A

SUMMER TRAINING PROJECT

ON

Traning And Development

IN

Alcon Wires And Cables

SUBMITTED TO Patel Memorial National College
IN PARITAL FULFILMENT FOR THE DEGREE OF

The Bachelor Of Business Administration(B.B.A.)

(2011-13)

UNDER THE SUPERVISION OF:

SUBMITTED BY:

MR. AVTAR SINGH

BIRLA SUN LIFE INSURANCE

DAIZY
ROLL NO. 5

MBA (2010-2012)

BUDHA COLLEGE OF MANAGEMENT,

RAMBA, KARNAL

Under The Guidance Of: Reena Choudhary P.M.N. College Alcon Wires And Cables

Submitted By: Ravinder Kaur B.B.A. (6TH Sem.) Uni. Roll No

CERTIFICATE

This is to certify that the project report entitled Training And Development submitted by Ravinder Kaur, and has been carried out by direct supervision and guidance under Kuldeep Singh. This report or a similar report on the topic has not been submitted for any other examination and doesnt from part of any other course undergone by the candidate.

Signature of Teacher

ACKNOWLEDGEMENT
I am very thankful to everyone who all supported me, for I have completed my project effectively and moreover on time. I am equally grateful to my teacher Reena Choudhary. She gave me moral support and guided me in different matters regarding the topic. She had been very kind and patient while suggesting me the outlines of this project and correcting my doubts. I thank her for his overall supports. Last but not the least, I would like to thank my parents who helped me a lot in gathering different information, collecting data and guiding me from time to time in making this project despite of their busy schedules ,they gave me different ideas in making this project unique. Thanking you Ravinder Kaur Roll No.

DECLARATION
I Ravinder Kaur hereby declare that the project work entitled Training And Development submitted to the Punjabi University is a record of an original work done by me under the guidance of Kuldeep Singh and this project work has not performed the basis for the award of any Post Graduation and similar project if any.

Ravinder Kaur Roll No.

Index
Chapter No. Chapter 1 Title Training And Development Introduction Definition Difference Between Training And Development Training Objectives Organizational Setup For Training Company Profile Objective Of The Study Scope Of The Study Importance Of the Study Research Methodology And Findings Data Analysis And Interpretation Limitations Of The Study Suggestions Conclusions Questionnaire Bibliography

Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12

Training And Development

Introduction On Training And Development

In the knowledge driven world of today, the pace of change is so fast that it even defies Moors law. Even to stay at the same place, the organizations have to run fast. Strategic advantage to the organizations comes only from the core competences, which are developed by the individuals working in it. Such levels of excellence can be achieved only by investing in people. Investment must not confine to compensation only, but must entail the inputs aimed at updating the skills of the employees. Training is one such potion to cure the organizations of the sluggishness, which may creep in because of the organizational inertia. Largely, personnel department has been associated with procuring and hiring the human resources. But, after the newly appointed employees join the organization, it is necessary to impart training to them in order to make them competent for the jobs that they are supposed to handle. In modern industrial environment, the need for training of employees is widely recognized to keep the employees in touch with the new technological developments. Every company must have a systematic training programme for the growth and development of its employees. It may be noted that term training is used in regard to teaching of specific skills, whereas the term development denotes overall development of personality of the employees. This chapter studies the various methods of training and development, which are used by various organizations, particularly those engaged in the business and industrial activities.

Definition Of Training And Development

Training is often looked upon as an organized activity for increasing the knowledge and skills of people for a definite purpose. It involves systematic procedures for transferring technical know-how to the employees so as to increase their knowledge and skills for doing specific jobs with proficiency. In other words, the trainees acquire technical knowledge, skills and problem solving ability by undergoing the training programme. There are several textbook definitions of training, but the one by Edwin B Flippo is generally well accepted. According to Flippo, Training is the act of increasing the knowledge and skills of an employee for doing a particular job. Training involves the development of skills that are usually necessary to perform a specific job. Its purpose is to achieve a change in the behaviour of those trained and to enable them to do their jobs better. Training makes newly appointed employees fully productive in lesser time. Training is equally necessary for the old employees whenever new machines and equipment are introduced and/or there is a change in the techniques of doing the things. Training is a continuous process and does not stop anywhere. The top management should ensure that any training programme should attempt to bring about positive changes in the knowledge, skills, and attitudes of the employees.

Training vs. Development

Training Development

1. Training means learning skills 1. Development refers to the growth of and knowledge for doing a an employee in all respects. It is more particular job and increases skills concerned with shaping the attitudes. required for a job. 2. Training generally imparts 2. Development is more general in nature and specific skills to the employees. aims at overall growth of the executives. 3. Development builds up competences for 3. Training is concerned with future performance and has has a long-term maintaining and improving current perspective job performance. Thus, it has a short-term perspective. . 4. Development is career-centered in nature. 4. Training is job centered in nature. 5. The role of trainer or supervisor 5. All development is self-development and is very important in training. the executive has to be internally motivated for the same.

Training is also different from education in the following respects: Training it is concerned with increasing knowledge and skills in doing a particular job. The major burden of training falls upon the employer. But education is broader in scope. Its purpose is not confined to developing the individuals, but it is concerned with increasing general knowledge and understanding of total environment. Education generally refers to the formal learning in a school or a college, whereas training is vocation oriented and is generally imparted at the work place.

 Training usually has mere immediate utilitarian purpose than education. At times, both training and education occur at the same time. Some schools run formal vocational courses, which can be joboriented whereas some employee development programmes in industry have quite a wide scope and may be viewed education. Identification of Training Needs The present time is the age of change. In all the spheres of organizational activity, there is a very rapid change. Technology has become the most important harbinger of the change process. In order to remain competitive, people have to learn newer skills and keep themselves updated. This calls for a constant training. The process of change has influenced even the process of training itself. Earlier the people were acquiring training through apprenticeship and vocational courses, which are not sufficient in the modern era of industrialization. It is necessary to identify the training needs because of the following reasons: (a) Adoption of new techniques in an organization and introduction of modern working methods. For example, Computerization of the office as has been done in banks, railways etc. The staff needs to be trained to handle the newer gadgets. (b) Although it is often said that workforce is cheap in India, but they do not measure upto the global standards in terms of productivity. Poor performance by the workers as reflected by low output, lack of initiative, incompetence, and bad decisions. This requires their systematic training. (c) Wide gaps exist between what workers should be doing and what they are doing. (d)Analysis of the strengths and weaknesses of an organizationmay pinpoint the areas of weaknesses, which need to be handled seriously.

Training needs can be identified from an organizations human resource plan. While preparing plans, the current skills with expected needs for future should be kept in mind and the deficiencies be highlighted. Some organizations prepare skills-inventories classifying employees according to their qualifications, technical knowledge, experience and various skills. The gaps between the existing and required levels of knowledge, skills, performance and attitudes should be specified. The problem areas that can be resolved through training should also be identified. Training needs can be identified through the following types of analysis: (i) Organizational analysis (a) Analysis of objectives (b) Resource utilization analysis (c) Climate analysis (ii) Task analysis (iii) Manpower or Human Resource Analysis: (i) Organizational Analysis. Organizational analysis is basically a systematic study of an organizations objectives, resources, resource allocation and utilization, growth potential and its environment. Its purpose is to determine where training emphasis should be placed in the organization for increasing organizational effectiveness. Organizational analysis involves the following elements: (a) Analysis of Objectives. The long-term and short-term objectives and their relative priorities should be properly analyzed. Specific goals for various departments should be stated which will serve as means for achieving the overall

organizational objectives. The management would have to examine what are the specific training inputs that would contribute towards the achievements of these objectives. (b) Resource Utilization Analysis. The allocation of human and physical resources and their efficient utilization in meeting the operational targets should be analyzed. In order to examine the need for training, it should be found out whether adequate number of personnel are available to ensure the fulfillment of the goals or not. Also, it is important to know whether the personnel performance is upto the required standards. (c) Climate Analysis. An organizations climate reflects the attitudes of its members with regards to trust, loyalty, openness, commitment to organizational goals. Analysis of an organizations climate determines whether the environment, when analyzed in different departments is conducive to the fulfillment of their goals. This will help in knowing areas where training is needed to improve the climate of the organization. (ii) Task Analysis. It is a systematic analysis of jobs to identify job contents, knowledge, skills and aptitudes required to perform the job. Particular attention should be paid to the tasks to be performed, the methods to be used, the way employees learn these methods and the performance standards required of employees. Questionnaires, interviews, personnel records, observation and other methods can be used to collect information about jobs in the organization. In task analysis, the main focus is on the job or task. Task analysis requires the study of various types of skills and training required to perform to the job effectively. (iii) Manpower Analysis. The quality of manpower required by the organisation has to be carefully analysed. It has to be done in the light of both internal and external environment of the organisation. The economic, social,

technological and political environment of the organisation should be properly scanned to determine the quality of human resources desired. To achieve these quality standards, specific training needs should be determined on the following lines : (a) specific areas where individuals need training, (b) the capability of present workforce to learn new skills and behaviours, (c) the time frame within which training must be imparted, and (d) job designing and redesigning, introduction of new work methods and technology.

Training Objectives
Once the training needs are identified, the next step is to define specifically training objectives and to decide upon the methods to be adopted to achieve these objectives. The overall aim of any training programme is to increase organizational effectiveness. However, each training programme must also have specific objectives such as increased productivity, improved quality, better human resource planning, better health and safety, prevention of obsolescence and enhanced personal growth.

These objectives contribute to organizational effectiveness. The relationship between specific objectives and overall purpose of training is shown in above fig.

Organizational Set-Up for Training

Training has to be imparted by the people and in order to enable them work effectively; organization must have a structure that makes them work effectively and efficiently. However the issue of establishing a training center within a company has to be addressed from the very first question that whether is it really feasible to have a separate training center at all or not? Advantages of having in-house training center: In case a company decides to have its own training center, then it can reap several advantages, as mentioned below: (i) Training programme shall be under the direct control of the executives. (ii) The likeliness of a training programme to adhere to the objectives increases if it is being organized within the organization. (iii) If training is a regular exercise, as it is the case of software, pharmaceuticals and other companies, then it is feasible to have a separate training center. In such companies, training of staff continues throughout the year. So, the overhead expenses are reduced. Even permanent staff can be hired for management and imparting the training. (iv) An in-house training center ensures the privacy of training. In the competitive times of today, privacy is an important issue because the competitors can copy the organizations efforts and offset its competitive advantage.

(v) Constant review of training effectiveness is easy if it is being imparted within the organization. However, there are arguments favouring outsourcing of training as well The external talent can also be hired at an economical cost. The trainees also tend to pay more attention to what is being said by the external expert. Moreover, external talent means more ideas and fresh talent. The emerging scenario is that the companies where training is a regular phenomenon may have a training center, while other might outsource the same. Even those outsourcing the same may have a permanent staff to coordinate and manage the training, while the external experts might be hired for imparting training. Usually, the considerations while deciding having an in-house training center or not are: The support of the top management towards training. The amount of investment, which an organization wants to make. Volume of the training programme. Continuity of the training programme. Flexibility of a training programme. Privacy desired in a training programme. In case a company has an in-house training center, the following issues have to be defined to achieve better effectiveness and avoid clash of responsibilities: Organizational structure The exact position of the training department must be specified in the organizational structure of the company. Training, being a staff function has a risk of being sidelined in a large organization. Some of the typical structures of training department can be:

(i) As a part of the personnel department In most companies, human resource development is entrusted upon HRD/Personnel department. In such situation, the training department would function within the authoritative control of the HRD manager. Usually, the new employees undergo an orientation/induction programme, which is organized by this department. In such department, there can be a permanent training manager, who shall plan and manage the training programmes. He shall also evaluate the training programmes and report to the HRD manager. Although rare, organization might hire some permanent faculty to provide the training. The common practice is that some core faculty might be hired, while the external experts might impart specialized training. Usually, the training imparted by this department is more generic in nature. (ii) In the form of a matrix organization The training manager might not be a specialist in all functional areas. While imparting sophisticated training, the common practice is to take a manager from the functional department. For example, if sales training was to be given to the representatives, the sales manager might be asked to plan the same. In such a situation, he shall design the training programme and identify the faculty who shall provide the training. He might even identify the trainees who need to be trained. The training manager, who shall be under the HRD manager, shall organize the training according to the plan suggested by the sales manager. He might arrange for the hotel, training facilities and other necessary paraphernalia required for the training. In such a situation, the training activity is conducted in the form of a matrix organization, where the training manager merely becomes a facilitator of a training programme. (iii) Training by functional heads When training is not a very regular exercise, even the functional heads, such as marketing manager/production manager etc. might undertake

the task of organizing the training programmes. They plan and organize the entire programme themselves. Role and Responsibility After the place in the organizational structure, the role and responsibility of the training department must be specified clarity. The risk of role conflict exists particularly in a matrix form of the training department. Each of the managers might see the other as infringing upon the others authority. Such a situation is not conducive for an effective training. Shared responsibility might not fix the responsibility in case the training does not achieve the desired results. Training Operations From the operational angle, the following activities have to be undertaken to conduct a training programme. (a) Selection of the Trainees. The proper selection of trainees is very important factor that determines permanent and gainful results. A trainee must be provided the training which he really needs. Sometimes, the employees perceive training as a paid vacation. This might lead to wastage of the entire effort. The trainee might receive the training in a subject, which he is not very likely to use. Again, the effort would be of no use. Sometimes, training is also seen as a sign of incompetence. The employees might resist the same. So, proper screening of the candidates for training improves the effectiveness of the training a programme. While giving training to an employee, the first step is to attempt to place him at ease. It is generally seen that many people are somewhat nervous when approaching an unfamiliar task. The instructor should not forget the newness of the training programme to the trainee though he has repeated experience of this. In addition to minimize any possible apprehension, the trainer should emphasize the importance of job, its relationship to the workflow and the importance of rapid and

effective learning. Thus, the trainee must be given the proper background information before he starts learning the new skills and knowledge. (b) Training the trainer. The trainer is a key figure of any training programme. Before he is entrusted upon with the task of undertaking the training, he must be judged whether s/he him/herself is competent enough to do the same or not. The firms might engage a qualified instructor from inside or outside the organization. However, many insiders are not good instructors because they might not possess the ability to teach the skill. Trainer needs many qualities besides theoretical competence. He must be able to divide the job into logical parts so that he may take up one part at a time without losing his perspective of the whole. He must be tolerant and patient. He must be able to appreciate the value of training job in relation to the enterprise and an understanding of what the employees would go through in order to acquire the skills and knowledge as envisaged by the programme. The trainer has to have professional expertise to fulfill his responsibility. Therefore, it is desirable that the trainer must have knowledge about the job for which he is going to instruct the trainees. He must be able to suggest solutions to the practical problems faced by the trainees. The trainer should explain and demonstrate the operations step by step and should allow the trainees to repeat these operations. He should also encourage questions from the trainees in order to be sure that the trainees understand the job. (c) Training Period. The duration of a training programme depends upon the skill to be acquired, the trainee's learning capacity and the training methodology used, For example, a simple orientation programme for clerks may require an hour a day over a period of one week, while a course in computer programming may be require two hours a week for 10 weeks. The use of training aids usually helps to reduce the training

time. To maintain interest and secure maximum accomplishment, no single session should last longer than two hours. Another issue is whether the training should be given during working hours or after the working hours. If the training is given during working hours, the productivity may suffer and the organization will have to pay for this time. But if the training is arranged after the working hours, the employees may not be able to make full use of training programmes because they might be tired already. For effective training, the training manager should reconcile these situations. (d) Training Methods and Material. There are several on-the-job and off-the-job methods of training, which have been discussed in lesson no. 7. As was mentioned in that lesson, the choice of any training method depends upon the specific objectives of the training programme and several other factors. To increase the effectiveness of training, some written material is usually desirable as a basis for instruction, review and reference. The training section may prepare the training material with the help of line supervisors to be used for different jobs. A complete outline of the whole course should be made with the main topics included under each heading. The training material should be distributed among the trainees well in advance so that they may come prepared in the lecture class and may be able to understand the subject quickly and may remove their doubts by asking questions from the instructor.

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Objective OF Study
The objectives of training can vary, depending upon a large number of factors. The objectives depend on the nature of the organization where training has to be provided, the skills desired and the current skill levels. It is difficult to draw generalizations of the objectives of training; still they can be stated as under: 1. To increase the knowledge of workers in doing specific jobs. 2. To systematically impart new skills to the human resources so that they learn quickly. 3. To bring about change in the attitudes of the workers towards fellow workers, supervisor and the organization. 4. To improve the overall performance of the organization. 5. To make the employees handle materials, machines and equipment efficiently and thus to check wastage of time and resources. 6. To reduce the number of accidents by providing safety training to employees. 7. To prepare employees for higher jobs by developing advanced skills in them.

Scope Of The Study

QAA believes that effective training and development benefits the individual and the organisation as a whole, and contributes to the achievement of QAAs objectives. These benefits include: high standards of work performance greater understanding and appreciation of factors affecting work performance sharing ideas and dissemination of good practice effective management and implementation of change building strong and effective teams increased motivation and job satisfaction for individuals professional development greater understanding of QAA business. QAA aims to ensure that: its stated objectives are met each member of staff understands what his or her work role involves each person is developed to enable them to achieve their work objectives staff are prepared and equipped to deal with changes in QAA each individual is encouraged to develop his or her potential, both personally and professionally lifelong learning is supported and encouraged for all staff.

Importance Of The Sudy

Fostered by technological advances, training is essential for any human resource development exercise in organizations in the rapidly changing times of today. It is an essential, useful and productive activity for all human resources working in an organization, irrespective of the job positions that they hold. It benefits both employers and the employees, as will be discussed later. The basic purpose of training is to develop skills and efficiency. Every organization has to introduce systematic training programmes for its employees. This is because trained personnel are like valuable assets of an organization, who are responsible for its progress and stability. Training is important as it constitutes a vital part of managerial control. Most progressive organizations view expenditure on training as a profitable investment. Large organizations hire a large number of persons every year, who might not know how to perform their jobs. There are also certain types of jobs where no one can afford an untrained person. For instance, nobody would dream of allowing an untrained individual to work as a pilot or operate a lathe. Such raw hand persons must be trained properly so that they may contribute to the growth and well being of the organization. The responsibility for imparting training to the employees rests with the employer. If there is no formal training programme in an organization, the workers will try to train themselves by trial and error or by observing others. But this process will take a lot of time, lead to many losses by way of errors and will ultimately result in higher costs of training. The workers may not be able to learn the best operative methods on their own.

The following discussion highlights some of the potential benefits of training to the employees and the employers. The employers invest in training because they reap several benefits out of the exercise, which can be summed up as under: (i) Faster learning of new skills Training helps the employers to reduce the learning time of their employees and achieve higher standards of performance. The employees need not waste time in learning by observing others. If a formal training programme exists in the organization, the qualified instructors will help the new employees to acquire the skills and knowledge to do particular jobs quickly. (ii) Increased productivity Training increases the skill of the new employee in while performing a particular job. An increased skill level usually helps in increasing both quantity and quality of output. Training can be of great help even to the existing employees. It helps them to increase their level of performance on their present job assignments and prepares them for future assignments. (iii) Standardization of procedures Training can help the standardization of operating procedures, which can be learnt by the employees. Standardization of work procedures makes high levels of performance rule rather than exception. Employees work intelligently and make fewer mistakes when they possess the required know-how and skills. (iv) Lesser need for supervision. As a generalization, it can be stated safely that trained employees need lesser supervision. Training does not eliminate the need for supervision, but it reduces the need for detailed and constant supervision. A welltrained employee can be self-reliant in his/her work because s/he

knows what to do and how to do. Under such situations, close supervision might not be required. (v) Economy of operations. Trained personnel will be able to make better and economical use of the materials and the equipment and reduce wastage. Also, the trained employees reduce the rate of accidents and damage to machinery and equipment. Such reductions can contribute to increased cost savings and overall economy of operations. (vi) Higher morale. The morale of employees is increased if they are given proper training. A good training programme moulds employees attitudes towards organizational activities and generates better cooperation and greater loyalty. With the help of training, dissatisfactions, complaints, absenteeism and turnover can also be reduced among the employees. Thus, training helps in building an efficient and co-operative work force. (vii) Managerial Development The top management can identify the talent, who can be groomed for handling positions of responsibility in the organizations. Newer talent increases the productivity of the organizations. By providing opportunity for self-development, employees put in their best effort to contribute to the growth of the organization.

Training Process

Development Process

Research Methodology And Findings

The following methods were used to carry out this study: A review of training and development information contained in policies; guidelines; reports; committee and meeting minutes; course calendars, outlines, and promotional material; correspondence; and web-sites; A total of 129 persons from 7 divisions were interviewed; these included: 21 trainers; 24 training professionals; 38 divisional managers; and 46 employees; An examination of results from Statistics Canada and Public Service Employee Opinion Surveys; An analysis of data from the Global human resource system; and Consolidation of summary data constructed from a variety of sources. These inputs have enabled this study to: report on the extent to which the criteria were met; provide tables related to access to training; identify barriers to training and suggest solutions to overcome these barriers, wherever possible; and identify promising practices related to training and development. Data gathering and analysis for this study was carried out in the year 2000. This section provides findings related to the accessibility, and effective management, of training and development, primarily from a corporate perspective.

Accessibility of Training Employee Opinion Surveys The 1998 Statistics Canada Employee Opinion Survey and the 1999 Public Service Employee Survey offer benchmarks to gauge how well Statistics Canada is faring with respect to training and development in the view of its employees. The 1998 Statistics Canada Survey found that 78.6% of indeterminate employees felt they were treated fairly when requesting training although the results from all divisions were not equally positive. For example, in nine divisions, less than 69% of respondents indicated that they felt they received fair treatment related to their training requests, and in three of these nine divisions, the percentage of respondents who felt they had been treated fairly was only 56%. This suggests that opportunities still exist for improvement in some areas. The 1999 Public Service Employee Survey indicated that Statistics Canada rated better than the Public Service as a whole in response to questions about training and development. Survey results showed that 76% of Agency employees agreed with the statement My department does a good job in supporting employee career development. This compared to only 48% of employees at a Public Service-wide level. In addition, the Survey showed 81% of Statistics Canada employees agreed that they received the training they needed to do their jobs, compared to 72% of employees across the Public Service.

Access by Group and Level Recruitment and development programs for the ES, MA and CS professional groups include formal training programs e.g. for the CS group, there is a requirement to participate in the SSDC course. As a result of program requirements, recruits in these professional groups generally receive more training than employees not enrolled in such programs. Although recruitment and development programs are viewed positively, some employees believe recruits are privileged with the amount and type of training they receive. Flagship course trainers report that the mix of participants has shifted over time to include a higher number of new recruits than employees who have been with Statistics Canada for a longer period of time.

Research as the manipulation of things, concepts of symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in construction of theory or in the practice of an art. The Research Methodology followed for further work can be primarily classified into two stages namely Exploratory and Descriptive. The stepwise details of the research are as follows: Stage - I Exploratory Study: Since we always lack a clear idea of the problems one will meet during the study, carrying out an exploratory study is particularly useful. It helped develop my concepts more clearly, establish priorities and in improve the final research design. Exploratory study will be carried out by conducting: Secondary data analysis which included studying the website (www.___________.com) of the company and also going through the various articles published in different sources (magazines, books, internet, newspapers) on Small and Medium Scale Enterprises and Training and development process. Experience surveys also conduct with Assistant-Manager Human Resources and the General Manager and Personnel Officer of ________________ to gain knowledge about the nature of Training and development process followed in the organization. Stage II Descriptive Study: After carrying out initial Exploratory studies to bring clarity on the subject under study, Descriptive study will be carried out to know the actual Training and Development method being followed at ____________. The knowledge of actual training and development process is needed to document the process and suggest improvements in the current system to make it more effective. The tools used to carry out Descriptive study included both monitoring and Interrogation. Sample Selection : To know the Training and development process of the ___________, for identifying through Exploratory and Observational studies that the Assistant Manager Human Resources,

the General Manager at Head office and The Esteemed Managing Director of the company are the right persons who provides training to the employees. Research has shown specific benefits that a small business receives from training and developing its workers, including: Increased productivity. Reduced employee turnover. Increased efficiency resulting in financial gains. Decreased need for supervision.

Data Analysis
Introduction Ratio analysis is the powerful tool of financial statements analysis. A ratio is define as the indicated quotient of two mathematical expressions and as the relationship between two or more things. The absolute figures reported in the financial statement do not provide meaningful understanding of the performance and financial position of the firm. Ratio helps to summaries large quantities of financial Role of ratio analysis Ratio analysis helps to appraise the firms in the term of their profitability and efficiency of performance, either individually or in relation to other firms in same industry. Ratio analysis is one of the best possible techniques available to management to impart the basic functions like planning and control. As future is closely related to the immediately past, ratio calculated on the basis historical financial data may be of good assistance to predict the future. E.g. On the basis of inventory turnover ratio or debtors turnover ratio in the past, the level of inventory and debtors can be easily ascertained for any given amount of sales. Similarly, the ratio analysis may be able to locate the point out the various areas which need the management attention in order to improve the situation. E.g. Current ratio which shows a

constant decline trend may be indicate the need for further introduction of long term finance in order to increase the liquidity position. As the ratio analysis is concerned with all the aspect of the firms financial analysis liquidity, solvency, activity, profitability and overall performance, it enables the interested persons to know the financial and operational characteristics of an organization and take suitable decisions. Limitations of ratio analysis 1. The basic limitation of ratio analysis is that it may be difficult to find a basis for making the comparison 2. Normally, the ratios are calculated on the basis of historical financial statements. An organization for the purpose of decision making may need the hint regarding the future happiness rather than those in the past. The external analyst has to depend upon the past which may not necessary to reflect financial position and performance in future. 3. The technique of ratio analysis may prove inadequate in some situation if there is differs in opinion regarding the interpretation of certain ratio. 4. As the ratio calculates on the basis of financial statements, the basic limitation which is applicable to the financial statement is equally applicable. In case of technique of ratio analysis also i.e. only facts which can be expressed in financial terms are considered by the ratio analysis. 5. The technique of ratio analysis has certain limitations of use in the sense that it only

highlights the strong or problem areas, it does not provide any solution to rectify the problem areas The following ratio may be calculated for the purpose of analyzing the working capital of ALCON: 1. Liquidity Ratio 2. Leverage Ratio 3. Turnover Ratio 4. Profitability Ratio

1.Liquidity Ratio Liquidity ratios measure the short term solvency, i.e., the firms ability to pay its current dues and also indicate the efficiency with which working capital is being used. Commercial banks and short-term creditors may be basically interested in the ratios under this group. They comprise of following ratios: Current Ratio This ratio measures the solvency of the company in the short term. Current assets are those assets which can be converted into cash within a year. Current liabilities and provisions are those liabilities that are payable within a year. The ratio is mainly used to give an idea of the

company's ability to pay back its short-term liabilities with its shortterm assets. The higher the current ratio, the more capable the company is of paying its obligations. However, a very high ratio indicates idleness of funds, poor investment policies of the management and poor inventory control. A ratio under 1 suggests that the company would be unable to pay off its obligations if they came due at that point. A lower ratio indicates lack of liquidity and shortage of working capital. A current ratio of 2:1 indicates a highly solvent position. A current ratio of 1.33:1 is considered by banks as the minimum acceptable level for providing working capital finance.

Current Assets Current Ratio= Current Liability

Year
2005-06 2006-07 2007-08 2008-09

Current Assets
649087349 1579005229 1931236280 2061128239

Current Liability
108820374 408273971 475683089 370487003

Ratio(CA/CL)
5.96 3.86 4.05 5.56

Interpretation As we know that ideal current ratio for any firm is 2:1. If we see the current ratio of the company for last three years it has increased from 2006 to 2008. The current ratio of company is more than the ideal ratio. This depicts that companys liquidity position is sound. Its current assets are more than its current liabilities. Quick Ratio Quick ratio is used as a measure of the companys ability to meet its current obligations. Cash is the most liquid asset. Debtors, bills receivables and marketable securities are relatively liquid and included in quick assets. Inventories are considered to be less liquid, hence not a quick asset. A quick ratio of 1:1 is considered standard and ideal, since

for every rupee of current liabilities, there is a rupee of quick assets. A decline in the liquid ratio indicates overtrading, which, if serious, may land the company in difficulties.

Current Assets - Inventories Quick Ratio = Current Liability

Year 2005-06 2006-07 2007-08 2008-09

Liquid Assets 454288218 1151952236 1035851699 1223776437

Current Liability 108820374 408273971 475683089 370487003

Ratio(CA/CL) 4.17 2.82 2.17 3.30

Interpretation A quick ratio is an indication that the firm is liquid and has the ability to meet its current liabilities in time. The ideal quick ratio is 1:1. Companys quick ratio is more than ideal ratio. This shows company has no liquidity problem. Leverage Ratio Leverage refers to the use of debt finance. While debt finance is a cheaper source of finance but it is riskier also. These ratios help in assessing the risk arising from the use of debt capital. A leverage ratio reveals the firms ability to meet its obligations in long run. The short term creditor, like bankers and raw material suppliers, are more concern with the firms current debt paying ability. On the other hand, long term creditors, like debenture holders, financial institutions etc. are more concern with the firms long term financial strength. In fact, a firm should have a strong short as well as long term financial position. Debt Ratio The firm may be interested in knowing the proportion of the interestbearing debt in the capital structure. It may, therefore, compute debt ratio by

Total Debt Debt Ratio = Capital Employed

Year 2005-06 2006-07 2007-08 2008-09

Debt 414635193 540857896 761455005 822617264

Capital Employed 591103847 1238879545 1625514244 1862460512

Ratio(D/CE) 0.70 0.43 0.46 0.44

Interpretation The debt ratio of 0.43 means that lenders have financed 43% of ALCONs net assets (capital employed). It obviously means that owners have provided the remaining finances i.e. 57%. For consecutive years also, the lenders have financed less than 50% highlighting that the firm has a strong financial position. It has very less chances of going bankrupt. Debt Equity Ratio The debt-equity ratio is worked out to ascertain soundness of the long term financial policies of the firm. This ratio expresses a relationship between debt (external equities) and the equity (internal equities). Debt means long-term loans, i.e., debentures, public deposits, loans (long term) from financial institutions. Equity means shareholder s funds, i.e., preference share capital, equity share capital, reserves less losses and fictitious assets like preliminary expenses. It indicates the extent to which the firm depends upon outsiders for its existence. A high debt-equity ratio may indicate that the financial stake of the creditors is more than that of the owners. A very high debt-equity ratio may make the proposition of investment in the organization a risky one. While a low ratio indicates safer financial position, a very low ratio

may mean that the borrowing capacity of the organization is being underutilized.

Debt Debt Equity Ratio = Net worth (Equity)

Year
2005-06 2006-07 2007-08 2008-09

Debt
414635193 540857896 761455005 822617264

Net Worth
176468654 695616233 858068314 1029553358

Ratio(D/NW)
2.34 0.77 0.88 0.79

Interpretation This relationship describes the lenders contribution for each rupee of the owners contribution. It is clear that the lenders contribution is 0.77, 0.88, 0.79 times of owners contribution. The company is conservative in financing its growth with debt but this is beneficial as there is less chances of it going bankrupt. Activity or Turnover Ratio Funds of creditors and owners are invested in various assets to generate sales and profits. The better the management of assets, the larger the amount of sales. Activity ratios are employed to evaluate the efficiency with which the firm manages and utilises its assets. These ratios are also called turnover ratios because they indicate the speed with which the assets are being converted or turned over into sales. Higher turnover ratio means, better use of resources, which in turn means better profitability ratio. The following are the important activity (turnover) ratios: Inventory Turnover Ratio The inventory turnover shows how rapidly the inventory is turning into receivables through sales. Generally, a high inventory turnover is indicative of good inventory management. A low inventory turnover

implies a slow-moving or obsolete inventory. However, a relatively high inventory turnover should be carefully analysed. A high inventory turnover may be due to a very low level of inventory, which results in frequent stock-outs. The turnover will also be high if the firm replenishes its inventory in too many small lot sizes.

Net Sales Inventory Turnover ratio = Average Inventory

Year
2005-06 2006-07 2007-08 2008-09

Net Sales
901324171 1881201406 2480267871 2814977170

Average Inventory
162817698 310926062 661218787 866368191.5

Ratio(NS/Avg. Inv)
5.53 6.05 3.75 3.24

Interpretation The inventory turnover shows how rapidly the inventory is turning into receivable through sales. A high ratio indicates good inventory management. ALCON has turned its inventory of finished goods into sales 6.05 times a year which has then fallen to 3.75 times and then to 3.24. Though it is not low for a construction company but it should pay more attention to maintain the stability of this ratio.

Debtor Turnover Ratio It measures whether the amount of resources tied up in debtors is reasonable and whether the company has been efficient in converting debtors into cash. The higher the ratio, the better the position.

Net sales Debtor turnover ratio = Sundry Debtor

Year
2005-06 2006-07 2007-08 2008-09

Net Sales
901324171 1881201406 2480267871 2814977170

Sundry Debtor
243587499 407657437 341241874 482447680

Ratio(NS/SD)
3.7 4.61 7.26 5.83

Interpretation Generally, the higher the value of debtors turnover, the more efficient is the management of credit. The ratio for the firm has from 4.61 to 7.26 and then fallen to 5.83. It depicts that the firm has not been following an efficient credit policy. Average Collection Period The average collection period ratio represents the average number of days for which a firm has to wait before its receivables are converted into cash. It measures the quality of debtors. Generally, shorter the average collection period the better is the quality of debtors as a short collection period implies quick payment by debtors and vice-versa.

360 Average Collection Period = Debtor turnover Ratio

Year
2005-06 2006-07 2007-08 2008-09

No. of days
360 360 360 360

Debtors Turnover Ratio

3.7 4.61 7.26 5.83

Ratio(360/DTR)
97days 78 days 50 days 62 days

Interpretation The Average collection period measures the quality of debtors since it indicates the speed of their collection. Though it has fallen from 78 days to 62 days, it still implies a very liberal and inefficient credit and collection performance. Working Capital Turnover Ratio The working capital turnover ratio measures the efficiency with which the working capital is being used by a firm. A high ratio indicates efficient utilization of working capital and a low ratio indicates otherwise. But a very high working capital turnover ratio may also mean lack of sufficient working capital which is not a good situation.

Net Sales Working Capital Turnover Ratio = Working Capital

Year
2005-06 2006-07 2007-08 2008-09

Net Sales
901324171 1881201406 2480267871 2814977170

Working Capital Ratio(NS/WC)

540266975 1170731258 1455553191 1690641236 1.66 1.60 1.70 1.66

Interpretation In alcon, the management needs to utilize the working capital in a better manner so that it can increase the income. Fixed Asset Turnover Ratio The fixed-asset turnover ratio measures a company's ability to generate net sales from fixed asset investments - specifically property, plant and equipment (PP&E) - net of depreciation. A higher fixed-asset turnover ratio shows that the company has been more effective in using the investment in fixed assets to generate revenues.

Net Sales Fixed Assets Turnover Ratio = Fixed Assets

Year
2005-06 2006-07 2007-08 2008-09

Net Sales
901324171 1881201406 2480267871 2814977170

Fixed Assets
55759485 68148287 166961053 168819276

Ratio(NS/FA)
16.16 27.6 14.6 16.67

Interpretation A high ratio indicates a high degree of efficiency in fixed assets utilization. The company has been effective in using the investment in fixed assets to generate revenues.

Current Assets Turnover Ratio It measures the efficiency with which the current asset employed. A high ratio indicates a high degree of efficiency in current asset utilization and vice-versa. But again too high ratio indicates overtrading on the basis of these ratios.

Net Sales Current Asset Turnover Ratio = Current Assets

Year
2005-06 2006-07 2007-08 2008-09

Net Sales
901324171 1881201406 2480267871 2814977170

Current Assets
649087349 1579005229 1931236280 2061128239

Ratio(NS/CA)
1.38 1.19 1.28 1.36

Interpretation The total assets turnover has been slowly increasing implying that ALCON generates a sale of Rs. 1.26 for one rupee investment in fixed and current assets together. Profitability Ratio The purpose of study and analysis of profitability ratios are to help assessing the adequacy of profit earned by the company and also to discover whether profitability is increasing or declining. The profitability ratio shows the combined effects of liquidity, asset management and debt management on operating results. Profitability ratio are measured with reference to sale, capital employed, total asset employed, shareholders fund etc.

Net Profit Margin A measure of how well a company controls its costs. It is calculated by dividing a company's profit by its revenues and expressing the result as a percentage. The higher the net profit margin is, the better the company is thought to control costs. Investors use the net profit margin to compare companies in the same industry and well as between industries to determine what are the most profitable.

Net Profit Net profit Ratio = Net Sales

Year 2005-06 2006-07 2007-08 2008-09

Net Profit 36092058 94415570 142160782 104392055

Net Sales 901324171 1881201406 2480267871 2814977170

Ratio(NPx100/N S) 4% 5% 5.73% 3.7%

Interpretation The firm is having a low net margin and is further declining which might be difficult for the firm to survive in adverse economic condition and also in the face of falling selling price, rising cost of production or declining demand. Return on Equity This ratio is an important yardstick of performance for equity shareholders since it indicates the return on the funds employed by them. The factor which motivates shareholders to invest in a company is the expectation of an adequate rate of return on their funds and periodically, they want to assess the rate of return in order to decide whether to continue with their investment.

Net Profit Return on Equity = Net Worth

Year 2005-06 2006-07 2007-08 2008-09

Net Profit 36092058 94415570 142160782 104392055

Net Worth 176468654 695616233 858068314 1029553358

Ratio(NPx100/N W) 20.45% 13.5% 16.56% 10.13%

Interpretation
The ratio reveals that the shareholders funds are being utilized efficiently though last year the return was not satisfactory. Return on Capital Employed It is used in finance as a measure of the returns that a company is realising from its capital employed. It is commonly used as a measure for comparing the performance between businesses and for assessing whether a business generates enough returns to pay for its cost of capital. ROCE measures the profitability of the capital employed in the business. A high ROCE indicates a better and profitable use of long-term funds of owners and creditors. As such, a high ROCE will always be preferred. Net Profit Return on Capital Employed = Capital employed

Year 2005-06 2006-07 2007-08 2008-09

Net Profit 36092058 94415570 142160782 104392055

Capital Employed Ratio(NPx100/C E) 591103847 1238879545 1625514244 1862460512 6.10% 7.62% 8.74% 5.60

Interpretation
The ROCE is on the lower side depicting that the company has a low earning power.

QUARTERLY TRENDS FROM 2006-2010

2006-07

QUARTER 1
(Apr-Jun

QUARTER 2
(Jul-Sep

QUARTER 3
(Oct-Dec

QUARTER 4
(Jan-Mar

2006)
Rs.

2006)
Rs.

2006)
Rs.

2006)
Rs.

Income
Expenditure

19.374 cr.
17.089 cr.

37.233 cr.
32.727 cr.

49.035 cr.
41.988 cr.

82.481 cr.
76.47 cr.

Interest Depreciation Tax Tax

0.7 cr. 0.15 cr.

1.008 cr. 0.15 cr. 3.348 cr. 1.302 cr.

1.113 cr. 0.1 cr. 5.834 cr. 2.1 cr.

1.827 cr. 0.2 cr. 3.984 cr. 0.309 cr.

Profit before 1.435 cr. 0.443 cr.

Net Profit
Equity Capital EPS

0.992 cr.
4.946 cr. 2

2.046 cr.
4.946 cr. 4.14

3.734 cr.
8.772 cr. 4.26

3.675 cr.
10.498 cr. 3.5

CUMMULATIVE (2006-07) (Rs.) Income Expenditure Interest Depreciation Tax Net Profit Equity Capital EPS 188.12 cr. 168.27 cr. 4.648 cr. 0.6 cr. 4.154 cr. 10.447 cr. 10.498 cr. 9.95

ANNUAL (2006-07) (Rs.) 188.12 cr. 168.98 cr. 3.9 cr. 0.62 cr. 14.6 cr. 5.16 cr. 9.44 cr. 10.52 cr. 8.97

Profit before Tax 14.6 cr.

*EPS in the Annual Report was 15.31 which should have been 8.97

2007-08

QUARTER 1 (Apr-Jun 2007) (Rs.) Income Expenditur e Interest n Profit before Tax Tax Net Profit Equity Capital EPS 2.76 1.49 cr. 2.894 cr. 10.498 cr. 4.384 cr. 0.978 cr. 48.134 cr. 42.571 cr.

QUARTER 2 (Jul-Sept 2007) (Rs.) 43.867 cr. 38.332 cr. 1.158 cr. 0.1 cr. 4.277 cr. 1.368 cr. 2.909 cr. 10.521 cr. 2.76

QUARTER 3 (Oct-Dec 2007) (Rs.) 93.865 cr. 83.131 cr. 1.572 cr. 0.15 cr. 9.013 cr. 2.796 cr. 6.216 cr. 10.521 cr. 5.91

QUARTER 4 (Jan-Mar 2007) (Rs.) 48.791 cr. 45.023 cr. 0.793 cr. 0.15 cr. 2.825 cr. 0.7 cr. 2.125 cr. 10.727 cr. 3.5

Depreciatio 0.2 cr.

CUMMULATIVE ANNUAL (2007-08) (Rs.) Income Expenditure Interest Depreciation Profit Tax Tax Net Profit Equity Capital EPS 6.35 cr. 14.6 cr. 10.73 cr. 13.6 6.95 cr. 14.21 cr. 10.73 cr. 13.25 234.65 cr. 209.05 cr. 4.05 cr. 0.6 cr. before 20.95 cr. (2007-08) (Rs.) 248.02 cr. 222.82 cr. 3.16 cr. 0.88 cr. 21.16 cr.

2008-09

QUARTER 1 (Apr-Jun 2008)

QUARTER 2 (Jul-Sept 2008)

QUARTER 3 (Oct-Dec 2008)

QUARTER 4 (Jan-Mar 2009)

(Rs.) Income Expenditure Interest Depreciation Profit before Tax Tax Net Profit Equity Capital EPS 3.82 1.79 cr. 4.099 cr. 10.72 cr. 59.486 cr. 51.54 cr. 1.827 cr. 0.23 cr. 5.889 cr.

(Rs.) 87.764 cr. 80.105 cr. 2.178 cr. 0.27 cr. 5.212 cr. 2.027 cr. 3.185 cr. 11.22 cr. 2.84

(Rs.) 72.59 cr. 65.754 cr. 2.295 cr. 0.25 cr. 4.292 cr. 1.327 cr. 2.965 cr. 11.22 cr. 2.64

(Rs.) 61.654 cr. 57.211 cr. 2.336 cr. 0.2 cr. 1.907 cr. 0.629 cr. 1.278 cr. 11.22 cr. 1.13

CUMMULATIVE (2008-09) (Crores) Income Expenditure Interest Depreciation Profit before Tax Tax Net Profit Equity Capital EPS 281.5 254.61 8.63 0.95 17.3 5.77 11.52 11.22 10.27

ANNUAL (2008-09) (Crores) 281.5 255.91 8.14 1.4 16.05 5.61 10.44 11.22 9.3

2009-10

QUARTER 1 (Apr-Jun 2009) (Rs.) Income Expenditure Interest Depreciation Tax Tax Net Profit Equity Capital EPS 1.49 0.864 cr. 1.678 cr. 11.22 cr. 36.018 cr. 30.918 cr. 2.199 cr. 0.359 cr.

QUARTER 2 (Jul-Sept 2009) (Rs.) 26.022 cr. 23.553 cr. 1.806 cr. 0.375 cr. 0.289 cr. 0.011 cr. 0.278 cr. 12.24 cr. 0.23

QUARTER 3 (Oct-Dec 2009) (Rs.) 37.642 cr. 34.587 cr. 0.36 cr. 2.172 cr. 0.522 cr. 0.265 cr. 0.257 cr. 12.24 cr. 0.2

QUARTER 4 (Jan-Mar 2010) (Rs.) 60.799 cr. 53.392 cr. 1.467 cr. 0.407 cr. 5.533 cr. 1.881 cr. 3.652 cr. 12.24 cr. 2.98

Profit before 2.542 cr.

*EPS in the 3rd quarter was found 0.02 in the report which must be 0.2

CUMMULATIVE (2009-10) (Rs.) Income Expenditure Interest Depreciation Profit Tax Tax Net Profit Equity Capital EPS 3.02 cr. 5.86 cr. 12.24 cr. 4.8 160.48 cr. 142.45 cr. 5.83 cr. 3.31 cr. before 8.88 cr.

Limitations
In view of the limited time available for the study, only the Training and Development process could be studied. The sample size is too small to reflect the opinion of the whole organization. The answers given by the respondents have to be believed and have to be taken for granted as truly reflecting their perception.

Suggestions
Make sure the need is a training and development opportunity. Do thorough needs and skills analysis to determine the real need for employee training and development. Make sure the opportunity you are pursuing or the problem you are solving is a training issue. If the employee is failing in some aspect of her job, determine whether you have provided the employee with the time and tools needed to perform the job. Does the employee clearly understand what is expected from her on the job? Ask yourself whether the employee has the temperament and talent necessary for her current position; consider whether the job is a good skill, ability, and interest fit? Create a context for the employee training and development. Provide information for the employee about why the new skills, skill enhancement, or information is necessary. Make certain the employee understands the link between the training and his job. You can enhance the impact of the training even further if the employee sees the link between the training and his ability to contribute to the accomplishment of the organization's business plan and goals. It's also important to provide rewards and recognition as a result of successful completion and application of the training. (People like completion certificates, for instance. One company I know lists employee names and completed training sessions in the company newsletter.) This contextual information will help create an attitude of motivation as the employee attends the training. It will assist the employee to want to look for relevant information to apply after the session.

 Provide training and development that is really relevant to the skill you want the employee to attain or the information he needs to expand his work horizons. You may need to design an employee training session internally if nothing from training providers exactly meets your needs. Or, seek out providers who are willing to customize their offerings to match your specific needs. It is ineffective to ask an employee to attend a training session on general communication when his immediate need is to learn how to provide feedback in a way that minimizes defensive behavior. The employee will regard the training session as mostly a waste of time or too basic; his complaints will invalidate potential learning. Whenever possible, connect the employee training to the employee's job and work objectives. If you work in an organization that invests in a self-development component in the appraisal process, make sure the connection to the plan is clear. Favor employee training and development that has measurable objectives and specified outcomes that will transfer back to the job. Design or obtain employee training that has clearly stated objectives with measurable outcomes. Ascertain that the content leads the employee to attaining the skill or information promised in the objectives. With this information in hand, the employee knows exactly what he can expect from the training session and is less likely to be disappointed. He will also have ways to apply the training to the accomplishment of real workplace objectives. Provide information for the employee about exactly what the training session will involve, prior to the training. Explain what is expected of the employee at the training session. This will help reduce the person's normal anxiety about trying something new. If she knows what to expect, she can focus on the learning and

training transfer rather than her potential discomfort with the unknown. (When I offer a team building session, as an example, people invariably ask me if they will have to touch each other or "do group hugs." They don't, but this really drives home the point for me about letting people know what to expect prior to attending the session.) Make clear to the employee that the training is her responsibility and she needs to take the employee training seriously. She is expected to apply herself to the employee training and development process before, during, and after the session. This includes completing pre-training assignments, actively participating in the session, and applying new ideas and skills upon returning to work.

Conclusions
Training is an important managerial function and involves all the steps that are the characteristic of other managerial functions. The typical steps in designing a training programme are the identification of training needs, setting training objectives, organizational set-up for training, training operations and evaluation of training. Training needs can be identified through the organisational, task and human resource analysis. Organizational analysis is basically a systematic study of an organizations objectives, resources, resource allocation and utilization, growth potential and its environment. While doing the organisational analysis, the long-term and short-term objectives and their relative priorities are properly analyzed. The allocation of human and physical resources and their efficient utilization in meeting the operational targets and the organisational climate are also analyzed. An organizations climate reflects the attitudes of its members with regards to trust, loyalty, openness, commitment to organizational goals. Analysis of an organizations climate determines whether the environment, when analyzed in different departments is conducive to the fulfillment of their goals. It is a systematic analysis of jobs to identify job contents, knowledge, skills and aptitudes required to perform the job. The quality of manpower required for training can be analysed in the light of both internal and external environment of the organisation. Some of the specific objectives of Training can be to increase productivity, improve quality, better human resource planning, higher morale, better health and safety, prevention of obsolescence and enhanced personal growth. Training has to be imparted by the people and in order to enable them work effectively; organization must have a structure that makes them work effectively and efficiently. The exact position of the training department must be specified in the organizational structure of the

company. A training department can exist as a part of the personnel department or in the form of a matrix organization. Training can also be provided by functional heads of the departments. Several external organizations, such as consultancy organizations, professional bodies, government departments, educational institutions etc., specialize in providing training and their services can also be utilized. The Training Operations include the activities such as selection of the trainees, training the trainer, specifying the training period, training methods and Material. Some of the criteria to measure training effectiveness of training are the trainees reactions, their extent of learning, improvement in job behaviour, and the results at the job.

Questionnaire
Questionnaire is a very useful instrument to gather information about the effectiveness of training. Any systematic training evaluation must involve the Training Department in following up, at various intervals, people who have attended specific programmes. If the objective is to assess retention and application, the questionnaire should be designed primarily to assess the level of skill or knowledge which the trainee has retained during the period following the training after three, six or twelve months, whichever period the trainer deems to be appropriate. Trainees should be encouraged to answer honestly and openly without reference to notes or handouts. A second but no less important use of questionnaires is to identify how and how well the learning has been applied. A trainer might seek answers to the following questions: What benefits have trainees gained and what opportunities do they now have for increasing their learning? Considerable benefit can also of course be obtained from negative responses. The trainer would want to know what learning has not been applied and why. Is it because the learning has not been relevant? Is it because the timing was not opportune? On the basis of such responses, the trainer can assess whether or not the training being delivered is relevant and applicable to the particular circumstances which need to be evaluated. Questionnaires allow the flexibility of covering up a large number of responses. The respondent might feel more free to respond on a questionnaire than a face to face dialogue.

Q1. Has your company organizes a training and development programme? . Yes . No Q2. If your organisation identifies the training needs for the employees? . Yes . No Q3. On an average, how much time did it used to take for training and development programme? . One Month . Two Month . Three Month Q4. How much training programs has been made in the past one year? . One . Two . Three Q5. Do you have any training programs in the coming financial year? . Yes . No Q6. Do your top management take feed back? . Yes . No Q7. What do you think the training programs will be run in future? . Yes . No Q8. Do employee development programs raise unrealistic expectations about promotions? . Yes . No

Q 9. Do the Executive Director engage development activities for him/herself? . Yes . No Q10. Do you feel trust in your supervisors? . Yes . No Q11. Do the practice's supervisors use positive attitude with employees? . Yes . No Q12. Does the practice have a consistent, timely and fair method for evaluating individual performance? . Yes . No Q13. Do you feel, you are being paid fairly? . Yes . No Q14. Does your practice's equipment (everything from computers to scales) work properly? . Yes . No Q15. Does your company use a specific training process? . Yes . No Q16. Do you require a high degree of technical knowledge for your job? . Yes . No

Q17. Are office conditions comfortable? . Yes . No Q18. Do you satisfy with organizational training and development programmme? . Yes . No

Bibliography
1. Making performance work effectively: - Philip Tom: McGraw Hill Book Company: England: 1983. 2. Principles and procedures in evaluating performance: John C. Flanagan: volume 28. 3. Public Personal Administration: S L Goel: Sterling Publishers Pvt. Ltd.: New Delhi. 4. Training & Development : A Better way: Robert Hayden: Volume 52. 5. Research Methodology Methods and Techniques: Kothari C. R.: Willey Easter: New Delhi. 6. P. Jyothi, P., Venkatesh, D.N., Human Resource Management 7. Kothari, C. R., Methods and Techniques, New Delhi, New Age International Publications 8. Aswathappa, K., Human Resource Personal Management Websites Search : www.wiki.com www.google.com www.msn.com