EMPLOYEE TRAINING OF HDFC BANK

A Project Report

Prepared By

T.D. Wickramasinghe

CCHRM 2015/GM/02

Course: Certificate in Human Resource Management

April 2015

EMPLOYEE TRAINING

CONTENTS

1. Executive summery

2. Introduction Background of the organization

Objectives of the organization

Organizational structure

3. Objectives of the study

4. Research methodology

5. Concept of training

6. Training objectives

7. Need for basic purpose of training

8. Principles of effective training

9. Steps in training programs

10.Training policy

11.Training methods

12.Responsibility for training

13.The training system

14.The three model of training

15.Research data

16.Findings

17.Suggestions

18.Conclusion

19.Summary of the project paper

20.Questionnaire

21.HR Policy of HDFC Bank

22.Bibliography

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List of Illustrations Page

1. Organization structure -08

2. Systematic model training -21

3. Instructional system development model -22

4. Number of training programs attended by employees -24

5. Satisfaction level of the training program -25

List of tables

1. Number of training programs attended by employees -24

2. Satisfaction level of the training program -25

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ACKNOWLEDGMENT

I would like to offer my gratitude to the many individuals and organizations that

contributed to this work, on both academic and personal levels. First and foremost, to the

Organization of Amana Invests, for helping me and enabling my work on Employee Training

and also, for supporting my study welcoming me into their incredible organization and

supporting this project every step of the way.

I would also like to express my appreciation to all my friends and family for all their

support over the last two months.

Finally, I would like to offer special thanks to IPM institute for the giving advices to success

this project.

T.D.Wickramasinghe

CCHRM/15/GM/02

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EXECUTIVE SUMMARY

Primary objective of meeting a social need that of promoting home ownership by providing

long-term finance to households for their housing needs. . HDFC was promoted with an

initial share capital of Rs.100 million. Against the milieu of rapid urbanization and a changing socio-

economic scenario, the demand for housing has grown explosively.

With all the achievements over the years with leaps and bounds, company has taken robust

steps ahead with the direction of the strategic vision and mission to be the premier financial

service institution for the purpose of enhancement of lifestyle of Sri Lankans and to be a

dominant player in the financial service sector by delivering innovative solutions to meet

the needs of housing.

HDFC is committed to create long term values to its shareholders while balancing economic,

environmental and social foot prints for the long term prosperity of the economy. The Bank

pursue its values; transparency, fairness and openness and also pay maximum concern to

economic, environment and social rights and interest of its stakeholders particularly

paying more emphasis on being compliant with all regulatory requirements and locally and

internationally accepted industry standards, norms and social codes. As at 31st December

2012, bank’s total assets amounted to LKR 21 bn and Shareholders fund recorded as LKR

2.4 bn. Bank has young staff of 488 and 32 dedicated branches and customer service outlets.

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INTRODUCTION

BACKGROUND OF THE ORGANIZATION.

HDFC was incorporated by the Government of Sri Lanka with primary objective of

providing housing finance and ancillary services within the scope of operation enacted

by the Act. The corporation was originally established as a Building Society in 1984 and

converted to a Public Corporation under the provision of Housing Development Finance

Corporation Act No 07 of 1997 and obtained the status of a Licensed Specialized Bank

(LSB) in 2003 , under the Housing Development Finance Corporation amended Act No.

15 of 2003 and No 45 of 2011. The ordinary shares of the Bank were listed at the

Colombo Stock Exchange (CSE) in 2005.

HDFC marked its 31st year in 2015 since incorporation as a Building Society and 11th

milestone as a licensed specialized bank. Year 2015 also marked the completion of the

10th year since listing at the Colombo Stock Exchange.

OBJECTIVES OF THE ORGANIZATION

HDFC was incorporated by the Government of Sri Lanka with primary objective of

providing housing finance and ancillary services within the scope of operation enacted

by the Act

Customer:

to provide a caring customer service anticipating solutions required by our customers and

innovatively satisfying them beyond expectations.

Shareholders:

to optimize return on shareholders’ fund.

Organization:

to commit ourselves to the highest standards in corporate and business ethics whilst

maintaining financial stability and growth.

Employees:

to motivate, develop, recognize and reward our employees.

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Community:

to be strongly committed to contribute to the national goal of providing shelter for all.

Industry:

setting industry benchmarks of international standards in delivering customer value

throughout comprehensive product range, customer service and all our activities.

Ethics:

maintaining the highest ethical standards worth of a leading corporate citizen.

Values

The foundation of the success story.

Transparency:

being honestly and candidly accountable.

Fairness:

stakeholders viewing as winners.

Openness:

respecting each other and showing genuine interest

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ORGANIZATION STRUCTURE

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OBJECTIVES OF THE STUDY

The broad objective of the study of training and development in HDFC BANK is to study the

impact of training on the overall skill development of employees. The specific objectives of

the study are:

1. To examine the effectiveness of training in overall development of skills of

workforce.

2. To examine the impact of training on the workers.

3. To study the changes in behavioral pattern due to training.

4. To measure the differential change in output due to training

5. To compare the cost effectiveness in implanting training programs

6. Training objectivities is to improve the workers performance on the current job and

also prepare them for an intend job

7. Training helps to provide mastery in new methods and machines.

8. Training objectives is to improve the defective ways of doing work and to teach

current methods and behavior patterns.

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RESEARCH METHODOLOGY

The research design indicates the type of research methodology under taken to collect the

information for the study. The researcher used both descriptive and analytical type of

research design for his research study. The main objective of using descriptive research is to

describe the state of affairs as it exists at present. It mainly involves surveys and fact finding

enquiries of different kinds. The researcher also used analytical research design to analyze

the existing facts from the data collected from the customer.

1. Before the study

a. Research the company

b. Learn resume or application

c. Familiar with the position description

d. Prepare some answers or example

e. Think of a few questions to ask

f. Plan travel time

g. Bring original documents

2. Methods of study

a. Interview Method

b. Questionnaire method

c. Observation Method

d. On line Information

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CONCEPT OF TRAINING:

A planned process to modify attitude, knowledge or skill behavior through learning,

experience to achieve performance in an activity or range of activities. Its purpose, in the

work situation, is to develop the abilities of the Individual and to satisfy the current and

future needs of the organization

TRAINING OBJECTIVES

1. Objective of training is to prepare employees for the job meant for them.

2. While on first appointment or on promotion and impair them the required skill

and knowledge.

3. Assist the employees to function more effectively in their present positions by

exposing them to the least concepts, information, techniques and develop the

skills and that would be required.

4. The objective is to build a second line of competent officers and prepare them

to more responsible positions.

NEED FOR BASIC PURPOSE OF TRAINING:

A program of training becomes essential for the purpose of meeting the specific problems of

particular organization arising out of the introduction of new limes of production, changes in

design, the demands of competition and economy. The quality of material processed

individual adjustments, promotions, carrier developments job and personnel changes and

changes in volume of business. Collectively these purposes of organizational training

programmers to enhance overall effectiveness. The need for the training of employees would

be clear from the set objectives.

1. To increase the productivity

2. To help the company to fulfill its future personnel needs,

3. To improve organization climate

4. To improve the health and safety

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5. Personal growth and heightened morale

6. Reduced supervision

7. Increased organizational stability and flexibility

PRINICIPLES OF EFFECTIVE TRAINING:

A successful training programmer should be based on the following principles:

1. The objective and scope of a training plan should be defined before its

developed is begun in order to provide a basis for common agreement and

cooperative action.

2. The technique and process of training programmer should be related directly to

the needs and objective or an organization.

3. To be effective, the training must use tested principles of learning.

4. Training should be conducted in the actual job environment to the maximum

possible extended.

STEPS IN TRAINING PROGRAMMES

Training programmes are a costly affair, and time consuming process. Therefore,

management needs to draft very carefully. Usually in the organization training programmers

the following steps are considered necessary.

1. Discovering or identifying the training needs.

2. Getting ready for learner.

3. Preparation of learner.

4. Presentation of operation and knowledge.

5. Follow up and evaluation of the programme

6.

TRAINING POLICY:

Every company or organization should have well-established training policy. Such a policy

represents the top management’s commitment to the training of its employees, and comprises

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rules and procedures governing the standard of scope of training. A training policy is

considered necessary for the following reasons:

a. Company’s intention to develop its personnel, to provide guidance in the training

and implementation of programmes and to provide information concerning then

to all concerned.

b. To discover critical areas where training is to be given on a priority basis.

c. To provide suitable opportunities to the employee for his/her own betterment.

TRAINING METHODS

Employee training methods are multi faceted in scope and dimension, and each is suitable

for particular situation. The best technique for one situation may not be best for different

groups or tasks. Care must be used in adapting the technique or method to the learner and the

job. An effective training technique generally fulfills these objectives; provide motivation to

the trainee to improve job performance, development a willingness to change, provide for the

trainee’s active participation in the learning process, provide knowledge of results about

attempts to improve and permit practice while appropriate. A careful use of training methods

can be a very cost effective investment in the sense of using the appropriate method for the

needs of a person or group. Generally, methods can be divided in “on-the-job” training.

On-the-job training (OJT):

OJT emphasize on learning while an individual is actually engaged in work. This method can

be suitable for all types of employees. Thus people can learn by working on the jobs. There

can several ways in which OJT can be offered.

1. On Specific Job:

On Specific Job method is the most common form of training for all individuals. A person

can learn when he is put on a specific job. He can develop skills for doing the job in better

way over the period of time. However, coaching or working as understudy. Coaching

involves direct personal instructions and guidance usually with demonstration and

continuous critical evaluation and correction. Under the understudy method, the trainee

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works under the direction the supervision of a person, normally as assistant. He can learn the

jobs very quickly under the guidance of his trainer.

2. Position rotation:

In position rotation method, a person is given jobs in various departments of the organization

the major objective of job rotation is to broaden background of the trainee. He learn the

working of various sections and department of the organization, which helps in developing

an integrated view of the organizational functioning.

3. Special Projects, Task Forces etc.:

Assignment of people on special projects, task forces, committees etc, works like position

rotation. Besides learning the jobs performed in these assignments, he also learns how to

work with different type of persons.

4. Apprenticeship:

Apprenticeship is like understudy in which the trainee is put under the supervision of person

who may be quite experienced in his field. Apprenticeship training has been quite popular in

medieval times when those intended to learn some craft or profession to work under some

experts. In today’s context many organizations also take apprenticeship to fill their

requirement of skilled personnel.

5. Vestibule school:

The concept of vestibule school is that people will learn and develop skills while working in

the situation Similar to that they are part on actual jobs. Many organization established

training centre to train people for skilled work particularly production department, when the

job requirement is such that people cannot be observed directly they are all in such training

centre. Here they learn while work however, learn as against the actual production is the

basic objective. When they learn the job handling, they are absorbed by the organization in

actual operation.

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Off-the-job training method:

1. Lectures(class room instruction):

Lectures are regarded as one of the most simple ways of imparting knowledge to the trainees,

especially when facts, concepts, or principles, attitudes, theories and problem-solving

abilities to be taught. Lectures are formal organized talks by the training specialists, the

formal superior or other individual specific topics. The Lecture method can be used for very

large groups which are to be trained within a short time. Thus reducing the cost per trainee. 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 complex

nature. They are usually enlivened with discussions, film show, case studies, role playing and

demonstrations. Audio-visual aids enhance their value, “the lecture method is not dead as

some would believe”. In the hands of table lecturers, and for certain kinds of purposes and

participants, it may turn out to be interesting and effective than any other methods, in

training, the most important uses of lectures include:

1. Reducing anxiety about upcoming programmes organizational changes by explaining

their purposes.

2. Introducing a subject and presenting an overview of its scope.

3. Presenting the basic material that will provide a common background for subsequent

activities.

4. Illustrating the application of rules, principles, reviewing, clarifying summarizing.

The main advantage of the lecture system is that it is simple and efficient and through it more

material can be presented within a given time than by any other method.

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However the lecture system suffers from some limitations:

1. The lectures are passive intend of active participants. The lecture method violates

the principle of learning by doing. It is a one way communication. There is no

feedback from the audience.

2. A clear and vigorous verbal presentation requires a great deal of preparation for

which management personnel often lack the time. Moreover, it is calls for

substantial speaking skill.

3. The attention span of even a well-motivated and adequately informed listener is

only from 15 minutes to 20 minutes so that in the course of an hour, the attention

of listeners drifts.

4. It is difficult to stimulate discussion following a lecture, particularly if the listener

is uninformed or instruct by the lecturer.

5. The untrained lecturer either samples or packs far too much information in the

lecture, which often becomes unpalatable to the listened.

6. The presentation of material should be geared to a common level of knowledge.

7. It tends to emphasize the accumulation and memorization of facts and figures and

does not lay stress on the application of knowledge.

8. Though a skilful lecture can adapt his material to the specific group, he finds it

difficult to adjust it for individual difference within a group. According to the

conclusions reached at the conference on management education and training, the

essential pre-requisites for a successful lecture method are

Group interest must be motivated and adapted to its needs.

A lecture should be well-planned as to purpose; the main ideas and

organizations should have clear and the development interesting.

It should presented by an enthusiastic and animated speaker who has his

learner’s needs and interest in mind at all time;

It should not less than 30 minutes and not than an hour a lecture should be

made interesting and enlist the active participation of the learners with the

aid gain of guided discussion, the lecturer should pose leading questions,

instead of giving out knowledge and information, to which the listeners

should provide answers.

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2. The conference Method:

Under this method, a conference is held in accordance with an organized plan. Mutual

problems are discussed and participant pool their ideas and experience in attempting to arrive

at better methods of dealing with this problems. The members of the group come to teach

each other and to learn together. Conferences may include Buzz sessions which divide

conferences in small groups of four or five for intensive discussions. These small groups

report back to the whole group with their conclusions are questions. This methods is ideally

suited for analyzing problems and issues, and examination them from different viewpoints, It

helps in developing conceptual knowledge, reducing dogmatism and modifying attitudes.

3. Seminar or Team discussions:

The group learns through discussion of a paper on a selected subject. The paper is written by

one or more trainees. Discussion may be on a same statement made by the person in charge

of the seminar or on a document prepared by an expert. The material to be analyzed is

distributed in advanced in the form of required reading.

4. Case Discussion:

Under this method, a real business problem or situation demanding solution, is presented to

the group and members are trained to identify the problems presented, they must suggest

various alternatives for tackling them, analyze each one of test, find out their comparative

suitability, and decide for themselves the best solution. The trainer only guides the discussion

and in the process ensures that no relevant aspect is left or discussion, and adequate time is

spent on each aspect. This method promotes analytical thinking and problem-solving ability.

It encourages open-mindedness, patient listening respecting others views and integrating the

knowledge obtained from different basic disciplines, incidentally, it enables trainees to

become increasingly aware of obscurities, contradictions and uncertainties encountered in a

business. This method is extensively used in professional school of law and engagement, and

in supervisory and executive training programmer in industry.

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5. Role-playing:

This method is also ‘role-reversal’ ‘socio-drama’ or ‘psycho-drama’. Here trainees act out a

given role as they would in a stage play. Two or more trainees are assigned roles in a given

situation, which is explained to the group, these are no written lines to be said and, naturally,

no rehearsals. The role players have to quickly respond to the situation that is ever changing

and to react to it as they would in the real one. It is a method of human interaction, which

involves realistic behavior in an imaginary or hypothetical situation. Role playing primarily

involves employee- employer relationships, hiring, firing, discussing a grievance problem,

conducting a post appraisal interview, disciplining a subordinate, or a salesman making

presentation to a customer.

6. Programmed instruction:

This involves two essential elements: a) step by step series of bits of knowledge, each

building upon what has gone before, and b) a mechanism for presenting the series and

checking on the trainee’s knowledge questions are asked improper sequenced and indication

given promptly whether the answers are correct. This may be carried out with a book, a

manual or a teaching machine; it is primarily used for teaching factual knowledge such as

mathematics, physics.

Evaluation and monitoring of training:

Objective of training evaluation is to determine the ability of the participant in the Training

programmed to perform jobs for which they were trained, the specific nature of training

efficiencies whether the trainees required any additional on the job training, and the extent of

training not needed for the participants to meet job requirements. There are various

approaches to training evaluation. To get a balid measure of training effectiveness, the

personnel manager should accurately assess trainee’s job performance two to four on the

after completion of training. Writers have suggested that four basic categories of outcomes

can be measured.

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1. Reaction. Worth evaluated the trainee’s reaction to the programmer. Did he like the

programme? Did he think while?

2. Learning. Did the trainee learn the principles, and fact that the supervisor or the

trainer wanted them to learn?

3. Behavior. Whether the trainee’s behavior on the job changes because of the Training

Programme?

4. Results. What final results have been achieved? Did he learn how to work on

machine? Did scrap page costs decrease? Was turnover reduced? are production

quotas now being?

RESPONSIBILITY FOR TRAINING

That training is quite a stupendous task, which cannot be done by one single department; you

are right in your thinking. In fact, total responsibility for training has to be shared among:

1. The top management who should frame on authorize the basic training policies, review

and approve and board outlines of training plans and programmes and approve training

budgets.

2. His personnel department, which should plan, establish and evaluate instructional

programmes.

3. He supervisor who should implement and supply the various development plans.

4. Employees who should provide feedback, revision and suggestions for improvement in

the programme.

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular

function. An organization is a system and training is a sub system of the organization.

The System Approach views training as a sub system of an organization. System Approach

can be used to examine broad issues like objectives, functions, and aim. It establishes a

logical relationship between the sequential stages in the process of training need analysis

(TNA), formulating, delivering, and evaluating.

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There are 4 necessary inputs i.e. technology, man, material, time required in every system to

produce products or services. And every system must have some output from these inputs in

order to survive. The output can be tangible or intangible depending upon the organization’s

requirement. A system approach to training is planned creation of training program. This

approach uses step-by-step procedures to solve the problems. Under systematic approach,

training is undertaken on planned basis. Out of this planned effort, one such basic model of

five steps is system model that is explained below.

Organization are working in open environment i.e. there are some internal and external

forces, that poses threats and opportunities, therefore, trainers need to be aware of these

forces which may impact on the content, form, and conduct of the training efforts. The

internal forces are the various demands of the organization for a better learning environment;

need to be up to date with the latest technologies.

THE THREE MODEL OF TRAINING:-

1. SYSTEM MODEL

2. INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL

3. TRANSITIONAL MODEL

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SYSTEMATIC MODEL TRAINING

The system model consists of five phases and should be repeated on a regular basis to make

further improvements. The training should achieve the purpose of helping employee to

perform their work to required standards. The steps involved in System Model of training are

as follows:

1. Analyze and identify the training needs i.e. to analyze the department, job, employees

requirement, who needs training, what do they need to learn, estimating training cost, etc The

next step is to develop a performance measure on the basis of which actual performance

would be evaluated.

2. Design and provide training to meet identified needs. This step requires developing

objectives of training, identifying

3. Develop- This phase requires listing the activities in the training program that will assist

the participants to learn, selecting delivery method, examining the training material,

validating information to be imparted to make sure it accomplishes all the goals &

objectives.

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4. Implementing is the hardest part of the system because one wrong step can lead to the

failure of whole training program.

5. Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent

work performance. Making necessary amendments to any of the previous stage in order to

remedy or improve failure practices. The learning steps, sequencing and structuring the

contents.

INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL (ISD)

Instructional System Development model or ISD training model was made to answer the

training problems. This model is widely used now-a-days in the organization because it is

concerned with the training need on the job performance. Training objectives are defined on

the basis of job responsibilities and job description and on the basis of the defined objectives

individual progress is measured. This model also helps in determining and developing the

favorable strategies, sequencing the content, and delivering media for the types of training

objectives to be achieved.

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The Instructional System Development model comprises of five stages:

1. ANALYSIS – This phase consist of training need assessment, job analysis, and target

audience analysis.

2. PLANNING – This phase consist of setting goal of the learning outcome,

instructional objectives that measures behavior of a participant after the training,

types of training material, media selection, methods of evaluating the trainee, trainer

and the training program, strategies to impart knowledge i.e. selection of content,

sequencing of content, etc.

3. DEVELOPMENT – This phase translates design decisions into training material. It

consists of developing course material for the trainer including handouts, workbooks,

visual aids, demonstration props, etc, course material for the trainee including

handouts of summary.

4. EXECUTION – This phase focuses on logistical arrangements, such as arranging

speakers, equipments, benches, podium, food facilities, cooling, lighting, parking,

and other training accessories.

5. EVALUATION – The purpose of this phase is to make sure that the training

program has achieved its aim in terms of subsequent work performance. This phase

consists of identifying strengths and weaknesses and making necessary amendments

to any of the previous stage in order to remedy or improve failure practices.

The ISD model is a continuous process that lasts throughout the training program. It also

highlights that feedback is an important phase throughout the entire training program. In this

model, the output of one phase is an input to the next phase.

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RESEARCH DATA :

THE NUMBER OF TRAINING PROGRAMS ATTENDED BY THE EMPLOYEE’S.

Dimensions Respondents Percentage %

One 08 16

Two 17 34

Three 12 24

Four & More 13 26

Total 50 100

(Source-Questionnaire and oral interview)

ONE TWO THREE FOUR & MORE 0

2

4

6

8

10

12

14

16

18

the number of Training Programs attended by the

employee’s.

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INFERENCE:

The above table shows that most of the employees in the organization are interested to attend

two training programs only.

TABLE NO 4:- THE SATISFACTION LEVEL OF THE TRAINING PROGRAMS.

Dimensions Respondents Percentage

Great Extent 20 40

Some Extent 15 30

Little Extent 15 30

Total 50 100

(Source-Questionnaire and oral interview)

Great Extent Some Extent Little Extent02468

101214161820

The satisfaction level of the Training Programs

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INFERENCE:

The above table shows that most of the employees are satisfied up to great extent to the

number of training programs attended in the organization.

FINDINGS

All the employees know that the organization is conduction training programs

regularly and all of them had taken training.

88% employees felt that the training is necessary for their job.

According to table No. 2, 90% of employees wants the regular training should be

conduct within the duration of 3 months.

While developing the employee skills, place is also matter, where the training section

has been schedule, inside or outside.

Out of 50 employees, 44 employees has regular conduct all the training programme.

During the training, it should be also effect that the who has been conduct the training

programme.

After training half of the employees have developed in the area of skills and

knowledge and limited members have developed in the area of social behavior.

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SUGGESTION

The company has to implement modern training methods to help in boosting the

self morale of the employee at work place.

Training Evaluation has to be conducted.

Employees have to expose to the new environment than they will enhance the

knowledge.

Specific Training Programs has to be given to the selected personal who are

related.

Most of the employees feel that Training is related to weak areas, so the

management has to get awareness among the employees regarding Training &

Development.

Employees felt that they had not received any payment as remuneration while

they were in training. So, the management has to clarify their doubt regarding

payment while in training.

The satisfaction level of the employees is satisfactory. So, new changes in

training have to bring to improve the satisfaction level of employees.

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CONCLUSION

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 company’s 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, it’s 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.”

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SUMMARY OF THE PROJECT REPORT

In this project report, we find that training and development plays a very important role in

the organization. With the help of training employee can easily do their jobs as per the

company requirements.

Training gives proper knowledge of work. If the company is conduct the training programme

on regular basis once in 3/6 months then the percentage of mistakes will reduce and

productivity will be increase.

According to the study most of the employees wants that the training should be conducted

within 3 months.

So end of the project we can say that the training is an important part of the organisation,

without giving the training to worker/employee we can’t get the accuracy work from the

employee. Training will develop the skills of employees. It gives benefit to employees not

doing their official work with full accuracy but also gives knowledge how to solve their

personal problems.

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QUESTIONNAIRE

A STUDY ON TRAINING & DEVELOPMENT IN HDFC BANK LTD,

Name:

Designation:

Sex:

Are there any Training programs conduced in your organization?

Yes [ ] No [ ]

If ‘ Yes’, have you taken training?

Yes [ ] NO [ ]

IS the training is necessary training ?

Yes [ ] no [ ]

What benefits you expected from the training & development ?

SL.

Benefits High Medium Low

1. Aware of company

policies

2. Aware of work/job

3. Improve in

skills ,knowledge &

attitude

4. Motivation

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5. To face new

Technology

6. idea generation

7. problem solving

8. Aware of other dept’s

work

How many programs were attended by you?

a) One b) Two c) Three d) Four & More

To what extent have you satisfied with the respective training?

a) Great extent b) Some extent c) little extent

What method of training have you received?

a) On the job b) Off the job c) Both

Where you have received the training?

a) Inside the Company

b) Outside the Company

c) Both

From whom the training is received

a) Superiors b) Institutions c) Consultants d) Others

What method of training you received

a) Induction b) Competence Development

c) Updating Knowledge d) Preparing for future assignments

e) All the above

After the Training in which area you developed?

a) Skills, knowledge b) Social behavior

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c) To face new technology d) Motivated

Does the training program satisfy your needs?

a) Yes b) No

To what extent the training program helps to your career?

a) Great extent b) Some extent c) Little extent

Whether your organization is conducting Training programs regularly?

If ‘Yes’ how far?

a) Monthly

b) Quarterly

c) Half yearly

d) Yearly

Whether the Training programs were intimate to you?

Yes [ ] No [ ]

If ‘Yes’, how many days before they intimated to you?

a) A week before b) 15 days before

c) One month before d) Two months before

Have you attended Training programs regularly?

Yes [ ] No [ ]

If ‘No’, why

a) Resistance to change

b) Training is not related to the job

c) Training facilities are not good

d) Personal problems

e) Timings not favorable

Whether the management forced you to take training?

Yes [ ] No [ ]

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If ‘No’, why?

a) Want to improve skills & knowledge

b) Want to improve Social Behavior

c) Want to know about new technology

Whether the training is related to only weak areas?

Yes [ ] No [ ]

If ‘No’, why?

a) Motivation

b) To face new technology

c) To develop skills, knowledge & attitude

d) Aware of Company policies

e) All the above

Once after training have you improved?

Yes [ ] No [ ]

If ‘Yes’, why?

a) High b) Medium c) Low

If ‘No’, why?

a) Work is difficult

b) More time taken to complete the work

c) Not understandable

d) Training is different from work

Do you require one more training?

Yes [ ] No [ ]

Have you received payment while in training?

Yes [ ] No [ ]

Without training, what problems you expect?

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a) Not understand the work b) Not known about Company Policies

c) Much time taken d) Not able to do the perfect work

What chances are there to rectify those problems?

a) By approaching Superiors b) Through Consultants

c) Outside Institutions d) Through Professionals

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BIBILIOGRAPHY

BOOKS REFERRED:

Effective Human Resource Training & Development Strategy

- Dr.B.RATHAN REDDY

Himalaya Publishing House, 1st Edition – 2005

Personal / Human Resource Management - DAVID A.DECENZO

Referrals websites

www.hdfc.lk

www.scribd.com/

THANK YOU FOR YOUR VALUEBALE SUPORT!!!

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