has carried on through this project about various methods or tools of
Training and Development that are generally followed in an organization to train and
develop their employees to make them more competitive, productive and efficient, so
that it will prove beneficial for the organization in the long run.
5
This project aims at understanding how training and development as a function holds
importance in any organization by studying what exactly Training and Development
aims at, what is the difference between the two, what process and program does it
follow, what are the techniques that are followed to train the employees and most
important what are those tools/methods through which employees are trained, and
how both the organization and employees are benefited out of those methods. Recent
trends happening in this field have also been studied through this project.
An effort has been made to understand how Training and Development activities are
actually carried out in a particular organization. For this purpose two case studies
have been included to throw light on the research carried out.
SCOPE OF THE STUDY

The scope of the study is to cover in depth various tools and methods of Training and
Development. Other Training and development related aspects such as process and
steps in Training and development program, techniques etc. This study also includes
information gathered about various tools of training incorporated/facilitated at SBI
and Godrej.
OBJECTIVE OF THE STUDY

Today there are various tools and techniques available to train employees. The
implementation of these tools differs from industry to industry. It also differs from
the nature of job that has to be performed. There are basically two types of training
i.e. on the job training and off the job training and both include various methods.
Main objective of this study/project is to give an insight into the various tools that
are commonly adapted to train and develop their employees and also to carry out
6
detailed research on different methodologies followed in the organizations over a

period of time. Impact or effectiveness of such training programs on the overall skill
development of employees will also be covered to give better understanding in the
insight of this project. This project also aims at understanding why training is
essential in todays competitive arena and how it can help in achieving optimum
results with the focus on improving productivity and quality.
METHODOLOGY OF THE STUDY

This project report is the combination of both primary and secondary data.
Secondary data consist of information about Training and Development followed at
SBI by interaction with the concerned HR professional and secondary data consists
of information gathered from various sources such as reference books, newspapers,
HR reports, various websites etc.
EXECUTIVE SUMMARY
Every organization needs to have well trained and experienced people to perform the
activities that have to be done. If current or potential job occupants can meet this
requirement, training is not important. When this not the case, it is necessary to raise
the skill levels and increase the versatility and adaptability of employees.
In a rapid changing society employee training is not only an activity that is desirable
but also an activity that an organization must commit resources to if it is to maintain
a viable and knowledgeable work force.
7
The entire project talks about the training and development in theoretical as well as
new concepts, which are in trend now. Here we have discussed what would be the
input of training if we ever go for and how can it be good to any organization in
reaping the benefits from the money invested in terms like (ROI) i.e. return on
investment. The best and latest available trends in training method, the benefits
which we can derive out of it. Some of the companies practicing training in unique
manner a lesson for other to follow as to how to train and retain the best resource in
the world to reap the
best out of it. Thus some examples of organizations
incorporating different ways to train their employees have been included.

Development is an integral part of training, if some body is trained properly and
efficiently, it would prove profitable for both the organization and an individual.
CHAPTER-2
TRAINING AND DEVELOPMENT
INTRODUCTION TO TRAINING AND DEVELOPMENT
Training:
Definition of Training:
According to Edwin Flippo, training is the act of increasing the knowledge
and skill of an employee for doing a particular job.
8
Training may be defined as a planned program designed to improve

performance and to being about measurable changes in technical knowledge
and skills of employees for doing a particular job.
Training is a process, which provides new dimensions to the employees of the
organization whereas the development helps to employees to develop their weak
areas to achieve the organizational objectives. This is the one department in the
organization, which helps employees to recognize their skills and provoke them to
lead in future.
It provides not only monetary benefits but also gives non- monetary benefits, which
increase the motivation level of the employees. Every HR function in any
organization has its unique importance. Training is one such crucial function that
drives the optimum performance by helping employees to recognize and identify the
required skills, knowledge and KRAs which are necessary to perform the given job
in a better manner. Right from the manufacturing industry to the various service
industries, training is provided to workers/employees to understand the basic nature
of how a particular job has to be performed to avoid further complications. The
nature of training differs from the nature of the industry.
Development:
Meaning:
An organization has to take steps for training programs for supervisory staff and
managers such training programs are called management development programs.
Management development program acts as a key factor for the survival and growth
of a business unit.
Management development program includes systematic review to identify the
members of the management who can be expected to raise their managerial
effectiveness through training and special assignments.
9
Management development is a way to improving the culture of the organization so

that it could be geared to excellence. Leading houses like Tatas, Birlas, Bajaj and
others have started taking keen interest in management development.
They believe that People move organizations not machines.
Definition of Development:
The term Development here refers to those learning opportunities designed to help
employees to grow.
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT
Nature
Training
Development
Tangible in nature.
Intangible in nature.
Training is more specific, job- Development is more general in

related information.
nature, especially at the top level
management level.
Importance
Training is important because Development is important to

technology is improving and adapt to new technology and
changing.
changing
patterns
in
organization.
Skills
Training deals with non- human Development deals with human

skills.
skills.
Directed towards Training is normally directed at It is directed at managerial

operative employees and relates personnel to acquire conceptual
to technical aspects.
and human skills.
Methodology
Greater emphasis on ON-JOB Greater emphasis on OFF the

methods
Job methods.
Frequency
Training is less frequent; it is It is more frequent

carried out mostly at induction continuous in nature.
and every succeeding stage of
the job.
Who imparts
Mostly the supervisors impart Supervisors, external experts and

training
self undertake development.
Relevance
Training is of more relevance at Development is of higher

junior-levels.
relevance at middle and senior
and
10
levels.
Cost involved
Imparting is less expensive
Imparting development is more

expensive.
Duration
Training courses are designed It involves a broader long-term

mostly for short term.
education for a long run term.
NEED FOR TRAINING AND DEVELOPMENT

The need for training of employees is universally accepted and practical training in
the form of information, instructions and guidance is given to all categories of
employees. It is a must for raising efficiency of employees. Training is necessary in
present competitive and ever changing industrial world. The following points
(reasons) justify the need for training:
Training is needed as a good supplement to school/college education.

Training at the industry level is practical and is needed for creating
confidence among employees. It is also needed for personal growth and
development of employees.
Training is needed due to continuous changes in the field of science and

technology. Workers can work as per new methods or can use new machines
only when suitable practical training is given to them. Training is the only
method by which the knowledge and skills of workers are updated.
Training is needed in order to introduce modern methods or for the

introduction of rationalization and computer technology in the industrial
units.
Training is needed for raising the efficiency and productivity of industrial

employees.
It is needed for improving the quality of production and also for avoiding
accidents and wastages of all kinds in the industrial units.
Training is needed for personal safety of employees and also for avoiding
damage to machines and property of the company.
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Training is needed as it creates highly skilled manpower in an organization.

Such skilled manpower is the real asset of an industrial unit.
Training is needed for preventing manpower obsolescence, for improving

health and safety of workers, for improving organizational climate and finally
for meeting future personnel needs of the organization.
OBJECTIVES OF TRAINING AND DEVELOPMENT

Objectives of Training:
To enhance technical skill and thus productivity:

Knowledge and skill in the special field.
Use of systems and OR techniques for assessing technical feasibility
and economic viability of project and proposals.
Coordination and control of resources and use of ergonomics, work
study to improve working conditions.
Training increases the level of learning and understanding the job. This in turn,
results in over-all improvement in the performance and productivity.
To enhance employee growth: A trained and experienced employee is more

competent in specialized areas like production, finance, marketing etc. and
stands better chances for promotion, higher earnings and up graduation in
status.
To improve the quality of workforce: A trained person makes less operational

mistakes and at the same time takes less time to adjust to new operations,
hence an improvement in quality and quantity of work performance. Better
informed workers are less likely to make operational mistakes. Organizations
that have a training program will have to make less drastic manpower
changes and adjustments.
To prevent obsolescence of technical skills and competencies: Training and

development programs foster the initiative and creativity of employees and
help to prevent manpower obsolescence, which may be due to age,
temperament or motivation, or the inability of a person to adapt him to
technical changes.
12
To improve Health and Safety: Proper training can help prevent industrial
accidents. A safer work environment leads to more stable mental attitudes on
the part of employees. Managerial mental state would also improve if
supervisors know that they can better themselves through company-designed
development programs. Physical fitness is also an important aspect for shopfloor workers. For e.g.: At Mahindra & Mahindra six day training program is
conducted for staff level called STRIDE. Out of these three days are
dedicated to training, which mainly comprises programs stressing on hygiene,
safety, fitness etc. all workers are supposed to undergo these programs.
To develop cordial labor-management relations and thereby to improve the

organizational environment.
To develop certain personal qualities among employees which can serve as

personal assets on long term basis.
To prevent manpower obsolescence in an organization which is quite possible

if employees are not given training facilities periodically to update their
knowledge and skills.
Objectives of Development:
1. Attitude Tuning:- it is done to broaden the mind of employees by providing
them with opportunities for an inter change of experiences within and
outside. Development helps in correcting the narrowness of outlook,
emotional stability, analytical ability, acquiring long term perception,
professional ethics, and social objectives.
2. Motivation:- one of the objectives of development is to boost individual and
collective moral and motivate the employees through words and deeds.
3. Leadership:- To build and maintain an appropriate working climate, develop
decision making abilities and delegation through adaptive leadership.
4. Communication:- communication helps in maintaining good inter personal
and inter group relations, it also helps in Conflict settlement, compromises.
5. Paradigm Shift:- To prepare the employee both the new and the old to meet
the present as well as changing requirement of the job and the organization.
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IMPORTANCE/BENEFITS OF TRAINING AND DEVELOPMENT

There are many benefits of Training and Development to the organization as
well as employee. We have categorized as under
1) Benefits for the organization
2) Benefits for the individual
1) Benefits for the organization
a) Improves communication between group and individuals.
b) Aid in orientation of new employee and those taking new job through
transfer or promotion.
c) Provides information on equal opportunities and affirmative action.
d) Provides information on other government laws and administration
policies.
e) Improve interpersonal skills.
f) Makes organizational policies, rules and regulations viable.
g) Builds cohesiveness in group.
h) Provides a good climate for learning, growth and co ordination.
i) Makes the organization a better place to work and live.
2) Benefits for the individual
a)
Through training and development, motivational variables of recognition

achievement, growth, responsibility and advancement are internalized and
operationalized.
b)
Aid in encouraging and achieving selfdevelopment and self confidence.
c)
Helps a person handle stress, tension, frustration and conflict.

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d)
Provides information for improving leadership, knowledge,

communication skills and attitudes.
e)
Increases job satisfaction and recognition.
f)
Moves a person towards personal goals while improving interactive skills.
g)
Satisfies personal needs of a trainee.
h)
Provides the trainee an avenue for growth in his or her future.
i)
Develops a sense of learning.
j)
Helps eliminate fear in attempting new task.
k)
Helps a person improve his listening skill, speaking skills also with his
writing skills.
Importance of Training and Development:

1. Increase in moral and motivation of employees:- Development increases
employees moral and motivation by inculcating sense of better self
confidence. Higher efficiency and productivity gives higher job satisfaction,
which motivates him to work attentively.
2. Better human relations:- development gives the employees an opportunity
to cultivate better inter personal and human relations. Development in the
sense is sharing of experiences and helps in improving the quality of human
relations. This facilitates smooth and harmonious functioning of the
organization.
3. Development and promotion:- Development not only improves the
knowledge and skills for doing the existing job successfully but also helps the
employees with abilities and attitudes needed for higher positions. In a way
development aids in contribution to growth of their personality.
15
4. Accuracy:- it makes the employee more proficient and competent and

enables him to avoid mistakes. It helps an individual in making better
decision and solving efficiently.
5. Optimum Utilization of Human Resources Training and Development
helps in optimizing the utilization of human resource that further helps the
employee to achieve the organizational goals as well as their individual goals.
6. Productivity Training and Development helps in increasing the
productivity of the employees that helps the organization further to achieve
its long-term goal.
7. Organization Culture Training and Development helps to develop and
improve the organizational health culture and effectiveness. It helps in
creating the learning culture within the organization.
8. Organization Climate Training and Development helps building the
positive perception and feeling about the organization. The employees get
these feelings from leaders, subordinates and peers.
9. Quality Training and Development helps in improving upon the quality of
work and work- life.
10. Healthy work-environment Training and Development helps in creating
the healthy working environment. It helps to build good employee,
relationship so that individuals goals aligns with organizational goal.
11. Health and Safety Training and Development helps in improving the
health and safety of the organization thus preventing obsolescence.
12. Profitability Training and Development leads to improved profitability and
more positive attitude towards profit orientation.
TRANIING AND DEVELOPMENT PROCESS
TRAINING PROCESS
Assessment of training
needs (TNA)
16
1. Assessment of Training Needs:Identifying the training needs of an organization is the first step in the systematic
Establishment
training process. All training needs
should of
betraining
related to the specific needs of the
goals
organization and also of the individual employees. For the identification of training
needs, the gap between the existing level of knowledge, skills, performance and
aptitudes of employees and the required levels of the knowledge, skills performance
Designing training
and aptitude should be clearly program

specified. Training needs can be identified clearly
through the following types of analysis.
a) Organizational Analysis.
Implementation of
b) Operational Analysis. training program

c) Manpower Analysis.
Evaluation
Following
a) Organizational Analysis:it and
relates
to the determination of the
up of program
organizations goals, its resources and the allocation of the resources as they
relate to the organizational goals. The analysis of the organizational goals
establishes the framework within which training needs can be defined more
clearly. The purpose of the organizational analysis is to determine where
training emphasis should be placed within the organization.
b) Operational Analysis:-
it focuses on the task or job regardless of the
employee doing the job. This type of analysis includes the determination
with which the worker must perform the job and the specific worker behavior
required in order to perform the job effectively. The jobs are also analyzed in
order to identify job contents, the knowledge, skills and aptitudes required
and the work behavior.
c) Manpower Analysis:- it reviews the knowledge, attitudes and skills of the
workers in each position and determines what knowledge, attitude he must
acquire and what adjustments in his behavior he must introduce if he is to
contribute substantially to the attainment of organizational objectives.
Training can be effective if the three types of analysis are carried on continuously. In
addition the conclusions from this analysis should be integrated in a properly
designed and executed training program.
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2. Establishment of Training Goals:After deciding the training needs, the logical step in the training process is to set
training and development objectives in concrete terms. In fact, without clearly set
objectives/goals, it is not possible to design a well planed training program which is
to be executed and also evaluated for judging its effectiveness. Training objectives
decided should be tangible, verifiable and measurable. Some objectives are tangible
while some others are difficult to state.
The overall training objective is to fill in the gap between the existing and the desired
pool of knowledge, skills and aptitudes. Defining training objectives in quantitative
and qualitative terms is useful for designing, executing and also for evaluation of the
training program.
3. Designing Training Program:After finalizing the objectives of training, the next step in the training program is
designing a training program which acts as a base of actual training to employees.
For achieving training objectives, an appropriate training policy is absolutely
essential. This policy represents the commitment of top management to employee
training and development. Training policy involves rules and procedures relating to
training activity.
Every training and development program must address certain vital issues- who
participates in program?, who are the trainers?, what methods of techniques are to be
used for training?, what should be the level of training?, what learning principles are
needed? And where is the program conducted?
Who are the trainees?

Trainees should be selected on the basis of self nomination, recommendations of
supervisors or by the HR department itself. Whatever the base, it is advisable to have
two or more target audiences. Bringing several target audience together can also
18
facilitate group processes such as problem solving and decision making, elements
useful in quality circle projects.
Who are the trainers?
Training and development program can be conducted by several people, including
the following:
i.
Immediate supervisors.
ii.
Co-workers as in buddy systems.
iii.
Members of the personnel staff.
iv.
Specialist in other parts of the company.
v.
Outside consultants.
vi.
Industry associations
vii.
Faculty members at universities.
4. Implementation of training Program:After designing training program, the same is to be implemented as per the details
decided. This means actual imparting training to trainees who may be workers,
supervisors or executives. Program implementation involves concrete action on the
following points.
a) Organizing training and other facilities and deciding the location of training
where training activity is to be arranged.
b) Arranging the schedule of training program which will make training
effecting and also offer convenience to participants and trainers.
c) Conducting training program as per the designed prepared.
d) Monitoring the process of the training program as well as the progress of
trainees.
In the execution of training program, time factor is one more difficulty. Training for
executives needs to be arranged without disturbing their busy schedule. It is also not
possible to keep them away from the regular work during the training period.
It is desirable to have separate administrative machinery for the execution of training
program. This ensures orderly conduct of training and maintaining records, follow-
19
up and evaluation. Moreover, the efforts made and money invested on training will
be wasted if the training program is not implemented in a disciplined manner.
5. Evaluation of Training Program:Since the huge amounts of money are spent on training and development, how far the
program has been useful must be judged/determined. Evaluation helps in determine
the results of the training and development program.
STEPS IN TRAINING AND DEVELOPMENT PROGRAM
Every training and development program must address certain vital issues (1) who
participate in the program? (2) Who are the trainers? (3) What methods and
techniques are to be used for training? (4) What should be the level of training? (5)
What learning principles are needed? (6) Where is the program conducted?
Who are the

trainees?
Where to conduct
the program?
Who are the

trainers?
What principles
of learning?
What methods
and techniques?
What should be
the level of
training?
Who are the Trainees? Trainees should be selected on the basis of self nomination,
recommendations of supervisors or by the HR department itself. Whatever is the
basis, it is advisable to have two or more target audiences. Bringing several target
audience together can also facilitate group processes such as problem solving and
decision making, elements useful in quality circle projects.
20
Who are the Trainers? Training and development programs may be conducted by
several people, including the following:
1. Immediate supervisors,
2. Co-workers, as in buddy systems,
3. Members of the personnel staff,
4. Specialists in other parts of the company,
5. Outside consultants,
6. Industry associations, and
7. Faculty members at universities.
Who among these are selected to teach, often, depends on where the program is held
and the skill that is being taught. For example, programs teaching basic skills are
usually done by the members of the HR department or specialists in other
departments of the company. On the other hand, interpersonal and conceptual skills
for managers are taught at universities. Large organizations generally maintain their
own training departments whose staff conducts the programs. In addition, many
organizations arrange basic-skills training for computer literacy.
Methods and Techniques of Training: A multitude of methods of training are used
to train employees. Training methods are categorized into two groups-{I) on-the-job
and (ii) off-the-job methods. On-the-job methods refer to methods that are applied in
the workplace, while the employee is actually working. Off-the-job methods are used
away from workplaces.
Training techniques represent the medium of imparting skills and knowledge to
employees. Obviously, training techniques are the means employed in the training
methods. Among the most commonly used techniques are lectures, films, audio
cassettes, case studies, role playing, video-tapes and simulations.
What should be the Level of Learning? The next question in designing training
and development program is to decide on the level of learning. The inputs passed on
to trainees in training and development programs are education, skills, and the like.
There are three basic levels at which these inputs can be taught. At the lowest level,
the employee or potential employee must acquire fundamental knowledge. This
means developing a basic understanding of a field and becoming acquainted with the
21
language, concepts and relationships involved in it. The goal of the next level is
skills development, or acquiring the ability to perform in a particular skill area. The
highest level aims at increased operational proficiency. This involves obtaining
additional experience and improving skills that have already been developed. All the
inputs of training can be offered at the three levels. How effectively they are learned
depends on several principles of learning.
Learning Principles: Training and development programs are more likely to be
effective when they incorporate the following principles of learning:
1. Employee motivation,
2. Recognition of individual differences,
3. Practice opportunities,
4. Reinforcement,
5. Knowledge of results (feedback),
6. Goals
7. Schedules of learning,
8. Meaning of material, and
9. Transfer of learning.
Conduct of Training: A final consideration is where the training and development
program is to be conducted. Actually, the decision comes down to the following
choices:
1. At the job itself
2. On site but not the job-for example, in a training room in the company
3. Off the site, such as in a university or college classroom, hotel, a resort, or a
conference centers.
Typically, basic skills are taught at the job, and basic grammar skills are taught on the
site. Much of interpersonal and conceptual skills are learnt off the site.
TYPES OF TRAINING
Induction (orientation) training: Induction training is basically for

introducing the organization to newly appointed employees. The purpose is to
give them the birds eye view of the organization. It is a very short
informative type of training given immediately after joining the organization.
22
For induction training, information booklets are issued and short informative
films are shown. In addition, lecture by personnel manager/HRD manager is
also arranged. Companies such as Blue Star Ltd., SANDOZ (India) Ltd. and
TISCO take keen interest in induction training. Induction training is a simple,
economical and quick method which introduces the company to newly
recruited/appointed employee in an orderly manner.
Job training: Job training relates to specific job which the worker has to
handle. It gives information about machines, process of production,
instructions to be followed, methods to be used and precautions to be taken
while performing the job. This training develops skills and confidence among
the workers and enables them to perform the job efficiently.
Training for promotion: Promotion means giving higher position. Training

must be given for performing duties at a higher level efficiently. This
facilitates easy and quick adjustment with the new job and also develops new
insight into the duties and responsibilities assigned. For this, training is given
after promotion and before actually joining the new assignment. This training
is specific, precise and of short duration.
Refresher training: The purpose of refresher training is to refresh the

professional skills, information and experience of persons occupying
important executive positions. It gives information about new developments
and techniques to trainees. This training is of short duration and is given by
professional institutions such as Indian Institute of Management, productivity
Councils, NITIE, etc. Refresher training needs to be given frequently due to
rapid technological/managerial developments in the business world. It is
useful for updating the knowledge and skills of executives.
Corrective training: corrective training is necessary when employees violate

company rules and procedures. For example, absence without prior sanction
or smoking in a No Smoking area or not using safety devices while
operating dangerous machines. Here the behavior of employees cannot be
changed simply by disciplinary action. The manager should motivate, handle
the problem and criticize the act and not the individual.
23
Safety training: Training provided to minimize accidents and damage to

machinery is known as safety training. It involves instruction in the use of
safety devices and in safety consciousness.
TECHNIQUES OF TRAINING
Techniques of Training
Technique
Description
Ice Breakers
Games to get team members know each other
Leading Games
Exercise to each different styles of leadership
Skill Games
Test to develop analytical skills
Communication Games
Exercise to build bias free listening and talking
Strategic planners
Games to test ability to plan ahead
Team building games
Exercise requiring collaborative effort
Role reversal
Exercise to teach plurality of view
Doubling
Bring out the ideas that are not often expressed
Tag Teams
One role played alternately by two participant
Mirroring
Training with external perspective
Monodrama
Insight into a given interaction
Shifting physical position
highlighting of communication problems
Structured role playing
Role play with predetermined objective
Multiple role playing
Providing a common focus of discussion
Built-in-tension
Teaching the importance of resolving matter
Shadowing
Working under a senior to watch and learn
Outward bound training
Adventure sports for teams
9 + 1 + 23
Self-assessment by a leader of leadership skills
Lateral Thinking
Thinking randomly to come up with new ideas
Morphological Analysis
Listing of alternative solution to problems
Gordon Technique
Steering a discussion to crystallize solutions
Attribute Listening
Isolation, selection and evaluation of a problem

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Cross-Cultural Training
Programs to tech specifics of varied cultures
METHODS/TOOLS OF TRAINING AND DEVELOPMENT
On-the-Job
based
Off-the-Job
Computer
Case Method
Panel Discussion
JIT
Role Play
Workshop
Intranet
Apprenticeship
Fishbowl
Buzz Group
Internet
Coaching & Mentoring
Laboratory
Brain Storming
Satellite
Project
Methods
Committee Assignment
Simulations
Conference
Action Maze
Syndicate
Behavior
Vestibule Training
Broadcasting
C.D.Rom
Modeling
Contract
Programmed Instructions
Learning
A) ON THE JOB TRAINING: This type of training is also known as job

instruction training, is the most commonly used method. Under this method the
individual is placed on a regular job and certain skills are taught that are
necessary to perform that job. The trainee learns under the supervision and
guidance of a qualified worker or instructor. On the job training has the
advantage of giving first hand knowledge and experience under the actual
working conditions. On the job training method include job rotation, coaching,
job instruction or training through step-by-step and committee assignments.
25
a) Job rotation: Job rotation involves movement of trainee from one job to
another. The trainee receives job knowledge and gains experience from the
supervisors or trainers in each of different job assignment. This method gives
on opportunity to the trainee to understand the problems of employees on
other jobs and respect them.
b) Coaching: In coaching superior plays an active role in training the
subordinate by assigning him challenging tasks. The superior acts as a coach
in training the subordinate by assisting and advising him to complete the
assigned task.
c)
Job instruction: This method is known as training through step by

step. Under trainer explains trainee the way of doing job, job knowledge and
skills and allows him to do the job. The trainer appraises the performance of
the trainee, provides feedback information and corrects the trainee. The
process or the steps under job instruction method are as follows:
Step1: Prepare the employee for instruction. Put him at ease. Explain the job
and its importance. Get him interested in learning the job.
Step 2: Present the job. Follow your breakdowns. Explain and demonstrate
one step at a time tell why and how? Stress key points. Instruct clearly and
patiently. Give everything you will want back, but no more.
Step 3: have him do the job. Have him tell why and how and stress key
points. Correct errors and omissions as he makes them. Encourage him. Get
back everything you gave him in the step 2. Continue until you know he
knows.
Step 4: Follow through. Put him on his own. Encourage questions. Check
frequently. Let him know how he is doing. If the learner has not learnt,
correct him and teach him repeatedly.
d) Committee assignment: Under committee assignment group of trainees are

given and asked to solve an actual organizational problems. The trainee
solves the problem jointly. It develops teamwork.
e) Mentoring: A mentor can tutor others in their learning. Mentors help
employees solve problems both through training them in skills and through
26
modeling effective attitudes and behaviors. This system is sometimes known

as a buddy system.
f) Projects: Projects require the trainees to do something on the job which
improves the business as well as helps them learn about the topic of training.
It might involve participation on a team, the creation of a database, or the
forming of a new process. The type of project will vary by business and the
skill level of the trainee.
B) OFF THE JOB TRAINING: Under this method of training, 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 the job
requirements, he can place his entire concentration on learning the job rather than
spending his time in performing it. Off field job training methods are as follows:
1) Classroom method
Classroom method for training personnel includes lectures, discussions, roleplaying and case study.
a) Lectures: Lectures are regarded as one of the simplest ways of imparting

knowledge to the trainees, esp. when facts, concepts, or principles, attitudes, theories
and problems-solving abilities are to be taught. Lectures are formal organized talks
by the training specialists, the formal superior or other individual specific topics.
The lecture methods can be used for very large groups which are to be trained within
a short time, thus reducing the cost per training. It can be organized rigorously so that
ideas and principles relate properly. Lectures are essential when it is a question of
imparting technical or special information of a complex nature. They are usually
enlivened
with
discussions,
film
shows,
case
studies,
role-playing
and
demonstrations.
In training, the most important uses of lectures include:
27
Reducing anxiety about upcoming training programs or organisational

changes by explaining their purposes.
Introducing a subject and presenting an overview of its scope.
Presenting basic material that will provide a common background for

subsequent activities.
Illustrating the application of rules, principles; reviewing, clarifying and

summarizing.
The main advantage of lecture system is that it is simple and efficient

and though it is more materialistic it can be presented within a given
time.
b) Group Discussion: Combining lectures with discussion eliminate the limitation of

one-way communication. In this method the trainees interact with the lecturer and
any doubts or misunderstanding of the concept and principles are cleared.
This is an established method for training. A group discussion is conducted in many
ways:
It may be based on a paper prepared by one or more trainees on a

subject selected in consultation with the person in charge of the group
discussion. It may be a part of a study or related to theoretical studies or
practical problems. The trainees read their papers, and this is followed
by critical discussion.
It may be based on the statement made by the person in charge of the

group discussion or on a document prepared by an expert, who is
invited to participate in the discussion.
The person in charge of the group discussion distributes in advance the

material to be analyzed in the form of required readings. The group
discussion compares the reaction of trainees, encourages discussion,
defines the general trends and guides the participant to certain
conclusions.
c) Case study: In this technique, an actual or hypothetical problem is presented to a

training group for discussion and solution. It is important to note that the problems
presented in cases usually do not have a single solution, but narrow mindedness of
28
trainees is reduced as problem-solving ability is increased. The case study is based

on the belief that the managerial competence can best be attained through study,
contemplation and discussion of concrete cases. The case is the set of data, written
or oral miniature, description and summary of such data that present issues and
problem calling for solutions or action on the part of trainee. When the trainees are
given cases to analyze, they are asked to identify the problem and recommend
tentative solution for it. This method offers to the trainees matter for reflection and
brings home to them a sense of complexity of life as oppose to theoretical
simplifications of, and practices in the decision-making process. The case study is
primarily useful as a training technique for supervisors and is especially valuable as
the technique of developing decision-making skills and for broadening the
perspective of the training.
2) Simulation Exercise: - Any training activity that explicitly places the trainee
in an artificial environment that closely mirrors actual working conditions can
be considered a Simulation. Simulation activities include case experiences,
experiential exercises, vestibule training, management games & role-play.
3) Vestibule training: -This method attempts to duplicate on-the-job situations
in a company classroom. Its is a class room training which is often imparted
with the help of the equipment and machines which are identical with those
in use in the place of work. This technique enables the trainee to concentrate
on learning the new skills rather than on performing on the actual job. In
other words, it is geared to job duties. Theoretical training is given in the
class room, while the practical work in conducted on the production line.
It is a very efficient method of training semi-skilled personnel, particularly
when many employees have to be trained for the same kind of work at the
same time. It is often used to train clerks, bank tellers, inspectors, machine
operators, testers, typists, etc. It is most useful when philosophic concepts,
attitudes, theories and problem solving abilities have to be learned.
Training is generally given in the form of lectures, conferences, case studies,
role playing and discussion.
The various advantages of vestibule training are:
29
As training is given in a separate room, distractions are minimized.
A trained instructor, who knows how to teach, can be more effectively

utilized.
The correct method can be taught without interrupting production.
It permits the trainee to practice without the fear of the supervisors/ coworkers observation and their possible ridicule.
4) Role playing: -It is defined as a method of human interaction that involves

realistic behavior in imaginary situations. This method of training involves
actions, doing and practice. The participants play the role of certain
characters,
such
as
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.
5) Cases: - present an in depth description of a particular problem an employee
might encounter on the job. The employee attempts to find and analyze the
problem, evaluate alternative courses of action & decide what course of
action would be most satisfactory.
6) Experiential Exercises: - are usually short, structured learning experiences
where individuals learn by doing. For instance, rather than talking about
inter-personal conflicts & how to deal with them, an experiential exercise
could be used to create a conflict situation where employees have to
experience a conflict personally & work out its solutions.
7)
Committee conference: -Committees can be a method of training. The

junior members of the committee can learn from the discussion and
interaction with the senior member of the committee. The senior member can
also learn from the opinions and views expressed by the junior members.
Committees can serve the purpose of developing good social relations. In the
case of conference, group discussions and the meetings are held to discuss
various issues and to provide solutions to various problems. The chairperson
leads the discussion and then the participants attempt to provide solutions.
30
The conferences act as a group interaction and exchange of views and idea. It
reshapes thinking and attitudes of the participants.
8) Reading, television and video instructions: -Planned reading of relevant
and current management literature is one of the best methods of management
development. It is essentially a self-development program. A manager may be
aided by training department, which often provide a list of valuable books.
Also there are television program that are features towards management
development. Videotapes are also available whereby important managerial
discussions, debates and talks can be viewed and listened.
9) In-Basket Exercise: - Also known as In-tray method of training. The trainee
is presented with a pack of papers & files in a tray containing administrative
problems & is asked to take decisions on these problems & is asked to take
decisions on these within a stipulated time. The decisions taken by the
trainees are compared with one another. The trainees are provided feedback
on their performance. In-Basket is mainly about prioritizing or choosing the
best method.
10) Programmed instruction: - Programmed instruction involves a sequence of
steps which are often set up through the central panel of an electric computer
as guides in the performance of a desired operation or series of operations. It
incorporates a pre-arranged, proposed, or desired course of proceedings
pertaining to the learning or acquisitions of some specific skills or general
knowledge. A programmed instruction involves breaking information down
into meaningful units and then arranging these in a proper way to form a
logical and sequential learning program or package.
11) Sensitivity Training: -It uses small number of trainees usually less than 12 in
a group. They meet with a passive trainer and get an insight into their own
behavior and that of others. These meetings have no agenda and take place
away from the workplace. The discussions focus on why participants behave
the way they do and how others perceive them. The objective is to provide
the participants with increased awareness of their own behavior, the
perception of others about them and increased understanding of group
31
process. Examples: Laboratory training, encounter groups. Laboratory

training is a form of group training primarily used to enhance interpersonal
skills. It can be used to develop desired behaviors for future job
responsibilities. A trained professional serves as a facilitator. However once
the training is over employees get back to being the way they are.
C) COMPUTAR BASED TRAINING (CBT):
With the worldwide expansion of companies and changing technologies, the
demands for knowledge and skilled employees have increased more than ever,
which in turn, is putting pressure on HR department to provide training at lower
costs. Many organizations are now implementing CBT as an alternative to
classroom based training to accomplish those goals.
Some of the benefits of CBT are:
Provides the instructional consistency
Reduces trainee learning time
Increases access to training
Affords privacy of learning
Allows learning at an individual pace
Allows the trainee to master learning
Reduces the cost of training
According to a recent survey, about 75% of the organizations are providing training
to employees through Intranet or Internet. Internet is not the method of training, but
has become the technique of delivering training. The growth of electronic
technology has created alternative training delivery systems.
CBT does not require face to face interaction with a human trainer. This method is so
varied in its applications that it is difficult to describe in concise terms.
Intelligent Tutorial System (ITS):
This Intelligent Tutorial system uses artificial intelligence to assist in training or
tutoring the participants. This system learns through trainee responses.
32
Features of Intelligent Tutorial Systems (ITS)
It selects the appropriate level of instructions for the participants

It guides the trainees
It is a text-based system
It also evaluates the training program
It also improves the methodology for teaching the trainee based on the
information.
It is an interactive system. It determines the trainees level of understanding
Intelligent Tutorial System (ITS) comprises of 5 components:

A domain expert also called the expert knowledge base
A trainee model stores the information on how the trainee is performing during
the training program
A scenario generator creates an environment for delivering the training
A training session manager interprets trainees responses and responds either with
tutoring, more content or information
A user interface allows the trainee to communicate with the Intelligent tutorial
System
Programmed Instruction (PI):

Programmed instruction is a Computer-based training that comprises of graphics,
multimedia, text that is connected to one another and is stored in memory.
Programmed instruction is the procedure of guiding the participants strategically
through the information in a way that facilitates the most effective and efficient
learning. It provides the participant with content, information, asks questions, and
based on the answer goes to the next level of information i.e. if the trainee gives the
correct answer; one branch moves the trainee forward to the new information. And if
the trainee gives the wrong answer then different branch is activated, taking the
trainee back to the review relevant information in more elaborate manner.
Programmed Instruction also comes in printed form i.e.
Books
Tape
Interactive Video
Other formats
33
In programmed instruction, trainees receive information in substantial amount and

then tested on their retention of information. If the trainees are not able to retain the
information, they are referred back to the original information. If the trainees retain
the information, they are referred to the next log of information that is to be learned.
Features of Programmed Instructions:
Some of the features of programmed instructions are:
It provides immediate feedback to trainee response
It frequently reviews the content
It programs small learning steps that results in fewer response errors
It allows trainees to move through the content at their own speed, or

capability
It requires frequent active responses by the trainees
Virtual Reality (VR):

Virtual Reality is a training method that puts the participant in 3-D
environment. The three dimensional environment stimulates situations and
events that are experienced in the job. The participant interacts with 3-D
images to accomplish the training objectives. This type of environment is
created to give trainee the impression of physical involvement in an
environment. To experience virtual reality, the trainee wears devices, like
headset, gloves, treadmills, etc.
Virtual Reality provides trainees with an understanding of the consequences of
their actions in the work environment by interpreting and responding to the
trainees actions through its accessories:
Headset provides audio and visual information
Gloves provides tactile information
Treadmills is used for creating the sense of movement
34
Sensory devices transmits how the trainees are responding in the virtual
workplace to the computer. This allows the virtual reality (VR) system to
respond by changing the environment appropriately.
Features of Virtual Reality (VR) System
Some of the features of Virtual Reality System are:
It is poorly understood requires technical understanding
It is expensive
It is time consuming
It is flexible in nature
It does not incur traveling, lodging, or food cost
It requires excellent infrastructure
EVALUATION OF TRAINING AND DEVELOPMENT PROGRAM

Stages of Evaluation:
There are four key stages at which training and development should be evaluated:
Reaction: At this stage evaluation provides information on the attitudes and

opinions of participants to the learning they have undertaken typically via
evaluation forms or comment sheets.
Learning attained: Evaluation at this stage looks at the extent to which

learning objectives have been achieved. Evaluation of learning can take place
during the activity using interactive sessions, tests and practical application
and after the activity by re-testing knowledge and skills and comparing them
with pertaining results, observing.
Performance: Evaluation at this stage looks at the impact of a learning

experience on individual/team performance at work. Key to this level of
evaluation is the need to have agreed clear learning objectives prior to the
35
learning experience so that when evaluation takes place there are measures to
use.
Organizational Impact: At this level evaluation assesses the impact of

learning on organizational effectiveness, and whether or not it is cost
effective in organizational terms.
Purpose of Training Evaluation:

Feedback
Purpose of
Training
Evaluation
Control
Power
Research
Intervention
Process of Training Evaluation:

Before Training: The learners skills and knowledge are assessed before the training
program. During the start of training, candidates generally perceive it as a waste of
resources because at most of the times candidates are unaware of the objectives and
learning outcomes of the program. Once aware, they are asked to give their opinions
on the methods used and whether those methods confirm to the candidates
preferences and learning style.
During Training: It is the phase at which instruction is started. This phase usually
consist of short tests at regular intervals.
After Training: It is the phase when learners skills and knowledge are assessed
again to measure the effectiveness of the training. This phase is designed to
determine whether training has had the desired effect at individual department and
organizational levels. There are various evaluation techniques for this phase.
Techniques of Evaluation:
Observation
36
Questionnaire
Interview
Self Diaries
Self recording of special incidents
CHAPTER-3
CASE STUDY
STATE BANK OF INDIA
Introduction:
State Bank of India (SBI) is the largest bank in India. It is also, measured by the
number of branch offices and employees, the largest bank in the world. Established
in 1806 as Bank of Bengal, it remains the oldest commercial bank in the Indian
Subcontinent and also the most successful one providing various domestic,
international and NRI products and services, through its vast network in India and
overseas. With an asset base of $126 billion and its reach, it is a regional banking
behemoth. The bank was nationalized in 1955 with the Reserve Bank of India having
a 60% stake.
37
The roots to the State Bank of India are traceable to the first decade of 19th century,
when the Bank of Calcutta, later renamed as the Bank of Bengal, was established on
2nd June 1806. The Bank of Bengal and two other Presidency banks, namely, the
Bank of Bombay (incorporated on 15 April 1840) and the Bank of Madras
(incorporated on 1st July 1843) were amalgamated on 27th January 1921, and the
reorganized banking entity was named the Imperial Bank of India. All these
Presidency banks were incorporated as joint stock companies, and were the result of
the royal charters. The Imperial Bank of India continued to remain a joint stock
company. Until the establishment of a central bank in India the Imperial Bank and its
early predecessors served as the nation's central bank printing currency.
The Reserve Bank of India, which is the central banking organization of India, in the
year 1955, acquired a controlling interest in the Imperial Bank of India and the
Imperial Bank of India was christened on 30th April 1955 as the State Bank of India.
This acquisition of the controlling interest was done pursuant to the provisions of the
State Bank of India Act 1955, an Act enacted by the Parliament of India
Associate banks
There are seven other associate banks that fall under SBI. They all use the "State
Bank of" name followed by the regional headquarters' name. These were originally
banks belonging to princely states and were nationalized in 1959. In tune with the
first Five Year Plan, emphasizing the development of rural India, these banks were
integrated with the State Bank of India, to expand its rural outreach. The State Bank
group refers to the 7 associates and the parent bank. All the banks use the same logo
of a blue keyhole.
o
o
o
o
o
o
o
State Bank of Indore

State Bank of Bikaner & Jaipur
State Bank of Saurashtra
State Bank of Hyderabad
State Bank of Mysore
State Bank of Patiala
State Bank of Travancore
Services Offered By SBI.

o SBI Vishwa Yatra Foreign Travel Card
38
o
o
o
o
o
o
o
o
o
o
Broking Services
Revised Service Charges
ATM Services
Internet Banking
E- Pay
E- Rail
Safe Deposit Locker
Gift Cheaque
MICR Codes
Foreign Inward Remittance
Vision Statement of state bank of India

Premier Indian financial services group with global perspective, world-class
standards of efficiency and professionalism and core institutional values.
Retain its position in the country as a pioneer in development banking
Maximize shareholder value through high sustained earnings per share.
An institution with a culture of mutual care and commitment, a satisfying and
exciting work environment and continuous learning opportunities.
Mission statement of the bank

To retain the banks position as the premier Indian financial services group , with
world class standards and significant global business, committed to excellence in
customer, share holder and employee satisfaction, and to play a leading role in the
expanding and diversifying financial services sector, while continuing emphasis on
its development banking role.
Core values of the bank
Excellence in customer service
Profit orientation
Belonging and commitment to the bank
Fairness in all dealings and relations
Risk- taking and innovation
Team playing
39
Learning and renewal
Integrity
Transparency and discipline in policies and systems.
Functions of State Bank of India

The functions of the State Bank of India, unlike the part of the functions of RBI as
well functions of other commercial Banks. The details are as under.
1. Accepting for the purpose of lending or investment of deposit of money from
public repayable on demand or otherwise withdrawals by Cheques, drafts or
otherwise.
2. Dealing in the bills, collections of the bills, buying /selling foreign exchange,
lockers, issuing letter of credit, travelers Cheques, mortgages, insurance business,
acting of trustee or any other business which may be permitted by the Govt. of
India.
3. State bank of India is also authorizing to Government business i.e. accepting of
the taxes on behalf of Govt. of India. RBI has appointed the Agent of the Govt. for
this purpose.
Community Service Banking

The Bank in addition to its normal banking operations seeks to reinvest part of its
profits in various community welfare projects to improve the quality of life of poor
and weaker section of society, as a responsible and responsive corporate citizen.
During the current financial year the Bank has made the following.
Banks has made donation of Rs 9.73 crores to Chief Ministers relief fund. Under the
SBI Childrens welfare fund, the bank has granted Rs 14.70 lacs to the:
1. Projects through the Non Govt. organizations for the benefit of orphaned.
2. Bank has also given Rs 6.61 crores as research grants to research projects at the
universities and reputed academic institutions.
3. The Bank has also making an advance to the economical weaker section of the
society with the minimum interest rates and without any margin as a social
40
obligation. Even the scheme like DIR (differential interest rates) advance is at the
rate of 4% pa.
HUMAN RESOURCES
Bank has taken up several key initiatives to motivate and retain its manpower. In
order to channelize the energy created by the Parivartan campaign, the bank has
launched a landmark exercise for creation of the new Vision, Mission and values
statement which will be in place shortly.
Young officers are being encouraged to take up management education by way of
sponsorship tie-up with the S.P. Jain Institute of Management. 50 officers have been
enrolled in the program on a trial basis. Bank is strong in the areas of training and
development through 4 apex level training colleges and 45 learning centers across
the country. e-learning project has been launched to enable anywhere, anything
learning.
HRMS
For leveraging technology in employee management area, the bank has started
automation of its HR processes through SAP-ERP-HRMS software. Once fully
implemented, it will not only create a central repository of all employees data but
also will make available a variety of services, like online request submission and
viewing of individual data etc. to all the employees across the State Bank group on
an online real time basis. HRMS will bring efficiency in HR operations and help
the management in making employee related decisions faster. Pensioners of SBI, IBI
and Associate Banks will also form a part of this initiative and their pension will be
processed through HRMS.
How training takes place at SBI?

Training has been a powerful tool in the bank to develop human resources. The state
bank staff colleges at Hyderabad and Gurgaon, Haryana have been the focal points
for this purpose. It gives specialized training to staff in the areas of information
management, telecommunication and electronic banking. In addition, there are 50
training centers in the country.
41
Training philosophy of the bank

Training in the state bank is a pro-active, planned and continuous process, as an
integral part of the organizational development. It seeks to impart knowledge,
improve skills and re-orient attitudes for individual growth and organizational
effectiveness.
Distance learning and personal communication
Under this program, the staff college, Hyderabad provides self-learning facilities
through the supply of educational briefs and self-learning packages for senior
officers.
Visiting faculty program
Under this scheme from the training centers design and conduct training for the
programs for the staff of a particular branch to cater to the specific requirements. The
participation by the staff is voluntary and the program is conducted at the branch
itself. On site program is training of staff at the branch by a faculty member posted
at the branch.
In branch training forum
It is a supplement to institutional training to train banks large work-force. It is
formed at the branch on a voluntary basis. Branch manager will head the forum; 2/3
supervising staff/senior clerical staff will be associated.
The training forum will identify knowledge gaps/procedural irregularities.
Fortnightly/monthly meetings will be held to convey their findings. This will create a
learning climate at the branch. Overall improvement in the functioning of the branch
will result.
Training at SBI
Introduction:
Training centers located at different places across the country. Presently it has 50
training centers across the country. The major locations are Hyderabad, Gurgaon,
Haryana, and Mumbai. In Mumbai, it is located at Bandra.
42
Continuous updation of knowledge is the basic purpose why SBI provides training to
all its employees. The purpose is to get familiar with the job roles and responsibilities
and understand the exact nature of the job and what is expected out of every
individual employee and perform his/her job in more efficient and effective manner.
The various tools of training incorporated by SBI:

The On the Job methods are:
Job Rotation:
Job rotation is one of the widely used and very common techniques of training in
banking industry. Its been a long time SBI is implementing the job rotation
technique to train its employees thoroughly in their respective area of interest. It acts
as a good learning tool for employees and they are given this opportunity to get all
insights about their profession. The maximum duration of job rotation technique is 3
years.
43
This type of training is generally given to the Probationary Officers i.e. PO. Their
duration of training is 2 years in which they are shifted from one job to the other. It is
generally given at the branch itself where the officer is working. The rotation takes
place once the officer is completely thorough with the given job and it is generally on
an average after 3 months. Once 2 years are completed, his performance is evaluated
and if needed he is given further training.
Induction Training:
This is generally given to all the new employees who join as officers, management
trainees etc. wherein they are introduced to the organization, what are their roles,
duties and responsibilities. He is introduced to his department, his seniors, how his
department fulfills the mission of the company etc. The duration of induction training
will vary from job to job and will depend on the nature and complexity of the job,
and the level or position of the job. Induction training is given only at entry level and
the duration of the same is not more than 3 weeks.
Mentoring:
This type of training is generally provided to the people who join as management
trainees. SBI very actively provides this type of training because every year it
recruits around 50-60 candidates from the leading B-schools all over the India.
Mentors help employees solve problems both through training them in skills and
through modeling effective attitudes and behaviors
JIT (Job Instruction Technique):
This is a common technique implemented at SBI across all the branches wherein the
job instructions are given by seniors to their subordinates. The purpose is to let
employees understand the nature of work, what the possible errors they can commit
while working are and how to avoid them.
The off the job methods are:
44
Case Study:
One of the most important types of training tool implemented at SBI is case study
method. Here, the employees both seniors and juniors are given a hypothetical
situation and are asked to present their views, give suggestions and recommendations
and provide a best possible solution. Generally, a group is formed of 5, maximum 6
employees and every individual employee has to present his viewpoints and at the
end, their performance is evaluated. It is not just implemented in groups but to
assess an individual performance also.
Role Plays:
Again, one of the essential methods of training used at SBI is role plays. Role plays
are conducted at every level to gauge how the person will deal with or handle the
situation if it happens in real. The basic purpose of the role plays is to check the
promptness, decision making ability, handling under stressful conditions, the creative
thinking and innovativeness of the employee etc. Lets take an example of customer
service. How to handle customer grievances, how to treat them, how to deliver a
service that will bring a smile on his face and how hell be delighted, so on and so
fore.
Lectures:
45
From Finance point of view, for instance, SBI has tie-ups with NIBM i.e. National
Institute of Banking Management, Symbiosis etc. hence the experts who have a great
experience about the banking industry are requested to conduct lectures/seminars on
the recent trends and the latest happenings in the industry and they even assist in the
training program which is conducted across various branches. Their main purpose
lies in assisting employees in acquiring the required special skills to perform the job
better.
Project Parivartan:
SBI was unable to attract young or affluent customers and its brand image was
perceived to be old and staid in 2007. The top management team led by Bhatt
recognized the need for a transformation. They identified areas that needed to be
transformed and communicated the new transformation agenda to all the people in
the organization.
The top management realized that to achieve the transformation they sought, getting
the grassroots level employees on board was extremely important. So a massive
internal
communication
initiative
called
Parivartan
(which
means
transformation/change) was launched. Though a change management initiative,

training were provided to all employees.
As part of this exercise, two-day workshops are planned at over 100 venues across
the country. Nearly 100 such programs are proposed to be held in SBIs Kerala Circle
covering nearly 4,000 employees. The Parivartan Program was launched on July 16
and all the employees identified would be trained within a maximum period of three
months.
The trainers were trained at the apex training centers at Hyderabad and Gurgaon.
The initiative was aimed at obtaining the support and acceptance of employees for
the change initiatives undertaken by the bank, and explaining to them why change
46
was necessary. The project also sought to bring about a change in the attitude and
approach of the employees and to help them develop a more customer-centric
approach. According to SBI, the program succeeded in achieving its objective which
in turn, had led to the bank performing well and maintaining its market leadership
position in the Indian banking sector.
Citizen SBI:
The purpose of the training is that an employee should feel proud that he is a part of
SBI family. Citizen SBI aimed at attitudinal change and transformation of its
employees through a series of human resources activities.
The project which was designed by Illumine Knowledge Resources over the last 18
months will be implemented across all SBI staff over the next 2 years.
The project has four stages, the first of which, namely citizen orientation. The other
three stages are customer fulfillment, market engagement and a vision program,
especially aimed at the senior management of the bank, senior management
citizenship.
Citizen SBI project seeks to bring behavioral transformation by seeking more active
role from the employees. The bank has arranged facilitators who will train the
employees over the tenure of the project.
Some Notable points of SBI Training
The HR manager co-ordinates with the trainers i.e. in-house or external depending on
the need and arranges the training program.
The training method is decided based on the need of the subject. At times, it could be
more than one type of training which will enable employees to understand their job
in a more precise manner.
47
SBI provides in-house training and also has tie-ups with outside trainers. In Mumbai,
the center is located at Bandra where the various training programs are conducted.
The top level employees are sent to the main training center located at Hyderabad.
Apart from traditional training methods, SBI has something called Web Class and Elearning.
Web class is like it has the audio visuals which an employee can watch on his
computer screen which will provide him mandatory and basic information about his
job.
E-learning is nothing but the online training which any employee can avail at any
time. As per the nature of every job, the basic instructions are mentioned on the
server and an employee just has to follow them to learn.
SBI evaluates all its training programs by Questionnaire method wherein the
feedback forms are distributed to the employees who had attended the training
programs and they are expected to give their honest views about the entire
experience and do they observe any change.
48
CASE STUDY -2
GODREJ INDUSTRIES LIMITED
Overview
The case explains the training and development initiatives of the Godrej group since
the late 1990s. In the late 1990s, the Godrej group initiated various training and
development programs such as the TQM workshops, 'Parivartan', EVA training,
GALLOP, Spark, e-Gyan, English language training, and BPO training.
The case explains each of these programs in detail and the benefits that the group
reaped from all these initiatives. The case ends with the shortcomings in Godrej's
training and development initiatives.
Issues:
Understand the training and development initiatives in a large organization
Understand how an organization responds to change and manages change
Understand the role of the HR department in managing change in an organization
Understand how the top management in an organization facilitates the process of
change
Understand what constitutes a learning organization.
49
Understand limitations of training and development initiatives in driving change
Introduction
In January 2002, Godrej Industries Ltd. (GIL) bought a 26% stake in "Personalitree
Academy Ltd." Personalitree provided interactive soft skills training programs online
to corporates. Personalitree's training modules have since been a part of Godrej's
training and development initiatives.
It all started in 1996 with the break-up of the joint venture between Godrej Soaps Ltd
(GSL) and Proctor and Gamble (P&G). Post break-up, GSL was bereft of a
distribution system and had to start from scratch. As part of the rebuilding exercise,
GSL recruited about 250 new employees who had to be aligned with its corporate
culture. In 1997, GSL conducted a Total Quality Management (TQM) workshop for
all its 5000 employees to help them connect to their job.
Parivartan was launched in September 2000 in GSL to train new as well as existing
employees on various aspects of the business and to motivate them. In 2001, new
initiatives like Young Entrepreneurs Board (YEB), Red and Blue Teams, Mentoring
and Reverse Mentoring were introduced in the Godrej Group, (Godrej) to encourage
the involvement of youth in strategic decision-making.
In early 2002, a need was felt among the top brass of Godrej to instill a performancedriven culture in the company. In addition to upgrading the talents of existing
employees, Godrej had to train new recruits.
Thus, Godrej developed a comprehensive and innovative training program for
management trainees and named it Godrej Accelerated Learning Leadership and
Orientation Program (GALLOP).
The objective of GALLOP was to develop a newcomer into a professional by giving
him or her exposure to various departments and inculcate in him or her, a sense of
belonging.
Later, in September 2002, GIL introduced Spark, a training program for managers to
50
help them become effective coaches. Towards the end of 2002, E-gyan was
introduced in GIL to increase the learning potential of employees.
In January 2003, a special HR program on honing the interpersonal and negotiation
skills of officer- level employees was launched in GIL. Further, in October 2003, an
English language training program was held for floor workers of Godrej and Boyce
Manufacturing Company Ltd (GBML), so that they could follow all instructions
issued in that language independently.
Background Note
The Godrej story started in 1897, when Ardeshir Burjorji Godrej (Ardeshir) gave up
his legal practice and started manufacturing locks in a small shed at Lalbaug near
Mumbai. Thus was GBML born. His brother, Phirozshah Godrej (Phirozshah),
carried on the pioneering work and in 1905 GBML built its first safe, thus entering
the security equipment business.
GBML expanded its range of products by manufacturing office equipment,
typewriters, tool-room equipment, etc. In the early 1920s, GBML started making
soaps from vegetable oils and incorporated GSL in 1928.
In 1958, GBML started manufacturing refrigerators, its first home appliance product.
GSL ventured into animal feed in 1971 to help dairy and poultry farmers rear
healthier livestock. Godrej Pacific commenced operations in 1982 as the Electronic
Business Equipment (EBE) Division of GBML.
In 1985, GBML ventured into Computer Aided Designing services as part of its EBE
division. In 1990, Godrej Properties & Investments Limited (GPIL) was incorporated
to provide meticulously planned townships. In 1991, the Godrej group entered the
processed food and edible oil segment by incorporating Godrej Foods Ltd (GFL).
The animal feed division was spun off into a distinctly focused animal- feed and
agricultural input company in 1991-92 and was named Godrej Agrovet Limited
(GAVL). In 1993, GBML entered into a joint venture with General Electric (GE), US
and Godrej-GE Appliances was formed.
51
It went on to manufacture washing machines and air conditioners. GE exited from

the joint venture in 2001 and the appliances business became a division of GBML. In
1993, Godrej entered into a manufacturing and marketing alliance with Proctor &
Gamble (P&G). A new company P&G-Godrej Ltd, with each company holding 50%,
was incorporated.
The entire distribution network of Godrej was transferred to this company and the
joint venture was entrusted with the task of marketing both Godrej and P&G's toilet
soap and detergents brands.
The EBE division was spun off into Geometric Software Solutions Ltd in 1994 to
offer complete solutions to customers. In 1994, Godrej ventured into the insecticide
market through GSL, which bought 75% stake in Transelektra Domestic Products
Pvt Ltd (TDPL), the manufacturer of the "Good Knight" brand.
In 1995, Godrej entered into a joint venture with the US multinational, Sara Lee and
the new concern was called Godrej-Sara Lee. The venture was the world's largest
manufacturer of mosquito repellents. In August 1996, P&G-Godrej Ltd, terminated
the arrangement and Godrej re-took charge of marketing its soap & detergent brands
but without a distribution network of its own.
In 1999, GSL sold 22.5 per cent of its shareholding in Godrej-Sara Lee to the group
holding company GBML for Rs 994.7 million. Godrej Infotech Ltd was incorporated
in 1999 to offer software solutions. In March 2001, GSL got de-merged and its
consumer products division came to be known as Godrej Consumer Products Ltd
(GCPL).
Total Quality Management (TQM) Workshops

Godrej started total quality management (TQM) workshops in 1995, to inculcate a
`positive work culture' in the company. In 1997, all the 5,000 employees of GSL
were put through a three-day workshop as part of the "visioning" session of TQM.
'Parivartan'
In 2000, 'Parivartan' was launched in GSL with the objective of motivating
employees as well as imparting knowledge about the sales functions of GSL. A team
52
of 18 senior executives from all divisions spanning sales, logistics and HR were
called on to provide necessary inputs.
Economic Value Added (EVA) Training

In 2001, Godrej introduced Economic Value Added (EVA) in all its group companies. An
extensive training program was undertaken for various managerial and officer levels. Over
500 employees were trained to manage EVA by making appropriate decisions involving
investments and/or trade-offs between the income statement and the balance sheet. This
training program was conducted by Stern Stewart, New York based management consultancy
who had pioneered the concept of EVA.
GALLOP
GALLOP was instituted in early 2002 as a structured and organized inductiontraining program at Godrej. GALLOP aimed at nurturing the new recruits into
leaders and dynamic performers through this one-year program. The program started
with an induction speech by the chairman, followed by the speeches by the CEOs of
all the group companies.
The trainees were rotated in four departments other than their primary department
including a compulsory sales stint. This mandatory rotation in sales enabled the
trainees to get a hands-on experience in understanding the market.
Spark
The objective of the Spark program, initiated by GIL in September 2002, was to
"train the trainers". The training program was aimed at equipping the managers to
become successful coaches. GIL, in association with a Delhi-based HR consultant,
conducted a host of workshops to enable the managers assume the role of a coach.
E-Gyan
E-Gyan was the e-learning initiative of GIL launched in the second half of 2002. It
was an attempt to move away from traditional training methods of workshops and
help sharpen the intellect of the employees by self- learning initiatives. Initially,
Satyam Education Services Ltd was the content provider and rendered the entire
gamut of learning resources through its e-learning portal -learnatsatyam.com.
53
Internal communication measures like 'enrolment on a first-come-first-serve basis'

and 'be the first e-gyanee' were circulated.
Criticisms
One criticism against the training and development programs at Godrej was that
there were no measurement techniques to judge the effectiveness of the programs.
For example, no specific measures were developed to determine the extent to which
the interpersonal and negotiation skills training aided the employees to develop a
more robust business concept.
CHAPTER-4
54
Conclusion:
Gone are the days when training was a 2 hour process on the first day of the job.
Training & Development has transformed from an add-on function to a core function
of companies. It has become more of a science with systematic rules and formats
guiding the companies on how to go about training and development. And that is the
way it should be.
Training and development is a necessity for both the trainer and the trainee. The
trainer (the company) would want to make its staff more efficient in this highly
competitive world. It would want its employees to know the latest trends and
technologies and use them according to the companys principles and objectives. The
trainees (staff) on the other hand, view training and development as a stepping stone
for enriching their career and fulfilling their personal needs. Training and
development is another round of education for them, the knowledge from which is to
be applied later. So, its more of a mutual necessity and agreement between the
companies and their respective employees when it comes to training and
development.
The future would demand more from the employees as well as the companies in
terms of productivity. New technology, multi-tasking, group culture, etc. will be
more emphasized upon. This means training and development is going to be even
more important, complex and rigorous. Companies already foresee this and are
already in preparations to make their staff better equipped. On this we conclude our
report with the following words Education ends with school but learning ends with
life.
Challenges/Impediments to Effective training:

55
There are many impediments which can make a training program ineffective.
Following are the major hindrances.
1. MANAGEMENT COMMITMENT IS LACKING AND UNEVEN: most
of the companies do not spend money on training. Those that do tend to
concentrate on managers, technicians and professionals. The rank-and-file
workers are ignored. This must change, for, as a result of rapid technological
change, combined with new approaches to organizational design and
production management workers are required to learn of new skills.
2. AGGREGARE SPENDING ON TRAINING IS INADEQUATE:
companies spend extremely small proportion of their revenues on training.
Worse still, budget allocation to training is the first item to be cut when a
company faces a financial crunch.
3. EDUCATION
INSTITUTIONS
AWARDS
DEGREES
BUT
GRADUATES LACK SKILLS: this is the reason why business must spend
vast sums of money to train workers in basic skills. Organizations also need
to train employees in multiple skills. Manager, particularly at the middle
level, need to be retrained in team playing skills, entrepreneurship skills
leadership and customer-orientation skills.
4. NO
HELP
TO
WORKERS
DISPLACED
BECAUSE
OF
DOWNSIZING: organizations are downsizing and de-layering in order to

trim their work force. The government should set apart certain fund from the
National Renewal Fund for the purpose of retraining and rehabilitating
displaced workers.
5. EMPLOYERS AND B-SCHOOLS MUST DEVELOP CLOSER TIES: B
schools are often seen as not responding to labor market demands. Business
is seen as not communicating its demands to B schools. This must change.
Businessmen must sit with Dean and structure the courses that would serve
the purpose of business better.
56
Recent Trends:
E-LEARNING
E-learning refers to the use of Internet or an organizational intranet to conduct
training on-line. E-learning is becoming increasingly popular because of the large
number of employees, who need training. Take Wipro, for example, out of its 17,500
employees, 2,500 are on site and 15,000 employees are in off-shore centers at
Bangalore, Hyderabad, Chennai, Pune and Delhi. How to organize training for all
these? Wipro also has a policy of subjecting any employee for a two-week training
every year. E-learning helps Wipro considerably. Similarly, at Satyam nearly 80% of
the 9,000 employees are logged into the in-house learning management system for
various courses. Infosys has almost 10% of its total training through e-Learning.
E-learning has come a long way from its early days when it was used extensively for
technical education such as learning new languages and familiarization with new
technologies. Today, firms are introducing soft skill modules as well. Satyam uses elearning modules on management provided by Harvard Manage Mentor Plus.
Satyam has even tied up with Universities 21-a consortium of 16 international
universities and Thomson learning-for an on-line MBA.
It is not that e-learning replaces traditional training system. In fact, e-learning
becomes more effective when blended with traditional learning methods. Many firms
use e-Learning as a prerequisite before classroom training popularly called blended
training, a combination of electric learning with classroom approach. Routine
training such as orientation, safety and regulation compliance is best handled in
classrooms. Learning that requires discussion, tutoring and team-work can go online, though it might also stay in the classroom.
Requisites for E-Learning: E-Learning does not simply mean putting existing
courses and materials on a website. Following requisites need to be provided before
launching learning on-line:
Sufficient top management support and funding needs to be committed to

develop and implement e-Learning
57
Managers and HR professionals need to be "retrained" to accept the idea that

training is being decentralized and individualized.
Current training methods (compared to e-Learning) are not adequately

meeting organizational training needs.
Potential learners are adequately computer literate and have ready access to
computers and the Internet
Sufficient number of learners exists and many of them are self-motivated to

direct their own learning.
Advantages and Disadvantages of E-Learning: E-Learning is advantageous in as

much as it is self-paced, allows for consistency and incorporates built-in guidance
and help. There are problems nevertheless. E-Learning tends to cause trainee anxiety,
as many may not be ready to accept or have access to computers and Internet. Table
#6 brings out the advantages and disadvantages more comprehensively.
Table #6 Advantages and Disadvantages of E-Learning
Advantages
It is self paced. Trainees can proceed

on their own time
It is interactive, tapping multiple
trainee senses
Allows for consistency in the delivery
of training
Enables scoring of
services/assessments and appropriate
feedback
Incorporates built-in guidance and
helps for trainees to use when needed
It is relatively easy for trainers to
update content
Can be used to enhance instructor-led
training
Disadvantages
May cause trainee anxiety
Not all trainees may be ready for eLearning
Not all trainees may have easy and
uninterrupted access to computers
Not appropriate for all training
content (e.g. leadership, cultural
change)
Requires significant upfront 'cost and
investment
No significantly greater learning
evidenced in research studies
Requires significant top management
support to be successful
Success Factors It is worth pointing out that organizations using e-Learning exhibit
a number of common success factors:
Cultural change has taken place about how training and learning happens and
is delivered;
58
E-Learning is closely aligned to the needs of the business;
E-Learning is closely "blended" with other types of training such as

classroom activities and is not used to wholly replace other activities;
Learning needs that drive the technology rather than the other way around;
E-Learning has ongoing support from a senior level and is marketed

effectively throughout the organization;
A range of people with different skills are involved, including expert trainers,
facilitators, champions of e-Learning and specialist web and graphic
designers
CHAPTER-5
Bibliography
Primary Data:
59
Mr. Jagdish S. Khiste

Branch Manager, SBI, Charni Road Branch
Secondary Data
Books referred:
SBI group Promotional Exams BANKING GUIDE G. Subramanian
Human Resource Management Gary Dessler
Indian Society of Training and Development
Newspapers:
An article from Times Ascent of Times of India on training - 17th February, 2010
Websites referred:
Sbi.co.in
Godrej.com
Wikipedia.org
Managementhelp.org
citeHR.com
Other sources:
Annual Report of SBI 2008-2009
Pdf files on training
60
Appendix
Questionnaire
What T&D process you follow in SBI?
What is the Training Strategy of SBI? How do you decide/identify on the T&D Programs (Tools) that are to be followed
in SBI? (also the priority- what is critical/what is urgent/what is important)?
Training Cycles and duration? Criteria for selecting particular training method
i.e. factors impacting the choice of Training method?
What are the various on the job and off the job methods implemented at SBI?
Any new trends apart from the traditional methods of training?
Any difficulty or challenges while conducting particular training program?
Any tie ups with Training Institutes/firms? In-house trainers or Trainers are hired
from Training Firms?
How do you prepare a Training Plan for each program, give an example of any
one training program in SBI?
What are the changes that have been observed over a period of time in terms of
T&D methodologies? Most preferred ones in SBI?
61

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Project Report On

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This is to certify that Miss Priyanka Shah, student of PGDBM

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A to Z of Training and Development

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A to Z of Training and Development

(ii) Scope and Objective of the study

(iii) Methodology of the study

(iv) Executive Summary

A to Z of Training and Development

CHAPTER 2: Training and Development

(ii) Difference in T&D

(iii) Need for T&D

(iv) Objectives and Importance of T&D

(v) T&D Process

(vi) Steps in T&D Program

(vii)Types and Techniques of Training

(ix) Evaluation of T&D Program

CHAPTER 3: (i) Introduction to SBI

(ii) Training method used in SBI

(iii) Introduction to Godrej Group

(iv) Training and Development workshops at Godrej

CHAPTER 4: (i) Conclusion

(ii) Impediments/Challenges in T&D

(iii) Recent Trends in T&D

A to Z of Training and Development

SCOPE OF THE STUDY

OBJECTIVE OF THE STUDY

A to Z of Training and Development

detailed research on different methodologies followed in the organizations over a

METHODOLOGY OF THE STUDY

A to Z of Training and Development

best out of it. Thus some examples of organizations

incorporating different ways to train their employees have been included.

A to Z of Training and Development

Training may be defined as a planned program designed to improve

A to Z of Training and Development

Management development is a way to improving the culture of the organization so

Training is more specific, job- Development is more general in

Training is important because Development is important to

Training deals with non- human Development deals with human

Directed towards Training is normally directed at It is directed at managerial

Greater emphasis on ON-JOB Greater emphasis on OFF the

Training is less frequent; it is It is more frequent

Mostly the supervisors impart Supervisors, external experts and

Training is of more relevance at Development is of higher

A to Z of Training and Development

Imparting is less expensive

Imparting development is more

Training courses are designed It involves a broader long-term

NEED FOR TRAINING AND DEVELOPMENT

Training is needed as a good supplement to school/college education.

Training is needed due to continuous changes in the field of science and

Training is needed in order to introduce modern methods or for the

Training is needed for raising the efficiency and productivity of industrial