Sh Ant an A

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PROJECT REPORT

ON

TRAINING AND DEVELOPMENT ICICI

PRUDENTIAL LIFE INSURANCE

COMPANY LTD.

Submitted by

Shantana bose

REG NO:10903433

Under the guidance of

LOVELY PROFESSIONAL UNIVERSITY

DEPARTMENT OF MANAGEMENT


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ABSTRACT

Based on the data collected through the questionnaire and interactions with the

Officers and Workers of ICICI Prudential Life Insurance the following Abstract are

made for consideration:

The organization may utilize both subjective and objective approach for the

training programmes.

The organization may consider deputing each employee to attend at least one

training programmes each year.

The In-house training programmes will be beneficial to the organization as well as

employees since it will help employees to attend their official work while

undergoing the training.

The training programmes were adequately designed to cater to the developmental

needs of the respondents.

Some of the respondents suggested that the time period of the training

programmes were less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods will

enhance the effectiveness of the training programmes.

Some respondents believe that the training sessions could be made more exciting

if the sessions had been more interactive and in line with the current practices in

the market.

The training aids used were helpful in improving the overall effectiveness of the



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ACKNOWLEDGEMENT

The satisfaction that accompanies the successful completion of my

project would be incomplete without the mention of the people who made it possible

with their valuable advice and guidance.

I profoundly extend my sincere thanks to Miss. Divya seth Delhi west Circle, ICICI

Prudential life insurance co. ltd. for having given me this opportunity to undertake

the project in this esteemed organization. she guided me throughout with his wide

knowledge in this field. And thanks to Miss. Tejbir kaur who guied me to completethis project.

Last but not the least; I would also like to express our deep-felt

appreciation and thankfulness to everyone at ICICI Prudential life insurance co. ltd.

who have been associated with us during the course of my study for being able to

prepare this report.

Shantana bose


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TABLE OF CONTENTS

Chapter-1 Introduction purpose

Chapter-2 Literature Review

Chapter-3 Objectives of the Study

Chapter-4 Research Methodology

Research Design

Data Sources

Research Instrument

Mode of Survey

Sampling

Sampling Unit

CHAPTER-5 DATA ANALYSIS AND DATA INTERPRETATION

Chapter-6 Finding & Recommendations

BIBLIOGRAPHY

APPENDIX


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CHAPTER-1-INTRODUCTION


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INTRODUCTION PURPOSE

ICICI Prudential Life Insurance Company is a joint venture between ICICI Bank -

one of India's foremost financial services companies-and prudential plc - a leading

international financial services group headquartered in the United Kingdom.


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INTRODUCTION

ABOUT ICICI PRUDENTIAL

ICICI Prudential Life Insurance Company ltd. is a joint venture between ICICI Bank -

one of India's foremost financial services companies-and prudential plc - a leading

international financial services group headquartered in the United Kingdom. Total

capital infusion stands at Rs. 47.80 billion, with ICICI Bank holding a stake of 74%

and Prudential plc holding 26%.

We began our operations in December 2000 after receiving approval from Insurance

Regulatory Development Authority (IRDA). Today, our nation-wide reach includes

over 1,900 branches (inclusive of 1,074 micro-offices), over 210,000 advisors; and 7

bancassurance partners.

For three years in a row, ICICI Prudential has been voted as India's Most Trusted

Private Life Insurer, by The Economic Times - AC Nielsen ORG Marg survey of

'Most Trusted Brands'. As we grow our distribution, product range and customer base,

we continue to tirelessly uphold our commitment to deliver world-class financial

solutions to customers all over India.

The ICICI Prudential Edge

The ICICI Prudential edge comes from our commitment to our customers, in all thatwe do - be it product development, distribution, the sales process or servicing. Here's

a peek into what makes us leaders.

1. Our products have been developed after a clear and thorough understanding of

customers' needs. It is this research that helps us develop Education plans that offer

the ideal way to truly guarantee your child's education, Retirement solutions that are a

hedge against inflation and yet promise a fixed income after you retire, or Health


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insurance that arms you with the funds you might need to recover from a dreaded

disease.

2. Having the right products is the first step, but it's equally important to ensure that

our customers can access them easily and quickly. To this end, ICICI Prudential has

an advisor base across the length and breadth of the country, and also partners with

leading banks, corporate agents and brokers to distribute our products .

3. Robust risk management and underwriting practices form the core of our business.

With clear guidelines in place, we ensure equitable costing of risks, and thereby

ensure a smooth and hassle-free claims process.

4. Entrusted with helping our customers meet their long-term goals, we adopt an

investment philosophy that aims to achieve risk adjusted returns over the long-term.

5. Last but definitely not the least, our team is given the opportunity to learn and

grow, every day in a multitude of ways. We believe this keeps them engaged and

enthusiastic, so that they can deliver on our promise to cover you, at every step in life.

Vision & Values

Our vision:

To be the dominant Life, Health and Pensions player built on trust by world-class

people and service.

This we hope to achieve by:

Understanding the needs of customers and offering them superior products

and service

Leveraging technology to service customers quickly, efficiently and

conveniently

Developing and implementing superior risk management and investment

strategies to offer sustainable and stable returns to our policyholders


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Providing an enabling environment to foster growth and learning for our

employees

And above all, building transparency in all our dealings

The success of the company will be founded in its unflinching commitment to 5 core

values -- Integrity, Customer First, Boundaryless, Ownership and Passion. Each of

the values describe what the company stands for, the qualities of our people and the

way we work.

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

we can play a significant role in redefining and reshaping the sector. Given the

quality of our parentage and the commitment of our team, there are no limits to ourgrowth.

Our values :

Every member of the ICICI Prudential team is committed to 5 core values: Integrity,

Customer First, Boundaryless, Ownership, and Passion. These values shine forth in

all we do, and have become the keystones of our success.


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Awards & Recognitions

Awards

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

Times, Customer Responsiveness Awards, 2010.

The International Council of Customer Service Organizations (ICCSO) recently

awarded ICICI Prudential Life the International Service Excellence Awards 2009 in

the categories of Customer Charter Winner, Service Excellence in Large Business

Highly Commended and Customer Service Leader awarded to Ms. Priya Nayak, VP-

Service Quality.


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ICICI Prudential Life Insurance has won the first runner up award for the Best Defect

Elimination in Service & Transaction category at Asian Six Sigma Excellence

Summit 2009.

ICICI Prudential Life Insurance ranked as the Most Trusted Pvt. Life Insurance brand

in the Brand Equity "Most Trusted Brands 2009" survey


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ICICI Prudential Life won a Gold award for AboutULIPS.com and Health Saver

campaign,innovation award for www.taxguru08-09.com and a silver award for its

Insurance yoga campaign at the ICICI Group Marketing Excellence award.

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

Prudential Life a 'Commendation for Strong Commitment to HR Excellence 2008' at

the CII HR Summit 2008.

ICICI Prudential Life Insurance was awarded with the coveted 'ICAI Award for

Excellence in Financial Reporting' by the Institute of Chartered Accountants of India

(ICAI) for the financial year ended March 31, 2008.


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ICICI Prudential Life was awarded the Life Insurance Company of the Year at

the12th Asia Insurance Industry Awards 2008.

ICICI Prudential Life was awarded with two Bronze Effie's in the sevices catgeory for

its Corporate campaign and Retirement Number campaign

ICICI Prudential Life Insurance won the award for the Best Life Insurer-Runner up at

the Outlook Money & NDTV Profit Awards 2008

ICICI Prudential Life was awarded the SAP ACE 2008 Best Business Objects Award

for its IT practices


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ICICI Prudential Life won the Award for Brand Excellence in the Banking and

Financial services category at the Asia Brand Congress 2008

ICICI Prudential Life won the UK Trade & Investment India Business Awards 2008

in the Business Partnership Award-Large Company category


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ICICI Prudential Life won the ICICI Group Marketing Excellence Award 2008 in

three key categories for its marketing initiatives

ICICI Prudential Life was awarded the INDYs Award for Excellence in Mass

Communication in the category of Most Creative Advertisement-Television


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

Economic Times. Customer Responsiveness Awards, 2007

ICICI Prudential Life Insurance won the award for the Best Life Insurer-Runner up at

the Outlook Money & NDTV Profit Awards 2007

ICICI Prudential Lifes, retirement solutions campaign for the year 2006-07 was

awarded the Bronze Effy trophy in the services category.It also won the Brand Equity

Bravery Award 2007, instituted by Ad club.


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ICICI Prudential Lifes website, www.iciciprulife.com was awarded the best website

among private life insurers at the Web 18 and Frost & Sullivan Genius of the Web

Awards 2007 for commendable work in the online.

Innovation Award for launching Diabetes Care Prudence Award 2006. People

Award for excellence in training and people development - Prudence Award 2006

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

Economic Times. Customer Responsiveness Awards

Most Trusted Private Life Insurer. The Economic Times - A C Nielsen Survey of

Most Trusted Brands2003, 2004 and 2005


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Prudence Customer Centricity Award 2004 & 2005. Prudential Corporation Asia

Best Life Insurer 2003. Outlook Money Awards 2003 & 2004IMM Award for Excellence. Institute of Marketing & Management

Organisation with Innovative HR Practices Indira Group of Institutes

Superbrand 2003-04

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

HR Excellence


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Silver Effie for Effectiveness of the Retire from Work not life advertising campaign

Effies 2003

RecognitionsICICI Prudential Life was recognized as the most trusted brand amongst private life

insurers in the Economic Times-Most Trusted Brand survey 2008.

IMM Award for Excellence. Institute of Marketing & Management

Organisation with Innovative HR Practices. Indira Group of Institutes

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

HR Excellence

PROBLEMS OF ICICI PRUDENTIAL IN RESPECT OF

TRAINING NEEDS

The training department of the Company is confronted with the following problems:

There is no regular training schedule for the officers and staff.

The training given to the employees is not standardized.

No work-study has been done on the requirement of training.

No in-house training programmes have been conducted.


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CHAPTER-2-LITERATURE REVIEW


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LITERATURE REVIEW

TRAINING

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

functions of Human Resource Management.

Acc to FLIPPO,

Training is the act of increasing the knowledge and skill of an employee for doing a

particular job.

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

procedure by which employees learn technical knowledge and skills for a definitepurpose.

Training refers to the organizations efforts to improve an individuals ability to

perform a job or organizational role. It can be defined as a learning experience in

which it seeks a relative permanent change in an individual that would improve his

ability to perform the job.

Difference between Training and Development

Training and development go hand in hand and are often used synonymously but

there is a difference between them.

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

application of knowledge. It gives people an awareness of the rules and procedures to

guide their behavior. It intends to improve their performance on the current job and

prepares them for an intended job.

Development is a related process. It covers not only those activities, which improve

job performance, but also those, which bring about growth of the personality. It helps

individual in the progress towards maturity and actualization of potential capabilities

so that they can become not only good employees but better human beings.


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Articles:

Save trainingfrom theaxe

Asha Tomlinson Apr 22,2002

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

in order to create a more productive workforce, however, when economic times get

tough if training can't be justified it's the first thing to go. So HR departments find

themselves in a sticky situation, scrambling for ways to measure the value of training

and convince senior executives what they're offering is a worthy investment. line. If

HR is to measure the ROI of training, they have to learn to speak about it from abusiness context. That's the only way to get the attention of the "budget-makers," says

Trainor. HR has to look at the training strategy as it relates to the corporate strategy. If

that starts at the senior levels and a real buy-in from them as to the importance of

human capital, then I think you can begin to have measures that have meaning

because they relate to the corporate objectives with regards to people. "We spend a

lot of time with executive teams and focus groups, sometimes we see a strong

relationship, but a number of times we see huge disconnect. It's usually HR pushing

the training programs saying, `This is what we see and what the organization needs,'

but that's not strategic HR. There are a few ways for HR departments to get a jump-

start though. The best approach to get training on the discussion table is by having an

advocate in the senior ranks. Prepare a pilot project and find an executive that will

support the cause. The result is that HR gets someone on their side who can influence

the rest of senior management.

T&D spending

David brown. Dec 16, 2002

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

investment in training and development averaged at $838 per employee in 2002. This

figure indicates that training remained relatively flat compared to previous years,


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when training averaged at $859 in 2000, $776 in 1998 and $842 in 1996. Average

training dollars represented 1.7 per cent of payroll. Employers in the primary

industries led the pack with an average per-employee spending of more than $1,400,

nearly 30 per cent of which went to occupational health and safety training.

Manufacturers came in second in training dollars, spent mainly on management and

supervisory skills. Ranking third were employers in the professional services, which

invested nearly 30 per cent of training dollars on professional skills. Wholesale and

retail trade, health and education, and food and accommodation services were the

three industries that spent the least training amount per employee. On average, only

1.9 per cent of total formal training spending went to developing basic skills of

literacy, reading and English as a second language. Organizations surveyed indicated

that an average of 30 per cent of employees did not receive any formal training at all.

PM calls for business to spend more on training

David brown Dec 16 2002

PRIME Minister Jean Chretien promised "concrete action" to help raise the skill level

of the Canadian workforce at a special summit in Toronto last month and challenged

businesses to do their part by spending more money on training. The Prime Minister'sspeech opened the National Summit on Innovation and Learning, the culmination of a

series of roundtables held across the country from May to October to gather feedback

on the government's Innovation Strategy, intended to improve innovation, skills and

learning. After a day of workshops and discussion, 22 early action items were

identified for the government to move forward on. Six of these specifically address

building a skilled and inclusive workforce and four others are meant to create a

stronger culture of learning. Among the actions chosen by delegates:

1) Design immigration fast-tracking procedures to get highly skilled workers into the

country.

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

of immigrants into the labour force.

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


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4) Create a Canadian Learning Institute to provide information on best practices for

training and development.

Training the contingent workforce

Leslie Hetherington Toronto: Nov 18, 2002.

Good help is definitely hard to find. But sometimes effective training can make the

difference and ensure good help delivers the desired results. Although orientation and

skill enhancement are vital to the long-term success of full-time employees, they are

equally important for the contingent workforce. Temporary and contract staffingservices use various tactics to prepare and train contingent workers, but the strength is

not often in any single approach but the sum of the whole. Staffing services provide

training that entails orienting the employee to the client's environment, requirements

and business procedures, as well as a touch of career guidance. Other training may

include software programs and can range from one-on-one instruction to quickly

brushing up on an application to a computer-based training tutorial .

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

Asha Tomlinson Mar 25, 2005

Canadian corporate spending on training is flat, new figures from the United States

show firms are putting more cash into employee development. The American Society

for Training and Development (ASTD) released its fifth annual 2002 State of the

Industry report and it indicates a significant increase in total training expenditures. In

Canada, a recent Conference Board of Canada study reported businesses spent an

average of $859 per employee on T&D in 2000, a negligible increase from 1993's

statistic of $849 per employee. Approximately 367 organizations across the U.S.

participated in ASTD's Benchmarking service last year; they also provided relevant

data on training activities in 2000 and 2001. The study reports spending on employer-

provided training grew; outsourcing is back on its way in from previous years and e-

learning has returned to its highest level since 1997. Firms are using more technology-
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based learning to deliver training, the report said. About 8.8 per cent said they used e-

Teaming systems and courseware in 2000 and see this investment growing in the next

year. This is the highest figure since 1997 when the use of e-- learning was reported at

9.1 per cent. Companies used outside providers for training more often as well,

outsourcing was recorded at 19.9 per cent in '99 and moved up to 22.2 per cent a year

later. The report detailed trends shaping today's learning and performance industry.

ASTD also asked experts from different sectors across the globe to identify the top 10

developments affecting the future of T&D.

The top three trends include:

money - increased pressure from shareholders for shortterm profits putspressure on employers to show ROI on training;

diversity - there are more people in the workplace with different cultural

backgrounds and they need to work together and find better ways to balance

the "local" with the "global"; and

time - increasing expectations for just-in-time products. and services, created

by globalization, means there are shorter time frames for learning.

No train, no gain

Carloyn cohen. Sep 2001

Training is one of the key factors in attracting and retaining staff, and it is often talked

about in corporate circles: "What kind of training programs does your organization

offer? How much does your organization spend per employee on training? ."

Training, we're told, may be one of the reasons why big organizations with lots of

resources have an edge over smaller organizations. But even when we buy into the

idea that training is a good thing for everyone involved, and we make the decision to

allocate resources to it, we often don't know where to start. We just want to be as sure

as we can that we'll get some return on our investment. Let's take a look at why we

need to offer training in the first place. Then, we'll consider what our training should


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be about, how we should offer it and what we need to do to ensure that the training we

do provide has some lasting value.

Training can prepare your staff for increased demands due to

changes in the way your business operates, technological or market changes or for the

commitment you've made to a new standard of excellence. The bottom-line advantage

to your business is likely to be financial gain as a result of greater productivity.

Training can also help improve employee morale, reduce turnover, and enhance a

company's public image -- which ultimately aids in business development and in

attracting high-quality staff. Most employees will tell you that training helps prepare

them for other opportunities such as lateral moves or promotions; learning to do a

better job enables them to derive greater satisfaction from it, and keeps them

motivated. What it also does - although many don't voice it - is show them that their

organization cares. If combined with other forms of employee development and

strategic initiatives such as reward and recognition programs, training may lead to a

greater employee commitment and desire to stay with the organization. are three basic

ways to offer training: your organization can develop and deliver the training

material; you can hire an outsider to develop and deliver the material or you can hire

an outsider to develop the material but have someone within your organization deliver

it. Buying the design and delivery should ensure subject matter accuracy as well as

training expertise. However, the extent to which the trainer is willing or able to

customize the program to your industry in general, and to your organization in

particular, may be a problem. Finally, there's an alternative that few organizations

consider: the organization makes a list of the required knowledge and skills. The

trainer then considers other related principles/topics and creates a training program

that includes lecture material, learning exercises, checklists and notes for theinstructor.


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PRINCIPLES OF TRAINING

Motivation

Learning is enhanced when the learner is motivated. Learning experience must be

designed so learners can see how it will help in achieving the goals of the

organization. Effectiveness of training depends on motivation.

Feedback

Training requires feedback. It is required so the trainee can correct his mistakes. Only

getting information about how he is doing to achieve goals, he can correct the

deviations.

Reinforcement

The principle of reinforcement tells the behaviors that are positively reinforced are

encouraged and sustained. It increases the likelihood that a learned behavior well be

repeated.

Practice

Practice increases a trainees performance. When the trainees practice actually, they

gain confidence and are less likely to make errors or to forget what they have learned.

Individual Differences

Individual training is costly. Group training is advantageous to the organization.

Individuals vary in intelligence and aptitude from person to person. Training must be

geared to the intelligence and aptitude of individual trainee.

OBJECTIVES OF TRAINING

To increase productivity

An instructor can help employees increase their level of performance on their

assignment. Increase in human performance leads to increase in the operational

productivity and also the increase in the profit of the company.

To improve quality


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Better-trained employees are less likely to make operational mistakes. It can be in

relationship to the company or in reference to the intangible organizational

employment atmosphere.

To help a company fulfill its future personnel needs

The organizations having good internal training and development programmes will

have to make less changes and adjustments. When the need arises, vacancies can be

easily staffed.

To improve organizational climate

An endless chain of positive reactions result from a well planned training programme.

To improve health and safety

Proper training can prevent industrial accidents. A safer atmosphere leads to more

stable attitudes on part of the employees.

Obsolescence prevention

Training and development programmes foster the initiative and creativity of

employees and can help prevent manpower obsolescence.

Personal growth

Employees on a personal basis gain individually from their exposure to educational

expressions. Training programmes give them wider awareness and skills.

NEED FOR TRAINING

To impart to the new entrants the basic knowledge and skills they need for definite

tasks.

To assist employees to function more effectively in their present positions by

exposing them to new concepts.

To build a line of competent people and prepare them to occupy more responsible

positions.

To reduce the supervision time, wastage and spoilage of new material.

To reduce the defects and minimize the industrial accidents. To ensure the economical output of the required quality.

To prevent obsolescence.


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To promote individual and collective morale, responsibility and cooperative

attitudes etc.


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TYPES OF TRAINING

Training is required for several purposes. Accordingly training programmes may be of

the following types:

Orientation training: Induction or orientation training seeks to adjust newlyappointed employees to the work environment. Every new employee needs to be

made fully familiar with his job, his superiors and subordinates and with the rules

and regulations of the organization. Induction training creates self-confidence in

the employees. It is also knows as pre-job training. It is brief and informative.

Job training: It refers to the training provided with a view to increase the

knowledge and skills of an employee for performance on the job. Employees may

be taught the correct methods of handling equipment and machines used in a job.

Such training helps to reduce accidents, waste and inefficiency in the performance

of the job.

Safety training: Training provided to minimize accidents and damage to

machinery is known as safety training. It involves instruction in the use of safety

devices and in safety consciousness.

Promotional training: It involves training of existing employees to enable them

to perform higher-level jobs. Employees with potential are selected and they aregiven training before their promotion, so that they do not find it difficult to

shoulder the higher responsibilities of the new positions to which they are

promoted.

Refresher training: When existing techniques become obsolete due to the

development of better techniques, employees have to be trained in the use of new

methods and techniques. With the passage of time employee may forget some of

the methods of doing work. Refresher training is designed to revive and refresh

the knowledge and to update the skills of the existing employees. Short-term

refresher courses have become popular on account of rapid changes in technology

and work methods. Refresher or re-training programmes are conducted to avoid

obsolescence of knowledge and skills.

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

behaviour and performance of old employees. Some of the experienced employees

might have picked up appropriate methods and styles of working. Such employees


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are identified and correct work methods and procedures are taught to them.

Psychological experts should conduct remedial training.

PROCESS OF TRAINING

Fig- Sequential Model of an effective Training Process

This model reveals some of the biases, beliefs and philosophies concerning howtraining should be conducted in an organization.

Data Gathering

Establish objective

Identify resources

Develop curriculum

SolicitFeed-back

Data Gathering/ Evaluation

Facilities transfer oflearning

Perform Training

Plan objectives


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METHODS OF TRAINING

Fig- Methods of Training

On-the-job techniques

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

mistakes and learn from their mistakes under the guidance of an experienced,

competent manager. Some of the methods are as:

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

employee on different jobs for periods of time ranging from a few hours to several

weeks. At lower job levels, it normally consumes a short period, such as few hours or

one or two days. At higher job levels, it may consume much larger periods because

staff trainees may be learning complex functions and responsibilities.

Job rotation for managers usually involves temporary assignments that may

range from several months to one or more years in various departments, plants and

offices.

Job rotation for trainees involves several short-term assignments, that touch avariety of skills and gives the trainees a greater understanding of how various work

areas function.

For middle and upper level management, it serves a slightly different function.

At this stage, it involves lateral promotions, which last for one or more years. It

involves a move to different work environment so that manager may develop

competence in general management decision-making skills.

METHODS OF

TRAINING

ON- THE- JOB

METHODS

OFF- THE- JOB

METHODS


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Enlarged and enriched job responsibilities: By giving an employee added job

duties, and increasing the autonomy and responsibilities associated with the job,

the firm allows an employee to learn a lot about the job, department and

organization.

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

trainer explains the trainee the way of doing the jobs, job knowledge and skills

and allows him to do the job. The trainer appraises the performance of the trainee,

provides feedback information and corrects the trainee. In simple words, it

involves preparation, presentation, performance, and tryout and follow up.

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

coach in training the individual. The supervisor provides the feedback to the

trainee on his performance and offers him some suggestions for improvement.

Often the trainee shares some duties and responsibilities of the coach and relives

him of his burden.

A drawback is that the trainee may not have the freedom or opportunity to express his

own ideas.

Committee assignments: Here in, a group of trainees are given and asked to

solve an actual organizational problem. The trainees solve the problem jointly.

This develops team work and group cohesiveness feelings amongst the trainees.

Off-the-job training

It includes anything performed away from the employees job area or immediate work

area. Two broad categories of it are:

In house programmes

These are conducted within the organizations own training facility; either by training

specialists from HR department or by external consultant or a combination of both.


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Off-site programmes

It is held elsewhere and sponsored by an educational institution, a professional

association, a government agency or an independent training and development firm.

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

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

Material, files and equipment those are used in actual job performance are also

used in training. This type of training is commonly used for training personnel for

clerical and semiskilled jobs. The duration of this training ranges from few days to

a few weeks. Theory can be related to practice in this method.

Role-playing: It is defined as a method of human interaction that involves

realistic behaviour in imaginary situations. This method involves action doing and

practice. The participants play the role of certain characters, such as production

manager, HR manager, foreman, workers etc. This method is mostly used for

developing interpersonal interactions and relations.

Lecture method: The lecture is a traditional and direct method of instruction.

The instruction organizes the material and gives it to the group of trainees in the

form of a talk. To be effective, the lecture must motivate and create interest

among the trainees. An advantage of this method is that it is direct and can be

used for a large group of trainees.

Conference or discussion: It is a method in training the clerical, professional and

supervisory personnel. It involves a group of people who pose ideas, examine and

share facts and data, test assumptions and draw conclusions, all of which

contribute to the improvement of job performance. It has an advantage that it

involves two-way communication and hence feedback is provided. The

participants feel free to speak in small groups. Success depends upon the

leadership qualities of the person who leads the group.


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Programmed instruction: This method has become popular in recent years. The

subject matter to be learned is presented in a series of carefully planned sequential

units. These units are arranged from simple to mere complex levels of

instructions. The trainee goes through these units by answering questions or filling

the blanks. This method is expensive and time consuming.

EXECUTIVE DEVELOPMENT PROCESS

Executives are the people who shape the policies, make the decisions and see their

implementation in any business organization. They are the president, the vice-

president, the managing director, works manager, plant superintendent, controller,

treasurer, office managers, engineers, directors of functions such as purchasing,

research, personnel, legal, marketing etc.

Executive development may be stated as the application of planned efforts for raising

the performance standards of high level managers, and for improving the attitudes and

activities that enter into or influence their work and their work relations.

Executive Development Process

Following are the steps, which are involved in the development process of executives:

Objectives

The first and foremost step is to define the long- term objectives of training and

development of executives.

Strength and weakness

An inventory of managers is taken with special focus on their strength in terms of

managerial skills and other attributes. Their unique capabilities, specialist knowledge

and achievements are listed down against each. A comparison with the requirement of

the organization will bring the gap in knowledge and skills of existing executive. This

is the weakness.


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Long- range plans

Here the management prepares long-term training and development plans for their

executives, which include the annual training targets, the annual budgets and the

specific area of training.

Short- term programme

This programme specify the duration, starting time, ending time, number of

executives being trained, identify the resources etc.

Implementation

The training programme envisaged before is put into operation. The actual training is

initiated by proper timetable and other arrangements.

Evaluation

In this step, the effectiveness of the executive training programme is evaluated by

measuring the improved performance of executives who underwent the programme,

on their job. There are various criteria of measuring effectiveness such as validity,

reliability etc.

EVALUATING THE EFFECTIVENESS OF TRAINING

An Investor in People evaluates the investment in training and development to assess

achievement and improve future effectiveness.

Kearns (1994) suggests that there are four groups of measures of training

effectiveness, which are used by organization. The groups are as follows:

- No Measurement

- Subjective Measures

- Qualitative Measures

- Objective Measures


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The first group, in which no real measurement occurs, includes activities undertaken

as an Act of Faith, where no form of measurement is attempted, such as initiatives

to improve communications in organization, which seem to make people feel good

and appear to have worked in some intangible manner.

The second group includes subjective responses from trainees/course delegates, as

exemplified by the Happy Sheet. The main question asked is about how individuals

feel after the training. Organizations often make the assumption that positive

responses indicate training success and therefore value to the organization. However,

course delegates may well give strong positive response scores for a number of

reasons, including the presentational skills of the trainer, the quality of the venue, and

the feel good factor of indulging in a creative work group, and so on.

Quality measures appear to be more objective than the previous group, but are often

flawed by subjectivity as well. They are typified by questionnaires asking delegates to

put a value on the likely benefits of a training programme.

Objective measures are the only really meaningful ones. However, they challenge the

provider of training to demonstrate how their training activities feed through to the

bottom line: in terms of return on investment and return on the capital employed.

There has often been an assumption, in times past, that training somehow justifies

itself, because it is all about developing people. However, it is incumbent on

organizations to look critically at the ways in which they evaluate their training

activities, lest they fall prey to the subject approach and are badly caught out when a

rigorous analysis of all the functions of the organizations business is called for.

A desirable, if not essential, characteristic of all training programmes is a built-in

provision for evaluation. The four main dimensions of evaluation are:

Evaluation of contextual factors

Training effectiveness depends not only on what happens during training, but also on

what happens before the actual training and what happens after the training has

formally ended. Evaluation should, therefore, be done of both the pre-training and


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post-training work. Pre- training work includes proper identification of training needs,

developing criteria of who should be sent for training, how many at a time and in

what sequence, helping people to volunteer for training, building expectations of

prospective participants from training etc. Post- training work includes helping the

concerned managers to plan to utilize the participants training, and provide the

needed support to them, building linkages between the training section and the line

departments and so on.

Evaluation of training inputs

This involves the evaluation of the training curriculum and its sequencing.

Evaluation of the training process

The climate of the training organization, the relationship between participants and

trainers, the general attitude, and approaches of the trainers, training methods, etc are

some of the important elements of the training process which also needs to be

evaluated.

Evaluation of training outcomes

Measuring the carry-home value of a training programme in terms of what has been

achieved and how much is the main task of evaluation. This, however, is a complex

technical and professional task. Benefits of a training programme are not obvious and

they are not readily measurable. Payoffs from training are intangible and rather slow

to become apparent. A central problem is the absence of objective criteria and specific

definitions of relevant variables by which to measure the effectiveness either of

specific programmes or changes in employee behaviour. Nevertheless, the good

personnel managers do make an effort to systematically appraise the benefits and

results of their programmes.

In job-related training, the objective is to train people for specific job skills so that

their productivity may increase. Evaluation can be done either to the direct criterion of

increase in output or to the indirect criteria of decrease in cost, breakage or rejects.

Even more indirect are measures that point out changes in absenteeism or turnover.

The most difficult problems of evaluation lie in the area of human relations skill


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training, which is given to the supervisors and middle- level managers. Supervisory

and managerial training programmes are, for this reason, less amenable to objective

review procedures. Much subjectivity enters into evaluations of these programmes,

since exact standards and criteria are hard to devise.

THE EVALUATION MODELS

The process of evaluating the training effectiveness involves the consideration of

various constraints. Many researchers have developed various methods and models in

order to facilitate this process. Some of the models are described as below: -

CIRO MODEL OF EVALUATIONDeveloped originally by WARR (1978), this theoretical model is based on evaluation

being carried out at four different levels:

Context Evaluation: Obtaining and using information about the current operational

context i.e. about individual difficulties, organizational deficiencies etc. in practice,

this mainly implies the assessment of training needs as a basis for decision. This

involves: Examining the expectations and perceptions of the people.

Examining whether the training needs were accurately identified.

Putting the specific training event in the wider context of other training activities.

Establishing whether the trainers enjoyed the confidence of the trainees and

whether the latter are comfortable with the level and focus of the training.

Input Evaluation: Determine using factor and opinion about the available human and

material training resources in order to choose between alternative training methods.

This involves:

Establishing the adequacy of the resource base and its cost.

Considering the choice and effectiveness of the training methods and techniques.

Identifying the numbers who successfully completed the program compared with

those who started and draw appropriate inferences.


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Establishing whether the trainers were perceived to be credible as far as the

trainees are concerned.

Establishing whether the psychological and emotional climate of learning was

appropriate.

Reaction Evaluation: Monitoring the training as it is in progress. This involves

continuous examination of administrative arrangements and feedback from trainees.

This involves:

Looking at the reactions of trainees to the content and method of training.

Establishing the reaction of other people, particularly line managers to the early

results of the training program.

Discussing the views and observations of the trainers.

Outcomes: It implies the measuring of the consequences of training. This involves:

Establishing whether expectations of results were met.

Identifying whether all or some of the learning objectives were met.

Finding out what were the end course views about the training.

The three levels of outcome evaluation may be distinguished:

- Immediate Outcomes: The changes in the trainees knowledge, skills and

attitude that can be identified immediately after the completion of training.

The aim here is to find out the extent to which positive transfer of learning has

taken place from the training to the workplace. This type of evaluation may be

done in several ways such as behaviourally anchored rating scales or self

repots supplemented by reports of subordinates, peers and supervisors or

critical incidents etc.

- Intermediate Outcomes: These are the changes in trainees actual work

behaviour, which result from training. The assumption here is that effective

training should be reflected in the trainees increased job-proficiency.

- Ultimate Outcomes: These are the changes in the functioning of part or the

entire organization, which have resulted from changes in work behaviour. For

this purpose, indexes of productivity, labour turnover etc, studies of


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organizational climate and human resource accounting are taken as the

ultimate results achieved by the trainee.

HAMBLINS MODELHamblin (1974) said, The purpose of evaluation is control. A well controlled

training program is one in which the weakness and failures are identified and

corrected by means of the negative feedback and strengths and successes and

corrected by means of the positive feedback.

The processes, which occur as a result of a successful training programme, can be

divided into 4 levels. The evaluation can be carried out at any of the following levels:

Reaction Level: It measures the reactions of the trainees to the content and

methods of the training, not the trainer, and to any other factors perceived as

relevant. It determines what the trainee thought about the training.

Learning Level: It measures the learning attitude of the trainees during the

learning period. It collects information that did the trainees learn what was

intended.

Job Behaviour Level: The job behaviour of the trainees in the work environment

at the end of the training period i.e. did the training got transferred to the job?

Effect on the Department: Has the training helped the trainees in improving the

departments performance?

The Ultimate Level: It measures that has the training affected the ultimate well

being of the organization in terms of the business objectives.


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Fig - Flowchart of Hamblins Model

Training

O1ReactionsObjectives

O2Learning

Objectives

E2Learning

Effects

O3Job Behaviour

Objectives

E3Job Behavior

Effects

O4OrganizationObjectives

E4Organization

Effects

O5Ultimate Value

Objectives

E5Ultimate Value

Effects

E1ReactionEffects

Measuring Techniques

at

Each Level

- Reaction Notebooks- Observers Record- Reaction Forms

- Written Exam- Multiple choice Test

-

Learning Portfolios

- Activity Sampling- Interviews- Questionnaires

-

Indices of Productivity- Organisation Culture

- Cost Benefit Analysis- Human Resource

Accounting


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EXISTING TRAINING ACTIVITIES IN ICICI PRUDENTIAL

TRAINING PROGRAMMES IN ICICI PRUDENTIAL

ICICI PRUDENTIAL follows the philosophy to establish and build a strong

performance driven culture with greater accountability and responsibility at all levels.

To that extent the Company views capability as a combination of the right people in

the right jobs, supported by the right processes, systems, structure and metrics.

The Company organizes various training and development programmes, both

in-house and at other places in order to enhance the skills and efficiency of its

employees. These training and development programmes are conducted at various

levels i.e. for workers and for officers etc.

TRAINING IN ICICI PRUDENTIAL [

ICICI PRUDENTIAL provides training to all its employees as per the policy of the

organization.

Purpose of Training: To ensure availability of trained manpower.


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FLOW CHART OF TRAINING PROCEDURE

Identification of Needs

Preparation of Training Plan

Imparting Training

Feedback

Induction Training

Training Effectiveness


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Identification of Needs

Management Staff

The Performance Appraisal form of the organization has a section in which thetraining and development needs are filed up. The person whom the concerned

employee is reporting fills the Performance Appraisal form annually. Such person

may be a branch head or department head.

Identification of training need is done at the Executive Office (EO) level for the

managers through the Performance Appraisal forms annually and the records are

maintained at the Executive Office. Managers are nominated for the various training

courses by the Executives Office. Managers may also be nominated to certain

training programmes from the branch if the subjects covered are found to be of

interest or if they offer a learning opportunity in some emerging areas of knowledge.

Training needs for the department through their Performance Appraisal forms

identifies the officers, which are filled in by the department head. The Performance

Appraisal forms thus give the emerging training needs. This exercise is carried out

annually.

Staff and Workers

Training needs for staff and workers are identified based on:

- Companys strategy and policy.

- Organizational Thrust Areas.

-

New Emerging Areas.

This together gives the consolidated system of needs that is prepared by the Personnel

Officer and approved by the Department Head.


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PREPARATION OF TRAINING PLAN

On the basis of identified training needs, the annual training calendar is prepared by

the Personnel officer and approved by the Personnel Head.

Annual Training Budget is prepared by Branch Personnel Head and is approved by

Executive Office. This gives the final list of training activities in a particular year. It is

attempted to carry out all the programmes to fulfill the identified needs. The Head of

the Personnel Department monitors the actual training conducted vis--vis the

identified training needs on a monthly basis.

IMPARTING OF TRAINING

Actual training is imparted with the help of in-house and outside agencies. The

selection of these agencies is done on the basis of reputation; programmes offered by

them, past experience and feedback received from the earlier participants.

Training is also imparted by nominating the concerned employee for an external

training programme. All records of the training are maintained at branch as per

Record of Training in the Personnel folder and the same is intimated to the Executive

Office Personnel through the Monthly Personnel Report.

FEEDBACK

A feedback is taken from the participants through a questionnaire on the programme

and their impressions in order to further improve upon the same. There are three such

questionnaires available and one of these is used depending upon the nature of the

training programme and the level of participants. Also, a person from the personnel

department sits through the final session of the programme and takes the verbal

feedback about the programme.


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INDUCTION TRAINING

Staff/ Officers/ Managers

This is carried out as the very first step for any new entrant into the branch at the

Staff/ Officer/ Manager level.

The department prepares a schedule for the employee as per which he is required to

spend specific time in each department. During such period, he is reporting to the

respective department head.

The objective of the induction programme is to familiarize the participant to the

function of different department. The copies of the same are sent to the General

Manager and all concerned. At the end of the induction, the trainee has to submit a

report to the Personnel Department.

Management Trainees Training

Management trainees are given a fortnight of induction programme. Corporate HR

advises it as per Management Trainee Training programme designed by them.

Thereafter, a detailed training programme is carried out whereby the incumbent is to

understand in depth of working of each department at various locations as per the

programme given by the Corporate HR. Corporate HR maintains all relevant records

pertaining to Management Trainees training at Bangalore.


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Training Effectiveness

For each training programme conducted in-house for ICICI PRUDENTIAL Delhi

branch personnel, a training brochure is developed.

The brochure developed consists of the following information:

- Programme objectives: Need of the training and what are the objectives that this

training aims to achieve, what likely outcomes are expected to come out of impact

of this training.

- Programme content: Topics being covered during the training.

- Methodology adopted.

- Programme faculty.

- Personnel to be covered.

- Training methodology.

- Training effectiveness criteria and scale.

The training effectiveness is measured by measurement of the achievement of the

objectives. This lists down the measurement indicators, achievement of which will

ensure that programme objectives are achieved.

A person gets nominated for the training programme in the following two

ways:

a) Training programme flowing from the training needs.

b) Training programme for testing out the training/ increased awareness/ general

information/ omnibus training types etc.

Training programmes flowing from training needs:

The programmes are divided into three broad categories:

- Functional

- Behavioral

- General/ Omnibus programmes


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1. Functional: The outcome of the training is measured by comparing the data pre-

training and post-training. A scale is developed for measuring the effectiveness of

training based on the % achievement of the objectives.

2. Behavioral: The effectiveness of the training of this nature is measured annually.

This is seen through the training need identification for the coming year for the

employee. If the training need is repeated there, then the training provided is taken

as ineffective. If the training need is repeated but with focus on a part of the need,

then the training is partially effective. If not repeated, then the training is effective.

3. General: These are the training needs flowing directly from the organizational

needs. Examples of these can be ISO 9000 training, ISO 14000 training and any

awareness training. These are omnibus training programmes, which are run for a

large number of employees.

The effectiveness of the training is measured by:

- Achievement of those organizational objectives within the time lines.

- Number of audit issues raised on the areas covered in the training.

- Any other such thing as defined in the training brochure.

The effectiveness of the outside training programme is measured on the same

line as above. However, no detailed brochure is prepared for the same. The

measurement criterion for the programme is defined in the beginning of the

programme and effectiveness measured against the same.

A consolidated effectiveness report of the training programme is prepared at the end

of the year. The programmes that are found to be ineffective are reworked.

Training programme for testing out the training

Also there are training programmes, which are not flowing directly from the training

needs measurement of effectiveness of the training is not needed to be measured.


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TRAINING OF AN OFFICER

Identificationof

Training needs

Consolidationof

Training needs

AnnualTraining

Calendar

Approval fromthe Personnel

Department

AnnualTrainingBudget

ImpartingTraining

CollectingFeedback forFurther

Improvement

Monitoring ofActual Trainingvis--vis the

Identified needs


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TRAINING OF A WORKER

OrganizationalThrust

Areas

CompanyStrategy andPolicy

NewEmerging

Areas

IdentificationOf

Training needs

ConsolidationOf

Training needs

Annual

TrainingCalendar

Approval fromthe PersonnelDepartment

AnnualTraining

Budget

ImpartingTraining

CollectingFeedback forFurther Training

Monitoring ofActual vs theIdentified

Training needs.


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CHAPTER-3-OBJECTIVE OF THE STUDY


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OBJECTIVES OF THE STUDY

The first & foremost step in any research work is to identify the problems or

objectives on which the researcher has to work on. There are two types of objectives

met in this study, as explained below:

Major Objective

To analyze the existing training practices, its effectiveness and recommend

measures to improve the training practices in ICICI PRUDENTIAL.

Minor Objectives

To study the frequency of training, training methods and their effects on the

trainees and recommend certain measures for improvement in ICICI

PRUDENTIAL

To understand the present practices enforced in respect of training

at the personnel department in ICICI PRUDENTIAL and

recommend any changes if necessary.

To take feedback and analyze the level of satisfaction amongst the

employees in respect of training activities and suggest alternatives.


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CHAPTER-4-RESEARCH METHODOLOGY


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RESEARCH METHODOLOGY

Every project work is based on certain methodology, which is a way to systematically

solve the problem or attain its objectives. It is a very important guideline and lead to

completion of any project work through observation, data collection and data analysis.

According to Clifford Woody,

Research Methodology comprises of defining & redefining problems, collecting,

organizing &evaluating data, making deductions & researching to conclusions.

Accordingly, the methodology used in the project is as follows: -

Defining the objectives of the study

Framing of questionnaire keeping objectives in mind (considering the

objectives)

Feedback from the employees

Analysis of feedback

Conclusion, findings and suggestions.

SELECTION OF SAMPLE SIZE

50 officials and employees of ICICI PRUDENTIAL were selected at random from all

the departments of the organization and feedback forms (questionnaire) will be

obtained. The data was analyzed in order to arrive at present training practices in the

organization.


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SAMPLING TECHNIQUE USED

The technique of Random Sampling has been used in the analysis of the data.

Random sampling from a finite population refers to that method of sample selection,

which gives each possible sample combination an equal probability of being pickedup and each item in the entire population to have an equal chance of being included in

the sample. This sampling is without replacement, i.e. once an item is selected for the

sample, it cannot appear in the sample again.

DATA COLLECTION

To determine the appropriate data for research mainly two kinds of data has been

collected namely primary & secondary data as explained below:

PRIMARY DATA

Primary data are those, which were collected afresh & for the first time and thus

happen to be original in character. However, there are many methods of collecting the

primary data; all will not be used for the purpose of this project. The ones that have

been used are:

Questionnaire

Informal Interviews

Observation

SECONDARY DATA

Secondary data is collected from previous researches and literature to fill in the

respective project. The secondary data was collected through:

Text Books

Articles

Journals

Websites


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STATISTICAL TOOLS USED

The main statistical tools that were used for the collection and analyses of data in this

project are:

Questionnaire

Pie Charts

Tables


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CHAPTER-5-DATA ANALYSIS


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DATA ANALYSIS

DATA ANALYSIS-INTERVIEW SCHEDULE OF MANAGERS

1) How many training programmes have you attended in last 5 years?

No. of Programmes No. of Respondents % of Responses

0-5 8 40%

6-10 5 25%

10-15 4 20%

More than 15 3 15%

Total 20 100%

Interpretation

45% of the officers have attended 6-15 training programmes in the last 5 years, which

is an indication of an effective training policy of the organization. However, 40% of

the officers have attended only 0-5 training programmes, which needs to be evenly

monitored by the organization.

40%

25%

20%

15%

0-5 10-Jun 15-Oct More than 15


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2) The programme objectives were known to you before attending it.

Options No. of Respondents % of Responses

Strongly agree 5 25%

Moderately agree 7 35%

Cant Say 3 15%

Moderately Disagree 1 5%

Strongly Disagree 4 20%

Total 20 100%

Interpretation35% of the respondents moderately agree to the fact of knowing the training

objectives beforehand, in addition to 25% who strongly agree. But a small population

disagrees as 20% strongly disagree to this notion. Training objectives should therefore

be made known compulsorily before imparting training in the organization.

25%

35%15%

5%

20%

Strongly agree Moderately agree Cant Say

Moderately Disagree Strongly Disagree


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3) The training programme was relevant to your developmental needs.




Cant Say 3 15%



Total 20 100%

Interpretation

70% of the respondents feel that the training programmes were in accordance to their

developmental needs. 15% respondents could not comment on the question and 15%

think that the programmes are irrelevant to their developmental needs and the

organization must ensure programmes that satisfy the developmental needs of the

officers.

30%

40%

15%

10%5%




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4) The period of training session was sufficient for the learning.




Cant Say 4 21%



Total 20 100%

Interpretation52% respondents feel that the time limit of the training programme was adequate but

25% feel that it was insufficient. Also, 21% could not comment on the question. All

the respondents though felt that increase in time limit of the programmes would

certainly be beneficial and the organization should plan for this to be implemented in

the near future.

31%

21%21%

16%

11%

Strongly agree Moderately agree Cant Say Moderately Strongly Disagree


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5) The training methods used during the training were effective for

understanding the subject.




Cant Say 3 15%



Total 20 100%

Interpretation

40% of the respondents believe that the training methods used during the programmes

were helpful in understanding the subject, yet 25% disagree to this notion. The

organization should use better, hi-tech methods to enhance the effectiveness of the

methods being used during the training programmes.

20%

40%15%

15%

10%




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6) The training sessions were exciting and a good learning experience.




Cant Say 2 10%



Total 20 100%

Interpretation

65% respondents believe that the training sessions were exciting and a good learning

experience. 10% respondents could not comment on this while 25% differ in opinion.

They feel that the training sessions could have been more exciting if the sessions had

been more interactive and in line with the current practices in the market.

25%

40%

10%

15%

10%




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7) The training aids used were helpful in improving the overall effectiveness of

the programme.




Cant Say 7 35%



Total 20 100%

INTERPRETATION

40% of the respondents believe that the training aids used were helpful in improving

the overall effectiveness, yet 20% disagree to this notion. 35% respondents did not

comment on the issue. Yet the total mindset of the respondents was that the

organization should use better scientific aids to enhance the presentation and

acceptance value of the training programme.

20%

25%

35%

15%

5%




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8) The training was effective in improving on- the- job efficiency.


Strongly agree 3 15%Moderately agree 6 30%

Cant Say 4 20%



Total 20 100%

INTERPRETATION

45% respondents believe that the training programmes increase their job efficiency

but 35% disagree to this. The view of the respondents were towards having more

technological and current topics for the training programmes which could help them

satisfy their creative urge and simultaneously increase their on-the-job efficiency.

15%

30%

20%

20%

15%




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9) In your opinion, the numbers of training programmes organized during

the year were sufficient for officers of ICICI PRUDENTIAL.




Cant Say 5 25%



Total 20 100%

INTERPRETATION

25% respondents have the opinion that the frequency of the training programmes is

sufficient but 50% of the respondents differ to this. They believe that the number of

training programmes organized in a year should be increased and some in house

training programmes should also be organized by the organisation regularly.

10%

15%

25%

10%

40%




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10) Please suggest any changes you would like to have in the existing training

programmes.

The major suggestions for changes in the existing training programmes are as

follows:-

The frequency of the training programmes organized in a year should be

increased.

The duration of the training sessions should be amplified.

New programmes for personal as well as professional development of the

officers should be developed.

Officers should be referred for the training programmes as per their

developmental needs.

The training programmes should be organized outside the office in order to

avoid disturbance in the work.

Some training sessions should also be organized in house for the officers who

find it difficult to attend them if held outside the office premises.

Better presentation technologies should be used in order to increase the

effectiveness of the programmes.

The course curriculum for the training programmes should be current in terms

of the new developments in the world.


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DATA ANALYSIS-INTERVIEW SCHEDULE OF EMPLOYEES

(EXECUTIVE LEVEL)

1) How many training programmes have you attended during the last year?

No. of Programmes No. of Respondents % of Responses

Upto 2 25 62%

3-5 10 25%

6-8 4 10%

More than 8 1 3%

Total 40 100%

Interpretation

35% of the executives have attended 3-8 training programmes in the last year, which

is the clue of a useful training policy of the organization. However, 62% of the

executives have attended only 0-2 training programmes, which should be effectively

seen by the organization. Also, every worker should be given chances to attend as

many training programmes as possible.

62%

25%

10%

3%

Upto 2 5-Mar 8-Jun More than 8


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2) The training given is useful to you.

Interpretation

71% of the respondents feel that the training programmes were useful. 13%

respondents could not comment on the question and 16% think that the programmes

were irrelevant to their objective of being useful. The organization must ensure

programmes that are useful and prove to cater to the developmental needs of the

executives.

47%

24%

13%

13%3%






Cant Say 5 13%



Total 20 100%


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4) The time limit of the training programme, if increased would make it

more effective.




Cant Say 4 10%



Total 40 100%

INTERPRETATION

65% respondents feel that the increase in the duration of the training programmes

would be beneficial but 25% differ to this opinion. Going by the majority, the

organisation should make required changes to increase the duration of the

programmes and also take the opinion of the executives to have an effective training

session.

45%

20%

10%

20%

5%




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5) The training was effective in improving your on-the-job efficiency.



Cant Say 5 13%



Total 40 100%

INTERPRETATION

62% respondents believe that the training programmes increase their job efficiency

but 25% disagree to this. The respondents were of the opinion that having current

topics for the training programmes and also some sessions by an external faculty

would help them increase their on the job efficiency.

37%

25%

13%

15%

10%




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6) The training aids used were effective in improving the overall

effectiveness of the programme.




Cant Say 12 30%



Total 40 100%

INTERPRETATION

35% respondents believe that the training aids were effective in improving the overall

efficiency of the programme. Contrary to this, 35% disagree and 30% could not

comment on the issue. The organization should ensure positive awareness about the

training aids used. Also, the use of better presentation aids should be facilitated.

25%

10%

30%

20%

15%




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7) The number of training programmes organized for executives in a year

are sufficient.




Cant Say 4 10%



Total 40 100%

INTERPRETATION

33% respondents believe that the number of training programmes organized in a year

is sufficient, but a majority of 57% disagrees to this. The organization should ensure

multiple programmes for the executives and hence enable them in improving their

skills and knowledge.

18%

15%

10%37%

20%




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8) The participation of executives in training programme would help

increase its effectiveness.



Cant Say 5 13%



Total 40 100%

INTERPRETATION

72% respondents feel that participative and interactive training session could provide

more awareness and knowledge in a small span of time as compared to classroom

teaching. 13% respondents could not comment on this and 15% disagree to it.

49%

23%

13%

10%5%




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9) Please suggest any changes you would like to have in the existing training

programmes.

The major suggestions for changes in the existing training programmes are as

follows:-

The executives were of the opinion that external faculty should be appointed

for the training programmes.

The period of the training sessions should be augmented.

The rate of the training programmes organized in a year should be increased.

Every one should get a chance to attend the training programmes.

Documentaries and other films relating to issues of motivation, team building

should be screened.

Practical examples should be used to make things easy to understand during

the training sessions.

Better technological aids and methods should be used to make the training

sessions exciting.


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CHAPTER-6FINDINGS AND RECOMMENDATION


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FINDINGS

The major findings of the project are enumerated as follows:

Training is considered as a positive step towards augmentation of the knowledge

base by the respondents.

The objectives of the training programmes were broadly known to the respondents

prior to attending them.

The training programmes were adequately designed to cater to the developmental

needs of the respondents.

Some of the respondents suggested that the time period of the training

programmes were less and thus need to be increased.

Some of the respondents also suggested that use of latest training methods will

enhance the effectiveness of the training programmes.

Some respondents believe that the training sessions could be made more exciting

if the sessions had been more interactive and in line with the current practices in

the market.

The training aids used were helpful in improving the overall effectiveness of the


The training programmes were able to improve on-the-job efficiency.

Some respondents also recommended that the number of training programmes be

increased.


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RECOMMENDATIONS

Based on the data collected through the questionnaire and interactions with the

Officers and Workers of ICICI Prudential Life Insurance the following

recommendations are made for consideration:

The organization may utilize both subjective and objective approach for the


The organization may consider deputing each employee to attend at least one

training programmes each year.

The In-house training programmes will be beneficial to the organization as well as

employees since it will help employees to attend their official work while

undergoing the training.

The organization can also arrange part time training programmes in the office

premises for short durations, spanning over a few days, in order to avoid any

interruption in the routine work.

The organization can arrange the training programmes department wise in order to

give focused attention towards the departmental requirements.


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BIBLIOGRAPHY

Effective Planning in Training and Development Leslie Rae

World Class Training Kaye Thorne

Training in Practice Blackwell

Human Resource Management C.B.Gupta

Human Resource Management T.N.Chabra

Human Capital Journal


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APPENDIX

QUESTIONNAIRE FOR THE MANAGERS IN ICICI

PRUDENTIAL LIFE INSURANCE

1)How many training programmes have you attended in last 5 years?

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

2) The programme objectives were known to you before attending it.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

3) The training programme was relevant to your developmental needs.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

4) The period of training session was sufficient for the learning.

Strongly agree

Moderately agree Cant Say

Moderately Disagree

Strongly Disagree


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5) The training methods used during the training were effective for understanding the

subject.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

6) The training sessions were exciting and a good learning experience.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

7) The training aids used were helpful in improving the overall effectiveness of the

programme.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

8) The training was effective in improving on- the- job efficiency.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

9) In your opinion, the numbers of training programmes organized during the year

were sufficient for officers of ICICI PRUDENTIAL .

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree


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QUESTIONNAIRE FOR THE EXECUTIVES

1) How many training programmes have you attended during the last year?

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

2) The training given is useful to you.

Strongly agree Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

3) The time limit of the training programme was sufficient

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

4) The time limit of the training programme, if increased would make it more

effective.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree


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5) The training was effective in improving your on-the-job efficiency.

Strongly agree

Moderately agree

Cant Say

Moderately Disagree

Strongly Disagree

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