CHAPTER 1

INTRODUCTION & RESEARCH METHODOLOGY

INTRODUCTION
Training of employees takes place after orientation takes place. Training is the process of enhancing the skills, capabilities and knowledge of employees for doing a particular job. Training process moulds the thinking of employees and leads to quality performance of employees. It is continuous and never ending in nature. Training refers to programs designed to help new employees adjust to the workplace successfully. In addition, they include the formal on-going efforts of corporations and other organizations to improve the performance and self-fulfillment of their employees through a variety of methods and programs. In the modern workplace, these efforts have taken on a broad range of applications, from training in highly specific job skills to long-term professional development, and are applicable to all sorts of employees ranging from line workers to the chief executive officer. Training has emerged as formal corporate functions, integral elements of corporate strategy, and is recognized as professions with distinct theories and methodologies as companies increasingly acknowledge the fundamental importance of employee growth and development, as well as the necessity of a highly skilled workforce, in order to improve the success and efficiency of their organizations. For the most part, training is used together to bring about the overall acclimation, improvement, and education of an organization's employees. While closely related, there are important differences between the terms and the scope of each. In general, training programs have very specific and quantifiable goals, such as operating a particular piece of machinery, understanding a specific process, or performing certain procedures with great precision. In short, training programs are typically tied to a particular subject matter and are applicable to that subject only. Training courses are typically designed for a short-term, stated set purpose such as the operation of some pieces of machinery. Training is a short process utilizing a systematic and organized procedure by which non-managerial personnel learn technical knowledge and skills for a definite purpose.

Training can be introduced simply as a process of assisting a person for enhancing his efficiency and effectiveness to a particular work area by getting more knowledge and practices. Also training is important to establish specific skills, abilities and knowledge to an employee. For an organization, training and development are important as well as organizational growth, because the organizational growth and profit are also dependent on the training. But the training is not a core of organizational development. It is a function of the organizational development. Training is different form education; particularly formal education. The education is concerned mainly with enhancement of knowledge, but the aims of training are increasing knowledge while changing attitudes and competences in good manner. Basically the education is formulated within the framework and to syllabus, but the training is not formed in to the frame and as well as syllabus. It may differ from one employee to another, one group to another, even the group in the same class. The reason for that can be mentioned as difference of attitudes and skills from one person to another. Even the situation is that, after good training programme, all different type skilled one group of employees can get in to similar capacity, similar skilled group. That is an advantage of the trainings. In the field of Human Resources Management, Training and Development is the field concern with organizational activities which are aimed to bettering individual and group performances in organizational settings. It has been known by many names in the field HRM, such as employee development, human resources development, learning and development etc. Training is really developing employees capacities through learning and practicing. Training and Development is the framework for helping employees to develop their personal and organizational skills, knowledge, and abilities. The focus of all aspects of Human Resource Development is on developing the most superior workforce so that the organization and individual employees can accomplish their work goals in service to customers. All employees want to be valuable and remain competitive in the labour market at all times, because they make some demand for employees in the labour market. This can only be achieved through employee training and development. Hence employees have a chance to negotiate as well as employer has a good opportunity to select most
3

suitable person for his vacancy. Employees will always want to develop careerenhancing skills, which will always lead to employee motivation. There is no doubt that a well-trained and developed staff will be a valuable asset to the company and thereby increasing the chances of his efficiency in discharging his or her duties. Trainings in an organization can be mainly of two types; Internal and External training sessions. Internal training involves when training is organized in-house by the human resources department or training department using either a senior staff or any talented staff in the particular department as a resource person. On the other hand external training is normally arranged outside the firm and is mostly organized by training institutes or consultants. Whichever training, it is very important for all staff and helps in building career positioning and preparing staff for greater challenges in developing world. However the training is costly. Because of that, people who work at firms do not receive external trainings most of times. The cost is a major issue for the lack of training programmes in Sri Lanka. But nowadays, a new concept has come with these trainings which are Trainers through trainees. While training their employees in large quantities, many countries use that method in present days to reduce their training costs. The theory of this is, sending a little group or an individual for a training programme under a bonding agreement or without a bond. When they come back to work, the externally trained employees train the employees who have not participated for above training programme by internal training programmes. Employers of labour should enable employees to pursue training and development in a direction that they choose and are interested in, not just in company-assigned directions. Companies should support learning, in general, and not just in support of knowledge needed for the employee's current or next anticipated job. It should be noted that the key factor is keeping the employee interested, attending, engaged, motivated and retained. For every employee to perform well, especially Supervisors and Managers, there is a need for constant training and development. The right employee training, development and education provides big payoffs for the employer in increased productivity, knowledge, loyalty, and contribution to general growth of the firm. In
4

most cases external trainings for instance provide participants with the avenue to meet new set of people in the same field and network. The meeting will give them the chance to compare issues and find out what is obtainable in each others environment. This for sure will introduce positive changes where necessary. It is not mentioned in anywhere that the employers, managers and supervisors are not suitable for training programmes. They also must be highly trained if they are expected to do their best for the organization. Through that they will have best abilities and competencies to manage the organization. Training employees not only creates a more positive corporate culture, but also add a value to its key resources. Raw human resources can make only limited contribution to the organization to achieve its goals and objectives. Hence the demands for the developed employees are continuously increasing. Thus the training is just one kind of investment.

DEFINITIONS:
Training is concerned with imparting and development specific skills for a particular purpose. Flippo has defined training as

The act of increasing the skills of an employee for doing a particular job.

Thus, training is a process of learning a sequence of programmed behavior. This behavior, being programmed, is relevant to a specific phenomenon that is a job. Training can be defined as: The process of increasing the knowledge and skills of the workforce to enable them to perform their jobs effectively

Training is a set of activities that provides the opportunity to acquire and improve job related skills. Schermerhorn, Hunt and Osborn : 2004

Training is a process of altering employee behaviour and attitudes in a way that increase the probability of goal attainment. Irwin: 2004 Training is the process of acquiring the skills necessary to do the job. Robert N. Lussier: 2002

TRAINING OBJECTIVES

Generally the line managers ask the personnel manager to formulate the training policies. The personnel manager formulates the following training objectives in keeping with the companys goals and objectives:

To prepare the employee both new and old to meet the present as well as the changing requirements of the job and the organization. To prevent obsolescence.

Meeting the changing needs of the new technologies

Facilitating a self-learning and continuous improvement culture in the civil service; and cost-effective.

To impart the new entrants the basic knowledge and skill they need for an intelligent performance of definite job.

Training is required to cover essential work-related skills, techniques and knowledge To prepare employees for higher level tasks.

To assist employees to function more effectively in their present positions by exposing them to the latest concepts, information and techniques and developing the skills they will need in their particular fields.

To build up a second line of competent officers and prepare them to occupy more responsible positions.

 To guide the human resource to realize its full potential and to ensure full commitment towards achievement of the goals and objectives of the organization. To broader the minds of senior managers by providing them with opportunities for an interchange of experiences within and outside with a view
to correcting the narrowness of outlook that may arise from over specialization.

To develop the potentialities of people for the next level job ensure optimal utilization of training resources through a cost conscious To culture. To ensure smooth and efficient working of a department. To ensure economic output of require quality. To promote individual and collective morale, a sense of responsibility, cooperative attitudes and good relationships.

IMPORTANCE OF TRAINING

Benefits to the business

Trained workers can work more efficiently.

Benefits to the employees

Training makes an employee more useful to a firm. Hence, he will find employment more easily.

They use machines, tools, materials in a

Training makes employees more efficient

proper way. Wastage is thus eliminated to and effective. By combining materials, a large extent. tools and equipment in a right way, they can produce more with minimum effort. Training improves the knowledge of employees regarding the use of machines and equipment. Trained workers can show superior performance. They can turn out better performance. They can turn out better quality goods by putting the materials, tools and equipment to good use. Training enables employees to secure promotions easily. They can realize their career goals comfortably. Training helps an employee to move from one organization to another easily. He can be more mobile and pursue career goals actively. Employees can avoid mistakes, accidents on the job. They can handle jobs with confidence. They will be more satisfied on their jobs. Their morale would be high. Training makes employees more loyal to an organization. They will be less inclined to leave the unit where there are growth opportunities. Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction and lower labour turnover. Also, it can enable employees to cope with organizational, social&

technological change. Effective training is an invaluable investment in the human resources.

9

Optimum Utilization of Human Resources Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. Development of Human Resources Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioural skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of human intellect and an overall personality of the employees. Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers. Quality Training and Development helps in improving upon the quality of work and work-life. Healthy work environment Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal. Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence.
10

Fewer accidents- Errors are likely to occur if the employees lack knowledge and skills required for doing a particular job. The more trained an employee is, the less are the chances of committing accidents in job and the more proficient the employee becomes. Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation. Chances of promotion- Employees acquire skills and efficiency during training. They become more eligible for promotion. They become an asset for the organization. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organisational policies Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display. Trained employees become more proficient and, thus, their earning potential increase.

Trained employees enable the organization to face competition from rival firms Trained employees can respond and adapt to the changing technology well.

Training makes employees more committed to an organization as the employees are provided with growth, advancement and learning opportunities.

Training develops a line of proficient and skilled managers as it prepares employees for complex and higher level tasks.

11

PRINCIPLES OF TRAINING

In the long run, rewards tend to be more effective for changing behaviour and increasing ones learning than punishment.

Rewards for the application of learned behaviour are most useful when they quickly follow the desired performance.

Negative reinforcement, through application of penalties and heavy criticism following inadequate performance, may have a disruptive effect upon the learning experience of the trainee than positive reinforcement.

Training that requests the trainee to make changes in his values. Attitudes and social beliefs, usually achieve better results if the trainee is encouraged to participate, discuss and discover new, desirable behaviour norms.

The development of new behaviour norms and skills is facilitated through practices and repetition skills that are practiced often are better learned and less easily forgotten.

The training material should be made as meaningful as possible, because if the trainee understands the general principles underlying what is being taught, he will probably understand it better than if he were just asked to memorize a series of isolated steps.

The trainee should be provided with feedback on the progress he is making in utilizing the training he has received.

12

TRAINING METHODS:

1. Orientation training:Orientation training is designed to acquaint new employees with their new organization, their place in the organization plays in carrying out the missions. Every person entering an organization or unit for the first time needs orientation training. Before people can become enthusiastic about their work, they must know something about the organization and feel a sense of pride in being a part of it. Generally, new people are apt to be more attentive, open minded, and eager to learn than the old hands; and what they learn is more likely to remain indelibly fixed in their minds. Therefore, a good orientation is important to new people.

2. Apprenticeship training:An apprenticeship is a formal agreement between an individual who wants to learn a skill and an employer who needs a skilled worker. Apprenticeship training is an earning while learning arrangement for a required term. Training occurs under the supervision of an experienced person; an apprentice receives knowledge and develops skills associated with a designated trade through on the job training. The skills an apprentice learns on the job are supplemented with a required number of weeks each year of technical training. Upon successfully completing an apprenticeship programme, the trainee is eligible for applying for permanent job in an organization subject to availability of vacancy.

3. On-the-job training:This is the most common method of training. Ion-the-job training relies on current employees to train new recruits; results depend on trainers skill in training. The trainee is placed on the job and the supervisor or the manager shows the trainee how to do the job. To be successful, the training should be done according to a structured
13

programme that uses task lists, job breakdowns, and performance standards as a lesson plan. It involves job instruction technique and coaching/mentoring.

4. Vestibule training:Vestibule training is a method that combined the benefits of the classroom with the benefits of on the job training. The classroom is located as close as conditions allowed to the department for which the employees are being trained. It is furnished with the same machines as used in production. There were normally six to ten trainees per trainer, who are either skilled workers or supervisors from the organization. Vestibule training takes place in simulated environment. There are many advantages of vestibule training. The employees are trained as if on the job, but it does not interfere with the more vital task of production. Transfer of skills and knowledge to the workplace is not required since the classroom is a model of the working environment. Classes are small so that the trainees receive immediate feedback and can ask questions more easily than in a large classroom. Its main disadvantage is that it is quite expensive as it duplicates the production line and has a small.

5. Seminars and conference training:Seminars and conferences combine several other training methods: lectures, discussions, and demonstrations. This training method is a good problem solving approach wherein a specific problem or issue is taken up for discussion by experts and facilitates interaction of trainer and trainees to clarify issues. However, it can be difficult to control a group. Opinions generated at the seminar and conference may differ from the managers ideas, causing conflict.

14

6. Computer based training:Courses conducted online; flexible timetable; can be done at own pace; requires self discipline on trainees to achieve training objective. This method includes interactive guided learning in which the training material is presented to the trainee through the use of a computer. It is a method of programmed instructions. However, clarifying individual doubts can pose problems in this method

7. Training by lecture:This method of training uses the trainers oratory skills to provide knowledge and skills to the employees through intensive study materials. It involves programmed instruction material, which is to be learned, is presented in small, sequential steps with self instruction. Communication is primarily one-way: from the instructor to the learner. It provides a great deal of information quickly to a greater group of trainees.

It can be used by: Trying to involve the audience;

In the beginning, explaining when questions will be answered;

Asking the trainers to share experiences;

Using visual aids including charts, diagrams, and pictorials coupled with preparatory comments and explanations;

Providing copies of all overhead transparencies;

Using instant attention-getters to illustrate concepts; Providing examples related to groups experiences to illustrate concepts;
15

Providing notes of key points with space for writing;

Used in combination with other approaches;

Using catchy words and phrases; and

Pausing for desired effect.

However, this method is least effective for retaining and applying information and the trainees loses attention easily.

8. Simulation training:A training method that represents a real life situation, with trainees decisions resulting in outcomes that mirror what would happen if trainee would have been on the job. Experiential training suitable for cross cultural relations, team building, empowerment, problems solving in real work conditions such as trading in financial instruments. Trainees participate in a reality based, interactive activity where they imitate actions required on the job. It is a useful technique for skills development. However, this method is time consuming and requires great deal of skill and practice.

9. Job Instruction Training:Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker.

16

The JIT technique consists of a series of steps that a supervisor or other instructor follows when teaching an employee to do something. As adapted for use in Botswana, the steps consist of the following:

a) Get ready to instruct b) Prepare the learner c) Present the learning d) Try out learner performance; and e) Follow up. The steps are often summarized and printed on a small card that can be put in a worker's wallet or pocket. The worker can refer to the card when preparing to instruct or when instructing another employee. The Institute of Development Management has found that 10 hours spread over 4 or 5 days are needed to teach and learn this skill in Botswana. On-the-job training workshops typically devote 3 hours to job analysis, 3 hours to introducing the JIT approach, and 4 hours to practice and feedback. Additional time is given to other training techniques and affecting change towards use of these techniques.

10.

Brainstorming training:-

Osborn defined brainstorming as using the brain to storm a problem. This method analytical uses ideation as the basis for developing and sharpening of problem solving and analytical skills of the employees/ trainers. It involves: To generate many alternative solutions to a problem;
To come up with new uses for things or design new products; When participants represent many different backgrounds;

When you want to create equity within a group (break through traditional. Established roles); To encourage all group members to speak; and to obtain the best and fullest intelligence and creativity from a combined group.

17

It can be used by: Establishing rules: Round robin, one idea per person, be wild and creative, no interruptions, no evaluation of others comments, individuals may pass; Stating a problem or open-ended question to focus participants ideas;

Giving group a few moments to jot down their own thoughts before starting the round robin;

Recording all ideas on flip chart paper;

When brainstorm is complete, have group help to merge items and narrow to a manageable few;

Using voting to narrow and prioritize ideas;

Moving to action planning once the top 2 or 3 ideas have been identified.

11.

Role playing:-

During a role play, the trainees assume roles and act out situations connected to the learning concepts. It may be structured, spontaneous, single, multiple, rotational. Trainees can learn possible results of certain behaviors in a classroom situation. They get an opportunity to practice people skills. It is possible to experimental with many different approaches to a situation without alienating any actual customers. However, this method requires that trainers must be skilled and creative in helping the class learn from the situation.

18

12.

Supervisory training:-

Supervisors are front line managers in an organization who lead and direct employees in work towards the organizations objectives. Supervisors stand in between the employees on the one hand and the top managers on the other hand. They manage and are managed and often they feel caught in between and get beaten on both sides. The supervisors duties and responsibilities are complex and divergent since they are accountable to top managers as well as to employees and trade union or unions. Supervisors have to balance the needs, aspirations and demands of both the management and employees aptly. Thus, they must have many skills, leadership, technical and human relations skills. The specific training needs of supervisors can be ascertained through job analysis, organization structure, promotion charts, etc. asking the supervisors themselves as to what are their training needs is one of the methods. But this method has certain drawbacks, since most persons may not know what their needs are, even if they are aware of their needs, they may not reveal the true picture. However, the following may be the training areas for supervisors: Supervisors are front line managers and get work done through employees. As management personnel they need to know the basic management process, practice and skills of planning, organizing, directing, controlling, budgeting and coordinating; Orientation in organizational policies, plans, programmes, activities, nature, future, opportunities, duties and responsibilities enjoined upon and expected on the part of supervisors by the organization, their authority and decision making range. Job performance methods training needs to give to supervisors. It includes the break of work into details, steps and procedures involved at each stage including material handling, work flow, hand and machine works, the person, place and period of each work, equipment design and layout, simplification of work and events; new methods of task performance, etc. with the willing cooperation of employees.

19

TRAINING AS AN HR SUB SYSTEM

Training is the most important function that directly contributes to the development of Human Resource. Some organizations equal training with Human Resource Development and consequently do nothing more than training for the development of Human Resource: Training is essential because technology is developing at a fast rate. Systems and practices get out dated soon due to new discoveries in technology, including technical, managerial and behavioural aspects. Developing individual in the organization can contribute to the effectiveness of the organization. Training can contribute directly or indirectly of following aspects. Developing of the individual as a person to continuously recognize developing and use his potential. Developing of the individual in relation to his present job/role. Development of the individual in relation to his future expected job or role. Development of superior and subordinate relationship. Development of teams and teamwork. Development of inter team collaboration. Development of the health of the organization as a whole to promote enabling capabilities of employees.

20

STEPS IN TRAINING PROGRAMME:

Training programme involves the following steps:

1. Identifying the training needs-The training needs of each employee should be identified. Programmes should be developed that are best suited to their needs.

2. Prepare the trainer- The trainer must do his homework well. He should know both what to teach and how to teach. Time management is required by the trainer. Training should be delivered in such a manner that the trainee should not lose the interest in the job. 3. Prepare the trainee- The trainee should remain active during training. He should know that why is he being trained. He should put across the trainer questions and doubts. The trainee should be put at ease during the training programme. 4. Explain and demonstrate the operations- The trainer should explain the logical sequence of the job. The trainee should perform the job systematically and explain the complete job he is performing. His mistakes should be rectified and the complex step should be done for him once. When the trainee demonstrates that he can do the job in right manner, he is left to himself. Through repetitive practices, the trainee acquires more skill. 5. Follow up and feedback- The trainee should be given feedback on how well he performed the job. He should be asked to give a feedback on the effectiveness of training programme.

21

NEED FOR TRAINING

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

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

Focuses attention on the current job; it is job specific and addresses particular performance deficits or problems.

Concentrates on individual employees; changing what employees know, how they work, their attitudes toward their interactions with their co-workers or supervisors.

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

22

Training is needed to serve the following purposes:

Newly recruited employees require training so as to perform their tasks effectively. Instruction, guidance, coaching help them to handle jobs competently, without any wastage.

Training is necessary to prepare existing employees for higher-level jobs (promotion).

Existing employees require refresher training so as to keep abreast of the latest developments in job operations. In the face of rapid technological changes, this is an absolute necessity.

Training is necessary when a person moves from one job to another (transfer). After training, the employee can charge jobs quickly, improve his performance levels and achieve career goals comfortably.

Training is necessary to make employees mobile and versatile. They can be placed on various jobs depending on organizational needs.

Training is needed to bridge the gap between what the employee has and what the job demands. Training is needed to make employees more productive and useful in the long-run.

Training is needed for employees to gain acceptance from peers (learning a job quickly and being able to pull their own weight is one of the best ways for them to gain acceptance).

23

EFFECTIVENESS OF TRAINING

The primary concern of an organization is its viability, hence its efficiency. There is continuous environmental pressure for efficiency, and if the organization does not respond to this pressure, it may find itself rapidly losing whatever share of market it has. Training imparts skills and knowledge to employees in order that they contribute to the organizations efficiency and be able to cope up with the pressures of changing environment. The viability of an organization depends to a considerable extent on the skills of different employees, especially that of managerial cadre, to relate the organization with its environment. Thus, training can play the following roles in an organization.

1) Increasing in efficiency:Training plays an active role in increasing efficiency of employees in an organization. Training increases skills for doing a job in a better way. Though an employee can learn many things while he is put on a job, he can do much better if he learns how to do the jobs. This becomes more important especially in the context of changing technology because the old method of working may not be relevant.

2) Increase in morale:Training increases morale of employees. Morale is a mental condition of an individual or group which determines the willingness to cooperate. High morale is evidenced by employee enthusiasm, voluntary confrontation with regulations, and willingness to cooperate with others to achieve organizational objectives. Training increases employee morale by relating their skills with their job requirements.

24

3) Better human relations:Training attempts to increase the quality of human relations in an organization. Growing complexity of organizations has led to various human problems like alienation, inter personal and intergroup problems. Many techniques have been developed through which people can be trained and developed to tackle many problems of social and psychological nature.

4) Reduced supervision:Trained employees require less supervision. They require more autonomy and freedom. Such autonomy and freedom can be given if the employees are trained properly to handle their jobs without the help of supervision. With reduced supervision, a manager can increase his span of management. This may result in lesser number of intermediate levels in the organization which can save much cost to the organization.

5) Increased organizational viability and flexibility:Trained people are necessary to maintain organizational viability and flexibility. Viability relates to survival of the organization during bad days, and flexibility relates to sustain its effectiveness despite the loss of its key personnel and making short-term adjustment with the existing personnel. Such adjustment is possible if the organization has trained people who can occupy the positions vacated by key personnel.

25

EVALUATION OF TRAINING EFFECTIVENESS

Evaluation of training effectiveness is a highly desirable step in total training programmes so that one can judge the value or worth of the training. Hamblin has defined training evaluation as any attempt to obtain information (feedback) on the effect of a training programme and to assess the value of the training in the light of that information.

However, it is very difficult to measure the effectiveness of training because of its abstract nature and long-term impact on the trainees and the organization. There cannot be any concrete quantitative proof of training effectiveness; at best, there can be some qualitative measurements. Measuring the effectiveness of training programs consumes valuable time and resources. As we know all too well, these things are in short supply in organizations today.

Many training programs fail to deliver the expected organizational benefits. Having a well-structured measuring system in place can help you determine where the problem lies.

On a positive note, being able to demonstrate a real and significant benefit to your organization from the training you provide can help you gain more resources from important decision-makers. Consider also that the business environment is not standing still. Your competitors, technology, legislation and regulations are constantly changing.

What was a successful training program yesterday may not be a cost-effective program tomorrow. Being able to measure results will help you adapt to such changing circumstances.

26

However, training evaluation can be more meaningful if the following process is adopted: 1) Training objectives:As pointed out earlier, training plays a role in several areas. Its contributions can be measured in these. However, to be more precise, training objectives should be fixed in clear terms because all training programmes do not contribute in all areas. Hamblin has clarified training objectives into four categories: reaction objectives intended to stimulate a high level of involvement and interest; learning objectives concerned with acquiring knowledge, skills, and attitudes; job behavior objectives learning to bring about desired changes in job behavior; and organizational objectives intended to promote overall results.

2) Evaluation criteria:Based on the objectives of training, criteria for training evaluation can be fixed. Ideally speaking, training should meet its objectives. Since training objectives can be defined either in terms of its immediate objectives like learning, behavior change, etc. and in terms of its ultimate objectives like achieving organizational objectives through learning, training evaluation criteria can also be fixed in these two terms. Normally, ultimate criteria are long term perspectives like increase in productivity, reduced employee turnover, reduced labour and human relations problems, etc. therefore, these can be used for measuring the overall effectiveness of training programmes over the period of time. Since these are tangible, criteria in respect of these can be fixed easily.

3) Collection of information:After fixing the factors to be measured and criteria fixed in respect of these, evaluator has to collect the relevant information which may be useful in arriving at certain conclusion. Information can be collected on the basis of
27

facts like production records, cost controls, etc. this may be used for measuring the achievement of ultimate objectives of training. For measuring immediate objectives, information may be collected on various aspects through observation of employees behavior on job, conduction interview, and administering psychological tests to unearth behavioural changes which cannot be observed or which cannot be measured by interview. Often multiple sources of information should be used for more reliability.

4) Analysis:Collected information can be analyzed to interpret the impact of training on various aspects, and consequently its effectiveness. If a particular aspects is being affected by several factors, the analysis may be carried out further to identify the contribution of training. Two points are important in information collection and its analysis. First, information to measure the immediate impact of training should be collected immediately after training because employees may tend to observe the old behavior even after training if the new behavior is not gratifying due to various organizational constraints. Second, there should be feedback of such evaluation to employees concerned so that they are also able to know the results of their training.

28

RESEARCH METHODOLOGY

Significance of Study
In todays competitive corporate world organizations are more and more emphasizing on training and development of their employees in order to ensure overall effectiveness of the organization. Training is now directly being linked to the business performance of the organization. Training is viewed not as an end in itself, but as a means to create greater business impact faster. This study attempts to provide an insight into the training and development practices in organization and effectiveness of different functions and methods of training.

Objectives of the study To Study the purpose of training in organization.

To Study the different training practices in the organization. To Study the evaluation methods of training programmes.

To Study which is most effective training method used by organization.

To Study which type of problem faced while conducting the training programmes by management. To measure the level of satisfaction of employee after training
To measure the level of development and improvement after training To Study Individual questionnaire filling forms To Study individual improvement after training

Help organization for batter ideal and improved way of training by research of their needs

29

Study design
It is descriptive which makes an effort to know the various training methods and functions implemented and executed by the company.

Universe reframes:
I have covered trainee batch of last five year.

Total number of trainees: 63 respondents Sample size of Employee: 50 respondents.

Sampling Method reframe:

I have used simple random sampling method for data collection and analysis of 63 respondents.

Tools of data collection:

Tool of data collection is described that I will distribute structured questionnaires among the different Trainee Batches, which includes the following:

Personal information
Need of training

Effectiveness of training.

Reference period
I conducted my research from 1 March 2011 to 7 April, 2012.
st th

30

CHAPTER 2

REVIEW OF LITERATURE & AGENCY SETTING

31

REVIEW OF LITERATURE

Corporate, today, expend large amount of money on imparting training and development practices. But prior to spending such vast amount, they should analyze the need for conducting training to the workforce. There are chances in which firms can make mistakes if they are not assessing the training needs. An employee, for sure, requires training when he is found to be not capable enough to meet the goals of the organization and when there is a gap between the current performance and expected performance. Meagerness in recital occurs due to the lack of sufficient knowledge and expertise, monotonous management or any other personal and official issues. All these problems spotted can be tackled by providing an effective training programme to the right employee and at the right point of time. The common understanding about the term research is with the systematic gathering of information. Research is generally carried out to get a clear view about the problem and also getting solutions for that problem. The purpose of this chapter is to provide a brief and initial review & insight to the related studies and to show what present study contributes to the area under the study. Training is a systematic process of changing the behavior, knowledge & motivation of permanent employees to improve the match between employee characteristics and employment required. Thus, it is an important activity in many organizations. We generally see that when a new machine is installed in a factory, it is operated on technological basis before going into actual production. Just as equipment need you breaking a period new employee also need a training period to adjust to the new equipment? But it is equally true that training is useful for sharpening of skills in the present job. The supervisory management force holds the power to turn on or turn-off the productivity of organization. These are the man who provides the tenuous surface between the management hierarchy in every organization & the vast body of employment who put theory hands on or apply their minds to the real work of enterprise public as well as private. The concept of supervisor developed began conceptually at least during world war-2 with the development of the training within industrial programs. Instruction
32

training, job method training, job rotation training; only the JIT program remains todays in anything like its original form. It is usually as a process of equipping people with specific skills, attitude and knowledge needed to carry out their responsibility. In broad especially training is the act of increasing the knowledge, improving skills, attitudes and enhancing values in human beings. Training constitutes a significant step in this induction of the individual into the companys culture. The socialization processes as induction training is called help the individual to blend his personality with the organization. Dayal (1970) points out that the socialization process also helps an individual to know more about himself, his proper aspiration to all employees entering the organization to help them settle down. For training activity to be meaningful, Dayal suggested that a detailed study of jobs and skill analysis is absolutely necessary. The training thus imparted to the employees to adjust to their job requirements. As far as the supervisory category is concerned, Sundaram (1970) points out that the training needs for supervisor can be identified through careful observation at their work which is indicative of poor performance, low production, high cost, poor products quality, high scrap, wastage, accidents, absenteeism and turnover. The day to day complaints and grievances also from a useful source for identity the training needs. Training is one of several responses that an organization can undertake to promote learning. Reynold et al: 2002 Training is a planned effort by a company to enable employees to learn job related competencies. Neo: 2002

Training is the process of developing expertise for the purpose of improving performance. Swanson and Holton: 2001

33

Training is the systematic modification of behavior through learning which takes place as an outcome of education, instruction, development and planned experience. Michael Armstrong: 1998

Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve the ability to perform on the job. We typically say training can involve the changing of skills, knowledge, attitudes, or behavior. It may means changing what employees know, how they work, their attitudes towards their work, or their interaction with their co workers or supervisor. De Cenzo and Robbins: 1996 Training is a planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve effective 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 manpower needs of the organizations.

British Manpower Services Commission: 1981 1950s Basic training courses were conducted which included shorthand, typing, sales training and several technical & professional skills. Evaluation played a very small role. Corporate training programmes offered business games, in basket exercise, decision making simulations, and role playing.

34

1960s Training laboratories: sensitive training and behavioural change were in widespread use. Assessment centre became very popular by the end of the decades. Programmed instruction was a widely used training technique. Management training, motivation, organization development and the system approach were all in use. Need assessment, evaluation techniques (including performance appraisal) and the training director became important. 1970s Women and minorities were trained and upgraded to supervisory positions in response to new government hiring regulations and quotas. Trainers became more professional in response to newly available information on determining training needs, evaluation, management development, motivation and training functions and methods. Management methods, interpersonal relations and group dynamics further gained acceptance in both human resource development (where the training and personnel departments were concerned with people) and in organizational development (manager selection, personnel development, and organizational structure). Competency based learning helping trainers develop competencies required by their jobs, and recognizing exiting competencies was developed thanks to the work done in needs assessment, task analysis, and education. 1980s Desktop computers came into general use, and many secretaries needed to be trained in word processing. Behaviour modeling in management skill training became more popular, and career development was emphasized.
35

The Baldrige National quality award was established by legislation. These increased the companys awareness of Total Quality Management and drew attention to quality training and management. The cost benefit of training became important. Several attempts were made to document return on investment due to the business recession. By the end of 80s many companies were forced to consider the global marketplace in order to survive, Training managers had to adapt to the new requirements of companies with global operations. 1990s and beyond Emerging technologies are changing the way information is created, used, and shared. This will strongly influence the design and delivery of training. Computer based instruction is emerging to complement, and in some instances replaces, classroom training courses. There will be a need for continual learning to recognize work through process reengineering and Total Quality Management. Many new learning models may have to be developed, especially those within the context of work. The demands of global economy, with standards set by a more diverse market, continue to influence the way businesses are organized and operated. The major new role of trainers will be to support the organization in performing and adapting to this ever changing environment. The apprenticeship system emerged in ancient cultures to provide a structured approach to the training of unskilled workers by master craftsmen. This system was marked by three distinct stages: the unskilled novice, the journeyman or yeoman, and finally, the master craftsman. Together, they formed an "organic" process whereby the novice "grew" into a master craftsman over a period of years. With the onset of the Industrial Age, the training of the unskilled underwent a dramatic transformation in which education and training emerged to replace the traditional apprentice system. The division of labour in an industrial factory resulted in specific job tasks that required equally specific training in a much shorter time
36

span. As training activities grew more methodical and focused, the first recognizable modern training methods began to develop during the 19th and early 20th centuries: gaming simulations became an important tool in the Prussian military during the early 1800s and psychodrama and role playing were developed by Dr. J. L. Moreno of Vienna, Austria, in 1910. The early 20th century witnessed the emergence of training as a profession, resulting in the creation of training associations and societies, the advent of the assembly line requiring greater specificity in training, and the dramatic training requirements of the world wars. Important groups forming during this period include the American Management Association in 1923 (which began as the National Association of Corporation Schools in 1913), and the National Management Association in 1956 (which began as the National Association of Foremen in 1925). At the same time, Henry Ford (1863-1947) introduced the assembly line at his Highland Park, Michigan, plant. Because the assembly line created an even greater division of labor, along with an unprecedented need for precision and teamwork, job tasks and assignments required more highly specific and focused training than ever before. The enormous production needs of the World War I and II created a heavy influx of new workers with little or no industrial education or skills to the workplace, thereby necessitating massive training efforts that were at once fast and effective. In particular, the heavy demand for shipping construction during World War I resulted in a tenfold increase in workers trained on-site by instructors who were supervisors using a simple four-step method: show, tell, do, check. During World War II, large numbers of trained industrial workers left their jobs to enter the armed forces, severely limiting the organizational support normally provided by co-workers in training their replacements. Heavy demands were placed on foremen and supervisors, and the training within industry (TWI) service was formed to train supervisors as instructors. Job instruction training (JIT) was employed to train defense-plant supervisors in instructing new employees in necessary job skills as quickly as possible. Other programs included job relations training (JRT), job methods training (JMT), and job safety training (JST). During this time, the American Society for training and Development (ASTD) were formed.

37

By the end of World War II most companies and organizations realized the importance of training as a fundamental organizational tool. Training programs that originally were developed in response to national crises had become established corporate activities with long-term strategies working toward improving employee performance. In the mid1950s gaming simulations gained popularity. Trainers began giving serious consideration to the efficacy of their training programs, and interest in the evaluation of training programs grew. The 1960s witnessed an explosion of training methods as the number of corporations using assessment centers increased from one to 100 by the end of the decade. Government programs to train young men for industrial jobs, such as the Job Development Program 1965 and the Job Corps, were initiated to improve the conditions of the economically disadvantaged. New methods included training laboratories, sensitivity training, programmed instruction, performance appraisal and evaluation, needs assessments, management training, and organizational development. By the 1970s a new sense of professionalism emerged in the training community. Training programs grew dramatically, and the ASTD produced the Professional Development Manual for Trainers. Government programs were aimed increasingly at minorities as a group and required corporations to increase their efforts to recruit minorities. With the rise of organizational development, the focus of training shifted away from the individual and toward the organization as a whole. Technological advances in training programs included the use of videotapes, satellites, and computers. The 1980s and early 1990s saw important social, economic, and political changes that have had a profound effect on the way corporations do business, resulting in an ever increasing need for effective training. In a time of economic constraints coupled with increasing international competition, training programs needed to respond more quickly and effectively to technological change. Increasing governmental regulations also require a greater breadth of training programs to reflect the greater diversity of employees. Furthermore, computers became an integral part of business and industry in the 1980s and 1990s, making knowledge of computer use essential for many workers. As a
38

consequence, companies launched computer training programs to ensure that their employees possessed the needed computer skills. In addition, companies used computers as a training method known as computer-based training, relying on specially designed computer programs to impart knowledge and skills needed for a host of tasks.

Vestibule Training:
A vestibule is a large entrance or reception room or area. Vestibule Training is a term for near-the-job training, as it offers access to something new (learning). In the early 1800s, factory schools were created, due to the industrial revolution, in which workers were trained in classrooms within the factory walls. The apprentice system was inadequate due to the number of learners that had to be trained as the machines of the Industrial Revolution increased the ability of the factory to produce goods. The factory owners needed trained workers quickly because there was a large demand for the produced goods. Towards the end of the 1800s, a method that combined the benefits of the classroom with the benefits of on-the-job training, called vestibule training, became a popular form of training. The classroom was located as close as conditions allowed to the department for which the workers were being trained. It was furnished with the same machines as used in production. There were normally six to ten workers per trainer, who were skilled workers or supervisors from the company.

Role Playing:
Dr. J. L. Moreno designed the 1st known role playing techniques in 1910, However, it did not become widely known or used until he moved from Vienna, Austria to the U. S in the 1930s.
Role playing is a technique used in the learning process to provide participation and involvement in the learning process. In a training environment, role playing allows the
39

learner to receive objective feedback about one's performance. Role playing techniques can be used to diagnose interactive skills, to provide models and practice, and to motivate individuals to pay more attention to their interpersonal impact. One of its primary benefits is that it allows the learner to experience a real life situation in a protected environment. While activities such as role playing can help break up the monopoly of lectures as learners can normally not keep tuned into a lecture for more than 15 to 20 minutes at a time (Johnstone, Percival, 1976), their primary objective is to allow the learners to become actively involved in the learning process, which leads to better and deeper learning.

Computer Based Training (CBT):

PLATO, the 1st dedicated computer based training system, was built in 1959, CBT did not really come around until the late 80s or early 1990s. The early CBT programs were little more than programmed instruction teaching machines. It was not until the 1990s that their multimedia capabilities were put to full use. It is based on individualized instruction that allows a learner to work through the material at her own pace. It is a natural progression from printed individualized instruction and teaching machines to the computer with its speed, branching capability and visual display. The definition of CBT is close to the definition of individualized training an interactive learning experience between a learner and a computer in which the computer provides the majority of the stimulus, the learner must respond, and the computer analyzes the response and provides feedback to the learner. Its multimedia function has added the capability of displaying information in audio, graphic, and motion video form, which can make the teaching of skills and processes more effective than if only text were used. Individualized instruction delivered over the World Wide Web is a further development of computer-based training. Web-based instruction can be used with any type of computer that can access the internet and that has web browser software.

40

Training is a learning experience in that it seeks a relatively permanent change in an individual that will improve his or her ability to perform on the job. It can involve the changing of skills, knowledge, attitudes, or social behavior. It may mean changing what employees know, how they work, or their supervisor. For our purposes, training will be presented as it applies primarily to operative employees in the organization. By that we mean production, clerical and maintenance workers. Emphasis here is on the development, of those employees who do not supervise the activities of others. Every organization needs to have well-trained and experienced people to perform the activities that have to be done. If current or potential job occupants can meet this requirement, training is not important, when this is not the case, it is necessary to raise the skill levels and increase the versatility and adaptability of employees. As jobs have become more complex, importance of employee training has increase. When jobs were simple, easy to learn, and influenced to only a small degree by technical changes, there was little need for employees to upgrade or alter their skills. But the rapid changes taking place during the last quarter-century in our highly sophisticated and complex so. Hence created raise pressures for organization to readopt the products and services produced, the types of jobs required, and the types of skills necessary to complete these jobs. Training gives new or present employees the skills they need to perform their jobs. Training might that mean showing a machinist how to operate his new machine, a new salesperson how to sell her firms products or a new supervisor how to interview and appraise employees, whereas training focuses on skills needed to perform employees current jobs, employees and management development is training of a long term nature. Aim is to develop current or future employees for future jobs with the organization or to solve an organizational problem concerning, for instance, poor interdepartmental communication. In fact, trainings purposes are broader today than they have been in the past. Companies used to emphasize production process training-teaching the technical skills required to perform jobs, such as training assemblers to solder wires or teachers to devise lesson plans. However training programmes and their objectives changed in the 1980s and 1990s. Employers had to adapt to rapid technological changes, improve product and service quality, and boost productivity to stay competitive. Improving
41

quality often requires remedial education training, since quality improvement programs assumes employees can use critical thinking skills, produce charts and graphs and analyze data. Employees must acquire skills in team building, decision making and communication. The expansion of trainings role reflects the fact that the game of economic competition has new rules. In particular, its no longer enough to just be efficient. Thriving today requires that the firm be fast and responsive. And it requires responding to customers needs for quality, variety, customization, convenience and timeliness meeting these new standards requires a work force that is more than just technically trained. It requires the people who are capable of analyzing and saving job related problems, working productively in terms and switching gears shifting from job to job as well. Unfortunately, a training gap exists and may even be widening while some companies IBM, XEROX, TEXAS Instruments and MOTOROLA for instance development 5% to 10% of their payroll dollars to training activities, the average training investment by US firms is less than 2% of payroll. Experts estimate that between 42% and 90% of US workers need further training to get the up to speed. Negligent training is another potential problem. Negligent training occurs when an employer fails to train adequately, and an employee subsequently harms a 3
rd

party.

Courts will find the employer liable in cases of negligent training, particularly when the employers business or service is oriented toward serving the public. Precautions here include:

Confirm claims of skill and experience you all applicants.

Reduce the risks of harm by extensively training employees who work with dangerous equipment, materials or processes.

Ensures that the training includes procedures to protect 3 safety.

rd

parties health and

Evaluate the training activity to determine its effectiveness in reducing negligence risks.
42

BRITISH AIRWAYS:
Training in the British airways case, enabled the company to adopt to change the condition and be more effective in the market place. Experienced trainers know that effective trains such as structured as a continuous performance improvement process that is integrated with other systems and business strategies. The training process involves: 1. Identification of performance improvement opportunities and analysis of what caused to opportunity to exist.

2. Identification of alternative solution and selection of the most beneficial solution.

3. Design and implementation of the solution and

4. Evaluation of results.

Training can provide employees with knowledge and skills to perform more effectively, preparing them to meet the inevitable changes that occur in their jobs. However, trainings is only an opportunity for learning what is learned depends on many factors such as the design and implementation of training the motivation and learning style of the trainees and the learning climate of organization. In the British airways case, training is tied closely to the core business strategy of customer service. Training is a part of an integrated system in which performance at business analysis is systematically, reviewed and feedback is provided on a regular basis. Performance problems are analyzed to determine the cause and solutions are developed on the basis of the analysis. The relationship of training and other Human Resource activities are fairly clear. The attitudes of employees toward their organization affect employee motivation and performance. Human Resource Development staff must understand this to determine training needs. Training itself can plan a role in how positively or negatively

43

employees views the organization. The employment activity controls the number of employees entering and leaving the organization. And the competencies that comes and goes with new hires and terminations. The influx and outflow of employees change the capability mix within the organization. New employees have special needs such as orientation training as do those leaving the organization. Human Resource Development must gear up to meet those training needs and be aware of anticipated changes in the company. Human Resource planning and research are extremely important to the Human Resource Development area as organization employment models and succession plans identify the future of the KSA needs of the organization. In addition the research aspects of this Human Resource function can assist the Human Resource Development area in understanding current organizational and employee needs, Human Resource Development, then is one aspect of the organizations overall HR strategy.

MAHINDRA & MAHINDRA LTD.

In Mahindra & Mahindra the training for the executive level is mainly conceptual level training called Ascent. It is a six-day training imparted in two parts of three days each with some gap in between. The focus of Ascent is on the concepts of industrial intricate functions. Apart from this, there is a one-day programme called MTGP which consists of technical training covering the need of manufacturing system, supplies module and certain question-answer sessions. The training for staff level is called Stride. It is also a six-day training programme, conducted in two parts of three days each focusing on the conceptual skills of the staff level. This is the main training programme for the staff. The training programme for workers level mainly comprises of developmental and behavioural programmes with stress on selfmaintenance, moral values, and some modules these programmes. The feedback is in the form of individual talk with the HR personnel. They are asked to fill in a form, in the course of discussion, regarding the training. This is then evaluated. As such, there is no standard feedback system.

44

INDIAN AIRLINES
Indian airlines, a government controlled organization, legs behind others in the training. It needs up gradation in its approach for the same. The airlines have a centrally placed training centre at Hyderabad which is linked to all the regional offices across the country. This center is responsible for all the training practices in the organization. It has a database of all the employees in the organization. Based on the qualification and skills required for the job an individual is performing, training need is identified by the central training centre for all individuals in company and the training calendar made out. The regional offices have no significant role to play in assessing the training needs or scheduling the training programmes. The training imparted is mainly job-oriented, basically for the technical people engaged in the organization. The skill up gradation I technical front is given prime importance. The training in the non-commercial area is given due importance, whereas in the non-technical or the commercial fronts, not much emphasis is laid. Even few non-technical training programmes are centrally coordinated by this training centre. The people in technical stream irrespective of their levels are considered for the training needs as it is regarded the prime position for running the activities. No stringent hierarchy is observed in various types of training. The feedback and evaluation of the training is mainly through the performance appraisal system. This performance appraisal forms the basis for the central training centre for the need assessment of training need as already described.

45

ANALYSIS
Some positive notes observed are: 1 2 The training is centrally coordinated and not left to the regional offices. Intensive technical training is imparted.

Some anomalies observed are 1 Remarks of the reporting officer are not taken into consideration for need assessment. Commercial functions are not given due importance for training and development. The training programmes are not extensively structural and do not cover a large area in terms of manpower and functional aspects.

46

Agency Setting Linde Engineering India Pvt. Ltd.

About Linde:

Linde engineering was established in 1879. Lind stands for over 130 years of technological progress. Technology, innovation and an inventive spirit have characterized our company from the very beginning. Carl von Lindes curiosity as an inventor, his persistence in the implementation of his ideas and theoretical concepts, as well as his ability to recognize the requirements of his customers and fulfill their desire for reliability and quality are all timeless factors for success.

Introduction:

Linde Engineering Division is a leading technology partner for plant engineering and construction worldwide. Our global success is built on our extensive process engineering expertise in the planning, project development and construction of turnkey industrial plants. We focus on promising market segments such as plants for the production of hydrogen and synthesis gas, oxygen and olefins as well as plants for natural gas treatment. Process plants belong to the largest and most sophisticated building structures of mankind. Worldwide, only a few contractors are capable of designing and constructing them. With more than 1,000 process engineering patents and 4,000 completed plant projects Linde ranks among the leading international plant contractors. Customers all around the globe trust Linde unparalleled reliability, efficiency and competence in project scheduling.

47

The Linde Company work into three different sectors:

1. Linde engineering 2. Linde Gas 3. Linde Gist

Vision of Linde Engineering India Pvt. Ltd.:

Our vision for the Indian market is to remain No.1 for hydrogen and cryogenic plants, to become a leading player in Air Separation Units and to achieve one large size contract every year in natural gas, olefins or ammonia business. For Lindes international projects we want to become and remain LEs preferred engineering partner also for large size project. We aim to substantially increase the contribution of Indian hardware supplies for LE international projects. And thereby become the largest engineering subsidiary of LE worldwide

Mission of Linde Engineering India Pvt. Ltd.

LEI are dedicated to work for the benefit for all its main stockholders, i.e.

Customer (Domestic client and Linde Engineering)

Owner (Linde) Employee Society

Business areas are:

Domestic Projects
Export Engineering

Deputation of Manpower to sites and Linde offices Global Procurement

48

CHAPTER 3

DATA ANALYSIS AND INTERPRETATION

49

DATA ANALYSIS AND INTERPRETATION

PERSONAL INFORMATION:

TABLE-A

AGE WISE DISTRIBUTION

CLASS 20-25 25-30 30-35 36 & above Total

FREQUENCY 35 13 2 0 50

PERCENTAGE 70% 26% 4% 0% 100%

20-25 25-30 30-35 36 & above

The above table reveals that out of 50 respondents, 35(70%) respondents between the age group of 20-25, and 13 (26%) respondents between the age group of 25-30. None of the respondent falls above the age of 36.

50

TABLE-B

RESPONDENTS GENDER WISE DISTRIBUTION

CLASS

FREQUENCY

PERCENTAGE

Male Female Total

47 3 50

94% 6% 100%

GENDER WISE DISTRIBUTION

Female 6%

Male 94%

The above table reveals that out of 50 respondents 47(94%) respondents are male and remaining

3(6%) respondents are female. So we can say that majority of the respondents are male.

51

TABLE-C

RESPONDENTS QUALIFICATION WISE DISTRIBUTION

CLASS ITI Diploma Graduate Post Graduate

Total

FREQUENCY 00 05 36 09
50

PERCENTAGE 00% 10% 72% 18%

100%

QUALIFICATION WISE DISTRIBUTION

40 Graduate, 36 35 30 25 20 15 10 Deploma, 5 5
0

Post Graduate, 9

ITI, 0 ITI, 0% ITI

Deploma, 10% Deploma

Graduate, 72% Graduate

Post Graduate, 18% Post Graduate

The above table reveals that out of 50 respondents, 36(72%) respondents are with graduate Degree, 9(18%) are having post graduate degree. remaining 5(10%) respondents are from Diploma course, None of the respondent is From ITI Certificate course.

52

TABLE-D

RESPONDENTS DEPARTMENT WISE DISTRIBUTION

CLASS Piping Instrumentation Electrical Process Rotating Sales Civil / Structure HR

TOTAL

FREQUENCY 16 4 7 8 3 1 10 1
50

PERCENTAGE 32% 8% 14% 16% 6% 2% 20% 2%

100%

DEPARTMENT WISE DISTRIBUTION

16 10 3 8% 14% 16% 6% 1 2% 20% 1 2% 8

7 4 32%

The above table reveals that out of 50 respondents, 16(32%) respondents are from piping department, 4(8%) respondents are from Instrumentation department, 7(14%) respondents are from electrical department, 8(16%) respondents are from process department, 3(6%) respondents are from rotating department, 3(6%) respondents are from Sales department, 10(20%) respondents are from Civil/Structure department and 1(2%) respondents are from HR department. From these different departments the group of trainees was selected for the training.

53

TABLE-E RESPONDENTS DESIGNATION WISE DISTRIBUTION

SR NO. HR Officer Trainee Engineers Engineers Total

FREQUENCY
1

PERCENTAGE 2% 40% 58% 100%

20 29 50

DESIGNATION WISE DISTRIBUTION

HR Officer 2%

Trainee Engineers 40% Engineers 58%

The above table reveals that out of 50 respondents, 1(2%) respondents are from HR Department, 20(40%) respondents are Trainee Engineers, and 29 (58%) respondents are Engineers.

54

TABLE-F

RESPONDENTS EXPERIENCE WISE DISTRIBUTION

YEARS

FREQUENCY

PERCENTAGE

0 to 3 3 to 6 Above 6
TOTAL

39 11 00
50

78% 22% 00%

100%

EXPERIENCE WISE DISTRIBUTION

0 to 3 3 to 6 Above 6

0 11

39

The above table reveals that out of 50 respondents, 39(78%) respondents are fresher or less than 2 years experience, 11 (22%) respondents have 3 years and more than 3years but less than 6 years experience. And none of respondent has more than 6 year experience.

55

SECTION 2- FUNCTIONAL DETAILS

TABLE-1 TRAINING MEANS

PARTICULARS A) An instrument to bring about desired changes B) An instrument to maximize profit C) An instrument to increase technical changes D) An instrument to bring changes in interpersonal relation E) All above TOTAL

FREQUENCY PERCENTAGE 11 1 7 0 22% 2% 14% 0%

31 50

62% 100%

TRAINING MEANS
1A 2B 3C 4D 5E

22% 2% 62% 14%

0%

The above table reveals that out of 50 respondents, 11(22%) respondents Believes training means to bring desire change in organization, 1(2%) respondents Believes it is instrument of maximize profit. 7(14%) respondents believes that it is for increase technical changes. No one responded that it is only about to bring change in interpersonal relation. And remaining 31(64%) agree with an instrument to bring about desired changes, an instrument to maximize profit, an instrument to increase technical changes, an instrument to bring about changes in interpersonal relation as aim of training.

56

TABLE-2 POLICY FOR CONDUCTING TRAINING

PARTICULARS A) Yes B) No TOTAL

FREQUENCY 45 5 50

PERCENTAGE 90% 10% 100%

POLICY FOR CONDUCTING TRAINING

1 2

10%

90%

The above table reveals that out of 50 respondents, 45(90%) respondents Believes that training is conducting with well define policy in organization, remaining 5(10%) respondents believes that there is not a well define policy for conducting the training.

57

TABLE-3

AIM OF TRAINING

PARTICULARS A) Imparting technical skills B) Better team building and leadership skills C) Improving self-awareness self-development D) Quality management system E) All above TOTAL

FREQUENCY 5 1 2 0 42 50

PERCENTAGE 10% 2% 4% 0% 84% 100%

AIM OF TRAINING
A B C D E

10%

2% 4%

0%

84%

The above table reveals that out of 50 respondents, 5(10%) respondents said that imparting technical skill as aim of training, 1(2%) respondents said better team building and leadership skills as aim of training, 2(4%) respondents said improving self-awareness and self-development as aim of training, no one respondent answered quality management system as aim of training,42(84%) respondents are saying that the aim of training is to imparting technical skills, for better team building and leadership skills, to improving self-awareness self-development, for quality management system.
58

TABLE-4

OBJECTIVE OF TRAINING

PARTICULARS A) Learning objective B) Job behavior objective C) Organizational objective D) Any other TOTAL

FREQUENCY 26 6 16 2 50

PERCENTAGE 52% 12% 32% 4% 100%

OBJECTIVE OF TRAINING
A B C D

4% 32% 52%

12%

The above table reveals that out of 50 respondents, 26(52%) respondents said that learning objective as objective of the training, 6(12%) respondents said job behavior objective as objective of the training, 16(32%) respondents said organizational objective as objective of the training and 2(4%) respondents responded other objectives like to improve knowledge, shape the skills etc.

59

TABLE-5

DECISION MAKING REGARDING TRAINING SCHEDULE

PARTICULARS A) Top management B) Immediate supervisor C) Head of department D) HR department E) Any other TOTAL

FREQUENCY 6 1 32 5 6 50

PERCENTAGE 12% 2% 64% 10% 12% 100%

DECISION MAKING OF TRAINING SCHEDULE

Series1 32 Series2

6 12% A 1 B 2% C 64%

5 10% D

6 12% E

The above table reveals that out of 50 respondents, 32(64%) respondents said training schedule decided by Head of the department, 6(12%) respondents said that it is decided by the Top management, 1(2%) respondents said it is decided by immediate supervisor, 5(10%) respondents said that it is decided by HR Department and rest of the 6(12%) said that it is decided by Mutual decision of H.O.D & HR Department.

60

TABLE -6

METHOD FOR IDENTIFYING TRAINING NEEDS

PARTICULARS A) Views the line managers B) Performance Appraisal C) Company and department plans D) Views training manager E) Analysis of job difficulties TOTAL

FREQUENCY 3 10 22 4 11 50

PERCENTAGE 6% 20% 44% 8% 22% 100%

METHOD FOR IDENTIFYING TRAINING ANEEDSBCD E

6% 22% 20% 8%

44%

The above table reveals that out of 50 respondents,22(44%) respondents responded that training needs identifies according to company and department plans, 3(6%) respondents responded that it is identifies according to views of the line managers, 10(20%) respondents responded that it is identifies through performance appraisal, 4(8%) respondents responded that it is identifies according to views of training manager, 11(22%) respondents responded that it is identifies through analysis of job difficulties.
61

TABLE-7 TYPE OF TRAINING PROVIDED BY MANAGEMENT

PARTICULARS A) Vestibule training B) Conferences / workshops training C) Role playing training D) Sensitive training E) Management game F)All above Total

FREQUENCY 2 38 5 2 0 3 50

PERCENTAGE 4% 76% 10% 4% 0% 6% 100%

TYPE OF TRAINING PROVIDED BY MANAGEMENT

4% 0%
10%

6% 4%

A B C D E 76% F

The above table reveal the information that out of 50 respondents, 2(4%) respondents responded that Vestibule training is to be provided by management, 38(76%) respondents responded that conferences / workshop training is to be provided by management, 5(10%) respondents responded Role playing training is to be provided by management, 2(4%) respondents responded that seminar training is to be provided by management, 3(6%) respondents responded that all trainings is provided to them during training programme, none of the respondent has responded Management game is to be provided by management.

62

TABLE-8

SPECIFIC

PERIOD

FOR

CONDUCTING

TRAINING

PROGRAMME

PARTICULARS A) Once in a year B) Once in 6 months C) Once in 3 months D) Once in a month E) Any other Total

FREQUENCY 4 5 3 12 26 50

PERCENTAGE 8% 10% 6% 24% 52% 100%

PERIOD FOR CONDUCTING TRAINING

Series1 Series2 26

12

4 8% A

5 3 10% B C 6% D 24% 52% E

The above table reveals that out of 50 respondents, 26(52%) respondents responded that 1 year compulsory time period for fresher for conducting training, 12(24%) respondents responded that once in a month training has been conducted, 4(8%) respondents responded that once in a year training has been conducted, 5(10%) respondents responded that once in a 6 months training has been conducted,, 3(6%) respondents responded that once in a 3 months training has been conducted.

63

TABLE-9

TRAINING PROGRAM IS SCHEDULED ON A REGULAR

FIXED TIME

PARTICULARS A) Yes B) No

FREQUENCY 34 16

PERCENTAGE 68% 32%

TOTAL

50

100%

PROGRAM IS SCHEDULED ON A REGULAR FIXED INTERVAL OF TIME

40 35 30 25 20 15 10 16
Series1

34

5 0 A B

The above table reveals that out of 50 respondents, 34(68%) respondents responded positively that training program is scheduled on a regular fixed interval of time and 16(32%) respondents responded negatively that not any regular fixed interval of time for training. It seems that most of the respondents are agreed that training programmes is to be conducted regularly.

64

TABLE-10

SEQUENCE OF TRAINING PROGRAMMES

PARTICULARS A) Yes B) No

FREQUENCY 39 11

PERCENTAGE 78% 22%

TOTAL

50

100%

SEQUENCE OF TRAINING PROGRAMMES

A B

22%

78%

The above table reveals that out of 50 respondents, 39(78%) respondents responded positively that the sequence of training is there during the training programme and 11(22%) respondents responded that negatively that there is no sequence during the training programmes.

65

TABLE-11

TO GIVE THE TRAINING AT DIFFERENT LEVEL

PARTICULARS A) Managerial level B) Operational level C) Both the level

FREQUENCY 1 17 32

PERCENTAGE 2% 34% 64%

TOTAL

50

100%

TO GIVE THE TRAINING AT DIFFERENT

35 30 25 20 15 10 5 1 0 A B C 17 Series1

LEVEL
32

The above table reveals that out of 50 respondents, 32 (64%) respondents responded that training is to be given for both the level.17 (34%) respondents responded that operational level training is to be given, and 1(2%) respondent responded that managerial level training is to be given.

66

TABLE-12

EMPLOYEES TRAINED BY

PARTICULARS A) Internal faculty B) External faculty C) Specific consultant agencies D) Professional bodies E) All above F) Any other TOTAL

FREQUENCY 24 1 1 1 18 5 50

PERCENTAGE 48% 2% 2% 2% 36% 10% 100%

EMPLOYEES/TRINEES INSTRUCTED TRAINED BY

A B C D E F

10%

48% 36% 2%2%2%

The above table reveals that out of 50 respondents, 24(48%) respondents responded that employees trained by internal faculty, 1(2%) respondent responded that employees trained by external faculty, 1(2%) respondent responded that employees trained by specific consultant agencies, 1(2%) respondent answered that employees trained by professional bodies, 18(36%) respondents responded that employees trained by all the above faculty and 5(10%) respondents responded that other faculty instructed the training program.

67

TABLE-13 DEPARTMENT WILLING TO PAY A FEES TO HIRE THE OUTSIDER PARTICULARS A) Yes B) No C) Depends upon the department FREQUENCY 21 2 27 PERCENTAGE 42% 4% 54%

TOTAL

50

100%

DEPARTMENT WILLING TO PAY A FEES TO HIRE THE OUTSIDER

30 25 20 15 Series1 10 5 2 0 A B
C

27

21

The above table reveals that out of 50 respondents, 21(42%) respondents responded positively that department always willing to pay the fees of training, 2(4%) respondents responded negatively that department is not willing to pay the fees of training and 27(54%) respondents responded that it is depends on the department to department to pay fees to the faculties.

68

TABLE-14 TYPE OF TRAINING PROGRAMMES ARE BEING CONDUCTED PARTICULARS A) Functional courses B) Orientation courses C) Need Based seminars D) Evening programme E) All above TOTAL FREQUENCY 12 6 13 16 3 50 PERCENTAGE 24% 12% 26% 32% 6% 100%

TYPE OF TRAINING PROGRAMMES

Series1 16 13

12

6 3

The above table reveals that out of 50 respondents, 12(24%) respondents responded that functional courses are conducted during the training programme, 6(12%) respondents responded that orientation courses are conducted during the training programme, 13(26%) respondents responded that need based seminars are conducted during the training programme and 16(32%) respondents responded that evening programmes are conducted during the training programme and 3(6%)respondents responded that al above mentioned type of courses has been conducted in training programme.
69

TABLE-15 EVALUATION OF TRAINING MORE MEANINGFUL

PARTICULARS A) Determination of training objectives B) Collection of information C) Analysis of training D) All above

FREQUENCY 10 3 31 6

PERCENTAGE 20% 6% 62% 12%

TOTAL

50

100%

EVALUATION OF TRAINING MORE MEANINGFUL

A B C D

12%

20% 6%

62%

The above table reveals that out of 50 respondents, 31(62%) respondents responded that analysis of training tool has used to evaluate training programmes, 10(20%) respondents responded that determination of training objectives tool has used to evaluate training programmes, 3(6%) respondents responded that collection of information tool has used to evaluate training programmes, 6(12%) respondents responded that all the above methods has used to evaluate training programmes.

70

TABLE-16 TRAINING HELPS IN DIAGNOSIS AND ANALYSIS THE INDIDVIDUAL PROBLEMS

PARTICULARS A) Yes B) No

FREQUENCY PERCENTAGE 42 8 84% 16%

TOTAL

50

100%

TRAINING HELPS IN DIAGNOSIS THE INDIDVIDUAL PROBLEMS

42

The above table reveals that out of 50 respondents, 42(84%) respondents responded positively that the training helps to diagnosis the individual problems and 8(16%) respondents responded negatively that the training is not helps to diagnosis and analysis the individual problem.

71

TABLE-17

TRAINING IS EFFECTIVE AND EFFICIENT TO INCREASE

THE PERFORMANCE LEVEL

PARTICULARS A) Yes B) No

FREQUENCY 46 4

PERCENTAGE 92% 8%

TOTAL

50

100%

INCREASE THE PERFORMANCE LEVEL

A 46 B

The above table reveals that out of 50 respondents, 46(92%) respondents responded positively that by training is effective and efficient to increase the performance level and 4(8%) responded negatively that the training is not effective and efficient to increase the performance level. It should be taking into account.
72

TABLE-18 POSITIONAL CHANGES BY TRAINING

PARTICULARS A) Promotion B) Transfer C) No change

FREQUENCY 25 1 24

PERCENTAGE 50% 2% 48%

TOTAL

50

100%

POSITIONAL CHANGES BY TRAINING

A B C

48%

50%

2%

The above table reveals that out of 50 respondents, 25(50%) respondents responded that during the training they got promotion, 24(48%) respondents responded that there was no changes in the position during the training, 1(2%) respondents responded that during the training they got transfer from one department to ether department.

73

TABLE-19 GENERAL CHANGES IDENTIFIED BY TRAINING

PARTICULARS A) Less supervision B) Reduction in cost C) Increase in output D) Decrease in performance TOTAL

FREQUENCY PERCENTAGE 15 0 35 0 50 30% 70% 100%

GENERAL CHANGES IDENTIFIED BY TRAINING

35

15

0 A B C

0
D

The above table reveals that out of 50 respondents, 15(30%) respondents responded that after the training less supervision is needed, No respondents responded that after the training they able to reduction in cost, 35(70%) respondents responded that after the training output is increases and none of respondent responded that after the training there is decrease in performance.

74

SECTION 3- EVALUATION
TABLE-20 PROBLEM FACED IN CARRING OUT TRAINING PROGRAMMES PARTICULARS A) Lack of interest on part of the management B) Lack of good trainers C) Lack of adequate facilities D) Lack of adequate funds E) Lack of response from departments F) Not have any problems TOTAL FREQUENCY PERCENTAGE 7 4 3 0 6 30 50 14% 8% 6% 0% 12% 60% 100%

PROBLEM FACED IN CARRING OUT TRAINING

A B C D E F

14% 8% 6% 0% 12%

60%

The above table reveals that out of 50 respondents, 30(60%) respondents responded that not any problems faced during caring out the training programmes.7(14%) respondents responded that lack of interest on part of the management problem faced during caring out the training programmes, 4(8%) respondents responded that lack of good trainers problem faced during caring out the training programmes, 3(6%) respondents responded that lack of adequate facilities problems faced during caring out the training programmes, 6(12%) respondents responded that lack of good response from department and employees problem faced during caring out the training programmes, None of respondent responded that lack of adequate funds problem faced during caring out the training programmes.
75

TABLE-21 ASSESSMENT OR EVALUATION OF THE TRAINING DONE BY PARTICULARS A) Formal feedback from trainees B) Observing behavior of trainees C) Feedback by co-workers of trainee D) Feedback by supervisor of trainee E) Any other TOTAL FREQUENCY PERCENTAGE 25 1 1 19 4 50 50% 2% 2% 38% 8% 100%

EVALUATION OF THE TRAINING DONE BY

25 19

4 1 A B 1 C D E

The above table reveals that out of 50 respondents, 25(50%) respondents responded that assessment of training done through formal feedback from trainees, 19(38%) respondents responded that it is done through feedback from immediate supervisor, 4(8%) respondents responded that it is done through other method to give feedback about assessment or evaluation of training programmes, 1(2%) respondents responded that it is done through observing behavior of trainees, 1(2%) respondents responded that it is done through feedback from co-workers of trainees.

76

TABLE-22 USEFULNESS OF TRAINING IN

PARTICULARS A) Overcome weakness B) Improve strengths C) To function effectively on job D) Prepare for higher responsibility E) All above TOTAL

FREQUENCY PERCENTAGE 0 2 25 7 16 50 0% 4% 50% 14%

32%

100%

USEFULNESS OF TRAINING IN
A B C D E 0% 4%

32%

50% 14%

The above table reveals that out of 50 respondents, 25(50%) respondents responded that training is useful to function effectively on job, 16(32%) respondents agreed with training is useful for all above mentioned improvements,7(14%) respondents responded that training is useful to prepare for higher responsibility,2(4%) respondents responded that training is useful to improve strengths, and none of respondent responded that training is useful to overcome weaknesses.

77

TABLE-23

PURPOSE AND PHILOSOPHY OF TRAINING PARTICULARS FREQUENCY PERCENTAGE 14 28%

A) To prepare an employee to perform new functions he has not handled so far B) To help an employee to acquire the capability to perform his present job better C) To help an individual to upgrade his knowledge D) All above TOTAL

16

32%

11

22%

9 50

18% 100%

PURPOSE AND PHILOSOPHY OF TRAINING

16 14 11 9

The above table reveals that out of 50 respondents, 16(32%) respondents responded that to help an employee to acquire the capacity to perform his present job better as purpose and philosophy of training, 14(28%) respondents responded that to prepare an employee to perform new functions he has not handle so far as purpose and philosophy of training, 11(22%) respondents responded that to help an individual to upgrade his knowledge as purpose and philosophy of training and 9(18%) respondents responded that other purpose and philosophy of training.
78

TABLE-24 VIABILITY AND FLEXIBILITY OF ORGANIZATION INCREASED BY TRAINING

PARTICULARS A) Yes B) No TOTAL

FREQUENCY 47 3 50

PERCENTAGE 94% 6% 100%

6%

94%

The above table reveals that out of 50 respondents, 47(94%) respondents responded positively that by training to increase the viability and flexibility of organization and 3(6%) respondents responded negatively that by training there is no any increases in viability and flexibility of organization.

79

TABLE-25 SATISFIED WITH THE LEARNING THROUGH THE TRAINING HAS BEEN PROVIDED

PARTICULARS A) Yes B) No

FREQUENCY 43 7

PERCENTAGE 86% 14%

TOTAL

50

100%

14%

86%

The above table reveals that out of 50 respondents, 43(86%) respondents responded positively that they are satisfied with their training has been provided and 7(14%) respondent responded negatively that their satisfaction is depends upon the trainers and their ability.

80

SECTION 4- RATINGS

Table-26 how important is the following training topics:

Grievanc e Handling

Employee Performance Mgt

Confl ict mgt

Strategi c planning

Presenta tion skills

Stres s mgt

Rete ntio n

Supervis ory Skills

Very import ant Import ant Some what Imp Not sure Not Import ant
Total 50 50 50 50 50 50 50 50 5 3 4 2 0 1 2 0 5 1 1 1 0 0 4 2 4 5 9 2 5 8 14 10 29 24 25 18 19 26 21 27 7 17 11 27 26 15 9 11

60 50
5

3
1
5

2
1

0
5

1
8
0

2
4

0
2

40 30 20 10 0

4 29 7

9 25

10

24 17

18 27

19 26 26

14 21 15 9 27 11

11

Very important

Important

Some what Imp

Not sure

Not Important

81

1. The above table reveals that out of 50 respondents, 7 (14%) respondents responded that Grievance Handling is Very Important, 29 (58%) respondents responded that Grievance Handling is important, 4 (8%) respondents responded that Grievance Handling is somewhat important, 5 (10%) respondents responded that Grievance Handling is not sure. 5 (10%) respondents responded that Grievance Handling is not important.

2. The above table reveals that out of 50 respondents, 17 (34%) respondents responded that Employee Performance Mgt is Very Important, 24 (48%) respondents responded that Employee Performance Mgt is important, 5(10%) respondents responded that Employee Performance Mgt is somewhat important, 1(2%) respondents responded that Employee Performance Mgt is not sure. 3(6%) respondents responded that Employee Performance Mgt is not important.

3. The above table reveals that out of 50 respondents, 11(22%) respondents responded that Conflict mgt is Very Important, 25 (50%) respondents responded that Conflict mgt is important ,9(18%) respondents responded that Conflict mgt is somewhat imp , 1 (2%) respondents responded that Conflict mgt is Not sure. 4(8%) respondents responded that Conflict mgt is not important.

4. The above table reveals that out of 50 respondents, 27 (34%) respondents responded that Strategic planning is Very Important, 18 (36%) respondents responded that Strategic planning is important,9(18%) respondents responded that Strategic planning is somewhat important, 1 (2%) respondents responded that Strategic planning is not sure. 2(4%) respondents responded that Strategic planning is not important.

5. The above table reveals that out of 50 respondents, 26 (52%) respondents responded that Presentation skills is Very Important, 19 (38%) respondents responded that Presentation skills is important ,5(10%) respondents
82

responded that Presentation skills is somewhat imp , 0(00%) respondents responded that Presentation skills is Not sure, none of respondents responded that Presentation skills are not important.

6. The above table reveals that out of 50 respondents, 15(30%) respondents responded that Stress mgt is Very Important, 26(52%) respondents responded that Stress mgt is important , 8(16%) respondents responded that Stress mgt is somewhat imp , 0 (00%) respondents responded that Stress mgt is Not sure. 1(2%) respondents responded that Stress mgt is not important.

7. The above table reveals that out of 50 respondents, 9(18%) respondents responded that Retention is Very Important, 21 (42%) respondents responded that Retention is important, 14 (28%) respondents responded that Retention is somewhat imp, 4(08%) respondents responded that Retention is not sure. 2(4%) respondents responded that Retention is not important.

8. The above table reveals that out of 50 respondents, 11(22%) respondents responded that Supervisory Skills is Very Important, 27 (54%) respondents responded that Supervisory Skills is important, 10(20%) respondents responded that Supervisory Skills is somewhatimportant,2 (4%) respondents responded that Supervisory Skills is not sure. Not any single respondent responded that Supervisory Skills is not important.

83

Table-27 Importance to following sentences according to its correctness:

Induction Induction training training planning Induction training duration Induction training learning Clear Explanati on

Not at all true A little true To some what true True Very true
Total 4 28 11 50 9 25 10 50 12 21 11 50 5 26 17 50 3 29 13 50 5 4 3 1 4 2 2 3 1 1

Importance of training
Not at all true A little true To some what true TRUE Very true

11

10

11

17

13

28

25

21 26 29

4 5 2

9 4 2

12 3
3

Induction training Induction training Induction training planning duration

3 4 1 1 1 Induction training Clear Explaination .learning 5

84

1. The above table reveals that out of 50 respondents, 2(4%) respondents responded that Induction training is Not at all true, 5(10%) respondents responded that Induction training is a little true, 4(8%) respondents responded that it is to somewhat true, 28(56%) respondents responded that Induction training is true, 11(22%) respondents responded that It is Very true. 2. The above table reveals that out of 50 respondents, 2(4%) respondents responded that Induction training planning is Not at all true, 4(08%) respondents responded that Induction training planning is a little true, 9(18%) respondents responded that Induction training planning is to somewhat true, 25(50%) respondents responded that Induction training planning is true, 10(20%) respondents responded that Induction training planning is Very true, 3. The above table reveals that out of 50 respondents, 3(06%) respondents responded that Induction training duration is Not at all true, 3(06%) respondents responded that Induction training duration is a little true, 12(24%) respondents responded that Induction training duration is to somewhat true, 21(42%) respondents responded that Induction training duration is true, 11(22%) respondents responded that Induction training duration is Very true, 4. The above table reveals that out of 50 respondents, 1(2%) respondents responded that Induction training learning is Not at all true, 1(02%) respondents responded that Induction training learning is a little true, 5(10%) respondents responded that Induction training learning is to somewhat true, 26(52%) respondents responded that Induction training. Learning is true, 17(34%) respondents responded that it is Very true, 5. The above table reveals that out of 50 respondents, 1(2%) respondents responded that Clear Explanation is Not at all true, 4(08%) respondents responded that Clear Explanation a little true, 3(6%) respondents responded that Clear Explanation is to somewhat true, 29(58%) respondents responded that Clear explanation is true, 13(26%) respondents responded that Clear explanation is Very true.
85

Table-28 Importance to following sentences according to its correctness:

Senior mgt takes interest Induction training very useful periodically evaluated and improved helped to acquire knowledge & skills adequate emphasis on developing managerial capabilities

Not at all true A little true To some what true True Very true
Total 12 19 13 50 5 31 10 50 9 28 7 50 5 28 14 50 19 19 3 50 4 4 4 2 4 2 2 2 1 5

Importance of training
Not at all true A little true To some what true TRUE Very true

13

10

14 19

19

31

28 28 19

12 5
4 2 4 2

9
4 2

5
2

4 5

Senior Induction training management takes very useful interest

periodically evaluated and improved

helped to acquire adequate emphasis technical on developing knowledge and managerial skills capabilities

86

1. The above table reveals that out of 50 respondents, 2(4%) respondents responded that Senior management takes interest is Not at all true, 4(08%) respondents responded that Senior management takes interest a little true, 12(24%) respondents responded that Senior management takes interest is to somewhat true, 19(38%) respondents responded that they takes interest is true, 13(26%) respondents responded that they takes interest is Very true, 2. The above table reveals that out of 50 respondents, 2(4%) respondents responded that Induction training very useful is Not at all true, 4(08%) respondents responded that Induction training very useful a little true, 5(10%) respondents responded that Induction training very useful is to somewhat true, 31(62%) respondents responded that Induction training very useful is true, 10(20%) respondents responded that Induction training very useful is Very true, 3. The above table reveals that out of 50 respondents,24%) respondents responded that periodically evaluated and improved is Not at all true, 4(08%) respondents responded that periodically evaluated and improved a little true, 9(18%) respondents responded that it is to somewhat true, 28(56%) respondents responded that it is true, 7(14%) respondents responded that it is Very true, 4. The above table reveals that out of 50 respondents, 1(2%) respondents responded that helped to acquire knowledge & skills is Not at all true, 2(04%) respondents responded that helped it is a little true, 5(10%) respondents responded that helped to acquire knowledge & skills is to somewhat true, 28(56%) respondents responded that it is true, 14(28%) respondents responded that it is Very true. 5. The above table reveals that out of 50 respondents, 5(10%) respondents responded that adequate emphasis on developing managerial capabilities is Not at all true,04(08%) respondents responded that adequate emphasis on developing managerial capabilities a little true, 19(38%) respondents responded that it is to somewhat true, 19(38%) respondents responded that adequate emphasis on developing managerial capabilities is true, 3(06%) respondents responded that adequate emphasis on developing managerial capabilities is Very true.
87

Table-29 Importance to following sentences according to its correctness

HR competencies adequately developed trainees given adequat e imp training basis of developmental needs sponsored take the training seriously training with clear understan ding Seniors eager help to

Not all true

at
2 2 3 2 2 3

A little true To some what true True Very true

Total 5 50 8 50 5 50 7 50 6 50 5 50 10 25 12 25 13 23 5 33 11 31 6 30 8 3 6 3 0 6

Importance of training
Not at all true A little true To some what true TRUE Very true

8 25 12

6 31

25 10

23 33 13

30

6 5 11 8 6 6 3 3 0 2 2 2 2 HR trainees given training sponsored take training go with Seniors eager to competencies adequate programmes the training a clear help juniors in adequately importance basis of seriously understanding training developed developmental through training needs
3 3

88

1. The above table reveals that out of 50 respondents, 2(4%) respondents responded that HR competencies adequately developed through training is Not at all true,8(16%) respondents responded that HR competencies adequately developed through training a little true,10(20%) respondents responded that HR competencies adequately developed through training is to somewhat true, 25(50%) respondents responded that HR competencies adequately developed through training is true,5(10%) respondents responded that HR competencies adequately developed through training is Very true. 2. The above table reveals that out of 50 respondents, 2(4%) respondents responded that trainees given adequate importance is Not at all true, 3(06%) respondents responded that trainees given adequate importance a little true, 12(24%) respondents responded that trainees given adequate importance is to somewhat true, 25(50%) respondents responded that trainees given adequate importance is true, 08(16%) respondents responded that trainees given adequate importance is Very true. 3. The above table reveals that out of 50 respondents, 3(6%) respondents responded that training programmes basis of developmental needs is Not at all true,6(12%) respondents responded that training programmes basis of developmental needs a little true,13(26%) respondents responded that training programmes basis of developmental needs is to somewhat true, 23(46%) respondents responded that training programmes basis of developmental needs is true,5(10%) respondents responded that training programmes basis of developmental needs is Very true. 4. The above table reveals that out of 50 respondents, 2(4%) respondents responded that sponsored take the training seriously is Not at all true,3(06%) respondents responded that sponsored take the training seriously a little true,5(10%) respondents responded that sponsored take the training seriously is to somewhat true,33(66%) respondents responded that sponsored take the training seriously is true,7(14%) respondents responded that sponsored take the training seriously is Very true.

89

5. The above table reveals that out of 50 respondents, 2(4%) respondents responded that training go with a clear understanding is Not at all true,0(00%) respondents responded that training go with a clear understanding a little true,11(12%) respondents responded that training go with a clear understanding is to somewhat true,31(62%) respondents responded that training go with a clear understanding is true,6(12%) respondents responded that training go with a clear understanding is Very true. 6. The above table reveals that out of 50 respondents,3(6%) respondents responded that Seniors eager to help juniors in training is Not at all true, 6(12%) respondents responded that Seniors eager to help juniors in training a little true, 6(12%) respondents responded that Seniors eager to help juniors in training is to somewhat true, 30(60%) respondents responded that Seniors eager to help juniors in training is true, 5(10%) respondents responded that Seniors eager to help juniors in training is Very true.

90

Table-30 Rating of the method of training according to you would be the most effective for your learning goals:
On the Job 34 10 5 0 1 50

Classroom

Audio visual media 9 19 19 3 0 50

Computer 8 23 16 3 0 50

Online 3 9 24 12 2 50

Excellent Very good Good Fair Poor

Total

8 14 20 8 0 50

Effectiveness of Method
Excellent Very good Good Fair Poor

0 8

0
3

0
3

2 12

1
0

5 16 10

19 20

24 19 14 9 8 Classroom 9 Audio visual media 8 3 Computer Online On the Job 23 34

91

1. The above table reveals that out of 50 respondents, 8(16%) respondents responded that Classroom method is Excellent, 14(28%) respondents responded that it is very good, 20(40%) respondents responded that it is good, 08(16%) respondents responded that it is Fair, No one responded that its poor. 2. The above table reveals that out of 50 respondents, 9(18%) respondents responded that audio visual media method is excellent,19(38%) respondents responded that it is very good,19(38%) respondents responded that it is good,03(6%) respondents responded that it is fair, None of responded that its poor. 3. The above table reveals that out of 50 respondents, 8(16%) respondents responded that computer training method is excellent, 23(46%) respondents responded that it is very good, 16(32%) respondents responded that it is good, 03(6%) respondents responded that it is fair, No one responded that its poor. 4. The above table reveals that out of 50 respondents, 03(18%) respondents responded that audio visual media method training method is excellent, 9(38%) respondents responded that it is very good, 24(38%) respondents responded that it is good, 12(6%) respondents responded that it is fair, 02(4%) responded that its poor. 5. The above table reveals that out of 50 respondents, 34(68%) respondents responded that On the job training method is excellent, 05(10%) respondents responded that it is very good, 12 (24%) respondents responded that it is good, No one has responded that it is fair, 01(02%) responded that its poor.

92

Table-31Rating of the method of training according to you would be most effective for your learning goals:

Programmed learning

Job rotation 23 19 6 0 2 50

Role play 16 24 8 2 0 50

Lectures Orientation 6 18 17 8 1 50 5 26 19 0 0 50

Excellent Very good Good Fair Poor

Total

10 21 18 1 0 50

Effectiveness of Method
Excellent Very good Good Fair Poor

0
1

2 6
0

0
2

1 8

18 19 24 21 17

19

26 18 23 16 10 Programmed learning Job rotation Role play 6 Lectures 5 Orientation

93

1. The above table reveals that out of 50 respondents, 34(68%) respondents responded that Programmed learning method is Excellent, 10(20%) respondents responded that it is very good,05(10%) respondents responded that it is good, no one respondents responded that it is Fair,01(02%) respondents responded that its poor. 2. The above table reveals that out of 50 respondents, 10(20%) respondents responded that Job rotation method is excellent, 21(42%) respondents responded that it is very good, 18(36%) respondents responded that it is good, 01(02%) respondents responded that it is fair, No one responded that its poor. 3. The above table reveals that out of 50 respondents, 23(46%) respondents responded that role play method is excellent, 19(38%) respondents responded that it is very good, 6(12%) respondents responded that it is good, no one responded that it is fair, 02(04%) respondents responded that its poor. 4. The above table reveals that out of 50 respondents, 16(32%) respondents responded that lecture method is excellent, 2(48%) respondents responded that it is very good, 08(16%) respondents responded that it is good, 02(04%) respondents responded that it is fair No one responded that its poor.

5. The above table reveals that out of 50 respondents, 05(10%) respondents

responded that lecture method is excellent, 26(52%) respondents responded that it is very good, 09(18%) respondents responded that it is good, No one responded that it is fair or it is poor.

94

CHAPTER 4

FINDINGS, CONCUSIONS &

SUGGESTIONS

95

Findings

o Majority of the respondents i.e. 35(70%) of the total respondents between the
age of 20-25 class.

o Majority of the respondents i.e. 47(94%) of the total respondents gender is

Male.

o Majority of the respondents i.e. 36(72%) of the total are graduates in academic
studies.

o Majority of the respondents i.e. 49(98%) of the total respondents are from
engineer background.

o Majority of the respondents i.e. 39(78%) of the total respondents having the
experience of 0-3 years.

o Majority of the respondents i.e. 31(64%) of the total respondents responded

that training means an instrument to bring about desired changes, to maximize profit, to increase technical changes, to bring about changes in interpersonal relation.

o Majority of the respondents i.e. 45 (90%) of the total respondents responded

positively that there is clearly well define policy for conducting training.

o Majority of the respondents i.e. 42(84%) of the total respondents responded

aim of training is to imparting technical skills, for better team building and leadership skills, to improving self-awareness self-development, for quality management system.

o Majority of the respondents i.e. 26(52%) of total respondents said that

objective of training is learning objective.

96

o Majority of the respondents i.e. 32(64%) of the total respondents responded

that the Head of Department makes the decision or contribution in decision making regarding training schedule.

o Majority of the respondents i.e. 22(44%) the total respondents responded that
company and department plan method used to identify the training needs.

o Majority of the respondents i.e. 38(76%) of the total respondents responded

that conference/workshops training have been provided by the management.

o Majority of the respondents i.e. 26(52%) respondents responded that 1 year

compulsory time period for fresher for conducting training.

o Majority of the respondents i.e. 34(68%) respondents responded positively that

training program is scheduled on a regular bases.

o Majority of the respondents i.e. 39(78%) respondents responded positively that

number of sequence is there during training programs.

o Majority of the respondents i.e. 32(64%) respondents responded that both the
level managerial training as well as operational level.

o Majority of the respondents i.e. 24(48%) respondents responded that internal

faculty instructed the training program.

o Majority of the respondents i.e. and 27(54%) respondents responded that

payment of fees to the faculties depend on the department. It shows that the final decision is taken by department.

o Majority of the respondents i.e. 16(32%) respondents responded that evening

programmes have been conducted.

o Majority of the respondents i.e. 31(62%) respondents responded that by

analysis of training the evolution of training should be more meaningful

97

o Majority of the respondents i.e. 42(84%) respondents agreed with positively

that training helps in diagnosis and analysis the individual problem.

o Majority of the respondents i.e. 46(92%) respondents responded positively that

training is effective and efficient to increase the performance level.

o Majority of the respondents i.e. 25(50%) respondents responded that

promotion is a makeable positional changes.

o Majority of the respondents i.e. 35(70%) respondents responded that after the
training output is increases.

o Majority of the respondents i.e. and 30(60%) respondents responded that there
is not any problem which is faced during the training programmes.

o Majority of the respondents i.e. 25(50%) respondents responded that

Assessment or evaluation of the training programme is done through formal feedback from trainees.

o Majority of the respondents i.e. 25(50%) respondents responded that training

is useful to them to function effectively on job.

o Majority of the respondents i.e. 16(32%) respondents responded that the

purpose and philosophy of training is to help an employee to acquire the capacity to perform his present job better.

o Majority of the respondents i.e. 47(94%) respondents responded positively

that training is increases the viability and flexibility of organization.

o Majority of the respondents i.e. 43(86%) respondents responded that positively

that they are satisfied with the training which has been provided to them.

o Majority of the respondents i.e. 29(58%) respondents responded that

grievance handling is important in the training to perform the job
98

o Majority of the respondents i.e. 24(48%) respondents responded that employee

performance management is important part which should be learn during the training.

o Majority of the respondents i.e. 25(50%) respondents responded that conflict

management is important part which should be learn during the training.

o Majority of the respondents i.e. 27(54%) respondents responded that strategic

planning is very important part of job which should be learn during the training.

o Majority of the respondents i.e. 26(52%) respondents responded that

presentation skills are very important part of job which should be learn during the training.

o Majority of the respondents i.e. 26(52%) respondents responded that stress

management is important part of job which should be learn during the training.

o Majority of the respondents i.e. 21(42%) respondents responded that retention

is important part of job which should be learn during the training.

o Majority of the respondents i.e. 27(54%) respondents responded that

supervisory skills are important part of job which should be learn during the training.

o Majority of the respondents i.e. 28(56%) respondents responded it is true that

induction training is given importance in the training.

o Majority of the respondents i.e. 25(50%) respondents responded it is true that

importance of induction training planning is given importance in the training.

o Majority of the respondents i.e. 21(42%) respondents responded it is true that

importance of induction training duration is given importance in the training.

99

o Majority of the respondents i.e. 26(52%) respondents responded it is true that

importance of induction training learning is given importance in the training.

o Majority of the respondents i.e. 29(58%) respondents responded it is true that

importance of Clear explanation in induction training is given importance in the training.

o Majority of the respondents i.e. 19(38%) respondents responded is somewhat

true that senior management takes interest in the training.

o Majority of the respondents i.e. 31(62%) respondents responded it is true that

Induction training is very useful.

o Majority of the respondents i.e. 28(56%) respondents responded it is true that

training should be periodically evaluated and improved.

o Majority of the respondents i.e. 28 (56%) respondents responded it is true that

training helped to acquire knowledge & skills.

o Majority of the respondents i.e. 19 (38%) respondents responded is true that

during training adequate emphasis on developing managerial capabilities. An equal respondent believes that it is somewhat true.

o Majority of the respondents i.e. 25 (50%) respondents responded it is true that

HR competencies adequately developed through training.

o Majority of the respondents i.e. 25 (50%) respondents responded it is true

those trainees given adequate importance in training.

o Majority of the respondents i.e. 23 (46%) respondents responded it is true that

training programmes basis of developmental needs.

o Majority of the respondents i.e. 33 (66%) respondents responded it is true that

sponsored take the training seriously.

100

o Majority of the respondents i.e. 31 (62%) respondents responded it is true that

training is go on with a clear understanding.

o Majority of the respondents i.e. 30 (60%) respondents responded it is true that

seniors are eager to help juniors in training.

o Majority of the respondents i.e. 20 (40%) respondents responded that

classroom training is good.

o Majority of the respondents i.e. 19 (38%) respondents responded that audio

visual media training is good.

o Majority of the respondents i.e. 23 (46%) respondents responded that

computer training is very good.

o Majority of the respondents i.e. 24 (48%) respondents responded that online

training is good.

o Majority of the respondents i.e. 34 (68%) respondents responded that on the

job training is poor.

o Majority of the respondents i.e. 21 (48%) respondents responded that

programme learning is very good.

o Majority of the respondents i.e. 23 (46%) respondents responded that job

rotation training is poor.

o Majority of the respondents i.e. 24 (48%) respondents responded that role play
training is very good.

o Majority of the respondents i.e.18 (36%) respondents responded that lecture

method of training is very good.

o Majority of the respondents i.e. 26 (52%) respondents responded that

orientation method of training is very good.

101

CONCLUSION

Finally, training is an integral part of the HR/personnel as well as administrative department. It is today not only a concern of only the Head of Department or of the supervisors any more but also has a greater concern. Today with the globalized economy, the world has become an open market where in every individual has a value and has to sell ones own potentials to earn livelihood. In this process of selling training helps one in understanding ones own weak points and loop holes and overcoming them by undergoing training in different fields. Today one has to be very much pro active to grasp any opportunity that one gets. o Respondents i.e. 31(62%) of the total respondents opinioned that training means an instrument to bring about desired change. An instrument to maximize profit, an instrument to increase technical changes, and an instrument to bring about changes in interpersonal relation in the Linde Engineering Pvt. Ltd. o Respondents i.e. 42 (84%) of the total respondents opinioned that training is imparting the technical skills, Better team building and leadership skill, Improving self-awareness self-development, Quality management system. Majority of the employees put more emphasis on all training. To increase in their skills, abilities and discretion by using new powerful technology & knowledge how to operate the technology or to perform a job.

o Respondents i.e. 38 (76%) of the total respondents opinioned that conference / workshops training is very effective in the organization. o 31 (62%) respondents opinioned that the evaluation of training is more meaningful by analysis of the employees performance directly which obtained more accurately and adequately on time.

o 30 (60%) respondents opinioned that they have not faced any problems while caring out the training programmes. But, the middle level employees responded that while conducting training programmes, the other problems
102

faced by them i.e. lack of good response from department and employees and Lack of interest on part of the management. Thus, it is found that there is not harmony in relationships and two way communication/suggestions/feedback between employees and employers. Another problem is that do not take interest what others do/did and not faith in them, not providing proper infrastructure/environment and feel tire attending only same pattern of training.

o 46 (92%) respondents opinioned that training have been provided is effective and efficient to increase performance level as well as to understand the job responsibilities for doing a job so new recruited employees as well as current employees understand the whole concept of the organization and performing according to its rules and regulation.

o In a few training method 2(4%) respondents opinioned that management is very poor in online training, 34(64%) respondents opinioned that on the job training methods Excellent, 2(4%) respondents opinioned that job rotation based training is very poor.

o In importance of the training 5(10%) respondents opinioned that during training adequate emphasis on developing managerial capabilities not to be giver or it is very poor attention, 3(6%) respondents opinioned that training programmes are not planned according to basis of developmental needs. It is planned as compulsory training for employees in organization.3 (6%) respondents opinioned that seniors are not eager to help juniors in training.

103

SUGGETIONS

o Decision for training should be made by immediate supervisor who closely attached with their employees for:

Two way communication/feedback/suggestions,

Identified the training needs in accordance to their work and

Regular give and obtain feedback and responses about performance.

o There should be more employment in female or formulate womens committee at workplace to avoid sexual harassment by co-workers.

o Participation, co-operation, interest and fully involvement by employees and departments in different and practical training programmes conducting.

o Giving adequate chances/opportunities to employees to utilize their talents and hidden potentials while providing practical training such as role playing and audio visual media methods. o

Use management games as well as sensitive training in training programme.

o Preparing a whole year training module (calendar) and accordingly undertaking training programmes from time to time is good but training also should be given according to need bases or on the basis of performance gap.

o Training should be given by external trainer also so that external ideas and creativity comes and given to the trainees.

104

o Employee performance is not only important measure of training evaluation, achievement of training goals and objectives are also important for perfect evaluation.

o Assessment of Training feedback should be done by supervisor of trainee also. Only formal feedbacks from trainees are not sufficient.

o To cope up with the market trend denote to furnish technical training (i.e. computer based training and online training) for easily operate and calculate the sources of information for training conducting.

o Satisfaction level of training programme is not 100%. It shows lacking in training because training is not given according to employees need or other types of training are not to be provided properly. So organization should plan training programme according to employees need or area of improvement required.

105

BIBLIOGRAPHY

BOOKS REFERENCES:
Personnel and Human Resource Management by: Decenzo, David A. and Robbins Stephen P., Prentice Hall of India Pvt. Ltd. 3 Edition Sept.1997.
rd

Human Resource Management by Dessler Gary, Prentice Hall of India Pvt. Ltd., 7th Edition, July 2001.

Effective Training systems, strategies and practices by Blanchard Nick P. and Thacker James W., Prentice Hall Of India Pvt. Ltd., 2
nd

Edition, 2005

Human Resource Management Text and Cases by V S P Rao, published by Anurag Jain and printed at Excel Printers, 2
nd

Edition, 2009

Essentials of Human Resource Management And Industrial Relations (Text, Cases and Games) by P.SubbaRao, Himalaya Publishing House, 3 Edition, 2009.
rd

Principles and Practice of Management by L M Prasad, Sultan Chand and Sons 7 Edition, 2007
th

106

THESIS

A study on effectiveness of training, D/Th 1646/2007 Rohitgitar, May 2007 A study of training effectiveness, 1559/2004 MHRM Effectiveness of the training programme, 1560/2004 MHRM A study of the perception of employees on the effectiveness of training and development with E learning as a method, 1732/2008 MHRM

INTERNET REFERENCES o http://www.chrmglobal.com/Replies/531/1/Training-Effectiveness.html

o http://www.coolavenues.com/mba-journal/human-resources/employeetraining-effectiveness

o http://www.businessperform.com/workplacetraining/evaluating_training_effectiven.html o o

http://www.everestfibre.com http://www.businessdictionary.com/definition/training.html

o http://www.slideshare.net/arunspeaker/human-resource-training-development o http://www.docstoc.com/training - effectiveness - questionnaire

107

ANNEXURE

Linde Engineering (India) Pvt. Ltd.

Form no. VIP Road, Amit Nagar circle, Karelibaug, Vadodara, Gujarat QUESTIONNAIRE Respected sir, I am VIPUL BHIMANI studying in Masters in Human Resource Management (M.H.R.M), M.S. University of Baroda. As a part of our subject, we have to prepare a project on any one of the topic related under the Human Resource Management. My topic is the Need & Effectiveness of Training & Development Programme. I would request you to please answer the questions as it would help me in my project.

_________________________Personal Information______________________ Name of Respondent: _________________________________________________ Age: Department: Gender: Qualification: Designation:

Duration of job:
108

Contact no:

Basic questions:

1) According to you what is training? A) An instrument to bring about desired changes profit C) An instrument to increase technical changes
D) An instrument to bring about

B) An instrument to maximize

changes in interpersonal relation E) All above 2) Do you have a well-defined policy for conducting training in your organization? A) Yes B) No 3) Through training you aim at A) Imparting technical skills leadership skills C) Improving self-awareness self-development E) All above 4) Through Training which is main objective of your organization? A) Learning objective B) Job behavior objective
D) Quality management system

B) Better team building and

C) Organizational objective

D) Any other ______________

5) Who makes the decision in decision making regarding training schedule in your organization? A) Top management C) Head of department
B) Immediate supervisor D) HR department

E) Any other (please Specify) ______________________

109

 Functional questions:
6) Which method you have for identifying the training needs? A) Views the line managers C) Company and department plans E) Analysis of job difficulties 7) Which type of training you have been provided by management? A) Vestibule training workshops training C) Role playing training E) Management game
D) Sensitive training B) Conferences /

B) Performance Appraisal D) Views training manager

F) All above

8) On which base training programmes are carried out in your organization?

A) Once in a year C) Once in 3 months E) Any other (please Specify) ______________________

B) Once in 6 months D) Once in a month

9) Is Training programme in the organization, scheduled on a regular fixed interval of time? A) Yes B) No 10) Is there a sequence of training programmes? A) Yes B) No 11) Which level should be selected to give the training? A) Managerial level C) Both the level B) Operational level

110

12) The employees / trainees in the training programmes are instructed trained by A) Internal faculty C) Specific consultant agencies E) All above Specify) B) External faculty
D) Professional bodies

F) any other (please

13) Would you or your department be willing to pay a fee to hire outside training groups? A) Yes B) No C) Depends upon the department

14) Which type of training programs are being conducted in your organization? A) Functional courses C) Need Based seminars B) Orientation courses D) Evening programme

E) All above

15) How the evaluation of training should be more meaningful? A) Determination of training objectives information C) Analysis of training D) All above 16) Does it help in diagnoses and analysis of the individual problem at individual level? A) Yes B) No
111

B) Collection of

17) You have been provided training, is it effective and efficient to increase your performance level for doing a job? A) Yes B) No

18) Based on training given to you, which type of positional changes you have to mark? A) Promotion C) No change B) Transfer

Evaluative questions:
19) After getting training which type of changes you have to identify (mostly)? A) Less supervision C) Increase in output performance 20) Major problems faced in carrying out training programmes in the organization include A) Lack of interest on part of the management C) Lack of adequate facilities funds E) Lack of response from departments & employee
F) Not have any problems B) Reduction in cost

D) Decrease in

B) Lack of good trainers

D) Lack of adequate

21) Assessment or evaluation of the training programme is done through A) Formal feedback from trainees C) Feedback by co-workers of trainee supervisor E) Any other (please Specify) ______________________ B) Observing behavior D) Feedback by

112

22) How training is useful to you? A) Overcome weakness C) To function effectively on job responsibility E) All above
B) Improve strengths

D) Prepare for higher

23) The purpose and philosophy of training in your organization is A) To prepare an employee to perform new functions he has not handled so far B) To help an employee to acquire the capability to perform his present job better C) To help an individual to upgrade his knowledge D) All above

24) Through training, the organizational viability and flexibility is increased?

A) Yes B) No 25) Are you satisfied with your training which is provided to you? A) Yes B) No

113

Please give answer of below questions as per your priority by using ()

How important are the following training topics:

TOPIC

Very

Somewhat

Not sure

Not Important

important Important Important Grievance handling Employee Performance Management Conflict management Strategic planning/organizational skills Presentation skills Stress management Retention Supervisory skills

114

Give importance to following sentences according to its correctness:

TOPICS

Not at all true

A little true

To some what true True Very true

Induction training is given adequate importance in your organization Induction training is well planned Induction training is of sufficient duration Induction training provides an excellent opportunity for newcomers to learn comprehensively about organization The norms and values of the company are clearly explained to the new employees during induction Senior management takes interest and spends time with the new staff during induction training The new recruits find induction training very useful in your organization The induction training is periodically evaluated and improved The employees are helped to acquire technical knowledge and skills through training There is adequate emphasis on developing managerial capabilities of the managerial staff through training

115

Human relations competencies are adequately developed in your organization through training in human skills Training of trainees is given adequate importance in your organization Employees are sponsored for training programmes on the basis of carefully identified developmental needs Those who are sponsored for the training programmes take the training seriously Employees sponsored for training go with a clear understanding of the skills and knowledge they are expected to acquire from the training Senior line managers are eager to help their juniors develop through training

116

Please rate the method of training you feel would be the most effective for your learning goals:

TOPICS

Very Excellent good

Good

Fair

Poor

Classroom Audio Visual Media Computer based training Online On the job Programmed learning Job rotation Role play Lectures Orientation

Respondents Signature, _____________________

Date:

_____________________

117