A

THESIS
ON

AN ANALYTICAL STUDY ON TRAINING AND DEVELOPMENT

AND ITS EFFECTIVENESS ON THE PERFORMANCE LEVELS OF

THE EMPLOYEES WITH RESPECTIVE TO APPM

RAJAHMUNDRY.

A THESIS ON

1
TABLE OF CONTENTS

Acknowledgements

List of Tables

List of Illustrations

Abbreviations

Summary

Introduction

Objectives and Limitations

Methodology

Findings and Conclusions

Industry Profile

Review of Literature

Research Design / Methodology

Results and Analysis

Discussion and Implications

Conclusions

References

Appendices

Glossary

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 List of tables

Table 1: Opinion on training facilities.

Table 2: Opinion on working conditions and environment.
Table 3: To what extent training program are useful in day to day life.
Table 4: Dose the training department provides a congenial for learning.
Table 5: Do training helps in personal development.
Table 6: What are the performance levels after training.
Table 7: Training program helped content design
Table 8: To what extent does training helped in job
Table 9: Opinion on faculty available for training
Table 10: Infrastructure available in your organization for the training program.
Table 11: Did company adopted new technology
Table 12: what are the criterion for giving training.

List of Illustrations

Table 1: Good Opinion on training facilities.

Table 2: Opinion on working conditions and environment is satisfactory.
Table 3: To large extent training program are useful in day to day life.
Table 4: To a large extent the training department provides a congenial for learning.
Table 5: To some extent training helps in personal development.
Table 6: the performance levels are improved after training.
Table 7: to a large extent the training program helped content design
Table 8: To some extent the training helped in job
Table 9: The faculty was satisfactory for training
Table 10: Infrastructure was excellent in the organization for the training program.
Table 11: Company adopted new technology
Table 12: Company development was the major criterion for giving training.

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 Abstract

In the training program of APPM the facilities are been good for the employees. The
trainees are given new updated technology training and the methods are new innovative
methods for training. The working conditions and the environment in the APPM are
satisfactory. And the training programs are been useful in day-to-day life. The training
department provides congenial for learning. Training helps in personal development for
the employees. The performance levels are improved after training. To a large extent the
training program helped content design. To some extent the training helped in job.
Infrastructure was excellent in the organization for the training program. Company
development was the major criterion for giving training.

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 INTRODUCTION:

Objectives

1. To know the training methods and strategies adopted by APPM.

2. To identify the effect of training on the development of the organization.

3. To study the effect of training on the performance levels of the employees.

Limitations:

1) Time constraint in meeting the respondents of the research. For collecting the data
of the research the day allotted for the researcher is Saturday only.
2) The information of the employees may be biased.

Feasibility of the study:

As defined in the scope, the research has feasibility such as

1) Availability of the employees in APPM Rajahmundry.

2) No need of financial resources

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 INDUSTRY PROFILE
Paper History:
Paper has a long history, beginning with the ancient Egyptians and continuing to
the present day. For thousands of years, hand-made methods dominated and then,
during the 19th century, paper production became industrialized. Originally
intended purely for writing and printing purposes, a wide variety of paper grades
and uses are now available to the consumer.
3000BC:
Of all the writing and drawing materials that people have employed down the
ages, paper is the most widely used around the world. Its name derives from
papyrus the material used by the ancient Egyptians, Greeks and Romans. Papyrus,
however, is only one of the predecessors of paper that together are known by the
generic term ‘tapa’ and are mostly made from the inner bark of paper mulberry, fig
and daphne.
Tapa has been found extensively in nearly all cultures along the Equatorial belt
and is made by what is possibly the oldest papermaking technique – one still
practiced in some parts of the Himalayas and South East Asia. Indeed, recent
archaeological excavations in China have revealed some of the oldest ‘tapa’ paper
ever found which shows that paper was being produced in China before western
records began. Firstly, a separate screen is needed for each new sheet, and is only
available for use again after the last sheet has dried. And secondly, an increase in
production can soon lead to a shortage of raw material, since fresh best is not
always available everywhere in the required quantity.
3) The fibers normally used for textiles, like flax and hemp, also served as
substitutes for best. In later times, the fabric was replaced by fine bamboo sticks,

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which freed the papermaker of the need to let the paper dry naturally in the mould,
since the poured or ladled sheet could be ‘couched’ off.
AD 105:
In AD 105, the Chinese court official, Ts'ai Lun, (if we are to believe the
chronicle recording the claim) invented papermaking from textile waste using rags.
This can be considered as the birth of paper as we know it today. Later, Chinese
papermakers developed a number of specialties such as sized, coated and dyed
paper, and paper protected against ravages by insects, but they had great problems
satisfying the growing demand for paper for governmental administration. They
also used a new fiber-yielding plant - bamboo - which they de-fibered by cooking
in lye.
AD 610:
Chinese papermaking techniques reached Korea at an early date and were
introduced to Japan in the year 610. In these two countries, paper is still made by
hand on a large scale in the old tradition, preferably from the fresh best fibers of
the mulberry tree (kozo in Japanese). Following the cooking process, the long,
uncut fibers are merely prepared by beating, which gives the paper its
characteristic look and excellent quality. The latter is due, among other things, to
multiple, rapid immersions of the mould, which results in a multi-layer fiber mat.

Very soon, knowledge of papermaking spread to Central Asia and Tibet and then
on to India. When the Arabs, in the course of their eastern expansion, neared
Samarkan they too became acquainted with the production of paper and paper
mills were subsequently set up in Baghdad, Damascus and Cairo, and later in
Morocco, Spain and Sicily. Owing to the lack of fresh fibers, the raw material used
by the Arabs was made almost entirely from rags: however, their defective and
poorly designed processing equipment (such as breaker mills) produced a rather
inferior ground pulp. But, by using this method, with screens made of reeds, thin
sheets were made and then ‘coated’ with starch paste. This gave Arabian paper its
good writing properties and fine-appearance.
The export of Arabian-made paper, along with the secrets of its product

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14th CENTURY:
In the course of the rapid expansion of trade in the late Middle Ages, more and
more merchants dealt in the commodity called ‘paper’ that was growing in
importance for public and intellectual life. The Nuremberg councillor Ulmann
Stromer (Stromeir) mulled over the advantages of making his own paper and, with
the help of skilled workers from Italy, transformed the ‘Gleismühle’ by the gates of
his home town into a paper mill. The dates noted in his diary, 24 June 1390 (start
of work on the waterwheel) and 7 and 11 August 1390 (oaths sworn by his
Nuremberg foremen), are the first assured records of papermaking on German soil.
The wording of Stromer's diary entries suggest that he regarded papermaking as a
largely unknown and secret art, that he had to prevail against the clan of immigrant
Italians, and that he had to overcome many technical difficulties. Stromer’s mill -
illustrated in the world chronicle of Hartmann Schedel in 1493 - was initially
designed with two waterwheels, 18 stamping hammers (i.e. six holes) and 12
workers using one or two vats.
16th CENTURY:
The advantages of this mill-based papermaking technique, which spread
throughout Europe in the 15th and 16th centuries far outweighed the disadvantage
of considerable outlays of time and capital for building and fitting out with new
machinery and equipment. However, the change in the production process, thanks
to the division of labor, boosted output and improved quality. And it could
certainly generate a profit, as some examples prove. On the other hand, there was a
growing risk of an imbalance between costs and earnings, a state of affairs noted in
the numerous reports of business failures among paper makers.
Later, many paper merchants took over the mills as owners, while the master
papermakers practiced their trade as lessees. This trend was stepped up by the
special conditions prevailing in the book sector, where a book printer or publisher
had to fund the production costs (paper, composition, and printing) of a work
before the sale of the print run generated revenue. The result was that he was often
indebted to the paper suppliers.

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Work at the vat normally involved four people: the vatman, who made the sheet
using a mould; the couch squirt, who worked in time with the vatman and placed
the sheet on felt; the layman, who drew off the still moist sheets from the felt after
pressing; and the apprentice, who had to feed material to the vat and provide for
vat heating. The press was operated jointly by the team. Depending on format and
basis weight, up to nine reams (4,500 sheets) of paper could be made in the course
of a working day of around 13 hours.
17th CENTURY:
Technical progress continued in the 17th century. Smoothing the sheets by hand,
using a creasing knife or ‘blood stone’ was supplemented by the use of a
smoothing hammer (similar to a forging hammer). This led to a split in the craft
between the tradition-conscious ‘smoothers’ and the modern ‘stampers’ who
refused to recognize one another as fully-fledged papermakers. Towards the end of
the 17th century, a new and much more efficient beater, called a ‘Hollander’, was
invented. This supplemented, or even replaced the stamping mill and further
divided papermakers into two new camps.
The tremendous upsurge in papermaking during the Reformation in the 16th
century, coupled with the introduction of printing with movable type, soon led to a
serious shortage of raw materials and to regulations governing the trade in rags.
The systematic search for substitute materials met with little immediate success. In
the early 18th century straw was certainly used as a raw material but failed to make
headway on quality grounds. Only the invention of ground wood pulp by Saxon
Keller (1843) and of chemical pulp (first patented in 1854 by Miller Watt) solved
this problem.
18th CENTURY:
During the 18th century there had been some concentration of craft activities in
large operations, the ‘manufactories’, which were dependent on skilled
papermakers organized into craft groups. The efforts made to step up production as
much as possible and to have many of the jobs done by machine (partly to get
round the constraining rules of papermakers' craft ‘usages’) culminated in the
design and construction of paper making machines. The initial model was the vat

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that was used by J.N.L. Robert, who built the first flat-screen papermaking
machine in 1798. This was further developed in England, mostly by Donking and
the Fourdrinier brothers.

Shortly afterwards other types appeared, like the Dickinson’s cylinder machine,
and machines which filled wire moulds transported on an endless chain and
couched the sheets on an continuous felt. Flat screen and cylinder machines, which
were first seen in the 19th century, were continually improved and extended to
include a dryer section. This soon led to a considerable widening of the paper web
and to an increase in production speeds.

It also heralded industrialization. In this new era, the as much as possible and to
have many of the jobs done by machine (partly to get round the constraining rules
of papermakers' craft ‘usages’) culminated in the design and construction of paper
making machines. The initial model was the vat that was used by J.N.L. Robert,
who built the first flat-screen papermaking machine in 1798. This was further
developed in England, mostly by Donking and the Fourdrinier brothers. Shortly
afterwards other types appeared, like the Dickinson’s cylinder machine, and
machines which filled wire moulds transported on an endless chain and couched
the sheets on an continuous felt. Flat screen and cylinder machines, which were
first seen in the 19th century, were continually improved and extended to include a
dryer section. This soon led to a considerable widening of the paper web and to an
increase in production speeds. It also heralded industrialization. In this new era, the
small operators who were unable or unwilling to afford machines sought to survive
with piece-work or by producing special grades, but they were sooner or later
compelled to discontinue their activities. Others had to adapt their existing
buildings or set up new mills elsewhere

19th & 20th CENTURY:

The history of the paper industry in the 19th and 20th centuries can be broken
down into five partly overlapping periods, each marked by definite trends. In the
first stage (from about 1800 to 1860), all work sequences previously performed by
hand were mechanized. This included the rag preparation, the use of fillers, pulp
beating, the paper machine with its various parts, and the machines required for
finishing the paper (the head box, wire section, press section, dryer section, and
units for reeling, smoothing and packaging). During the second stage (about 1840
to 1880), efforts were made to obtain rag substitutes on an industrial scale (ground

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wood pulp and chemical pulp) and appropriate industrial plants (ground wood and
chemical pulp mills) were developed. The third stage (1860 to 1950) was marked
by the enlargement of the web width, an increase in working speeds, the
introduction of electric drive and further improvements to various machine parts.
Machines designed specifically for the production of particular paper and board
grades (for example the Yankee cylinder and multi-cylinder machines) were also
developed. The web working width grew from 85 cm (1830) to 770 cm (1930),
while production speeds rose from 5 m/min. (1820) to over 500 m/min. (1930).
The fourth stage (1950 to 1980), which was still dependent on the old methods as
far as the mechanics were concerned, brought unprecedented changes in
papermaking. Alongside further increases in web width and working speeds, there
was the use of new materials (thermo-mechanical pulp, deinked recovered paper,
new fillers, processed chemicals and dyes), new sheet forming options (e.g. by
twin-wire formers), neutral sizing, greater stress on ecology (closed loops) and,
most of all, automation. The operational impact of these changes was:
specialization in certain paper types; development of new paper grades (LWC -
lightweight coated paper); corporate mergers; company groups with their own raw
material supply and trading organizations; closure of unprofitable operations.
1980 onwards:
The fifth stage leads into the future. The evolution of new sheet-forming
principles (with fluid boundaries between paper and non-woven fabrics) and
chemical pulp processes have been the main process improvements. However, the
situation on the global market (increased demand, above all in the Third World,
trends in chemical pulp prices, problems of location), are again raising capital
intensity and encouraging the formation of big company groups with international
operations. At the same time there are definite opportunities for smaller, local
firms satisfying specific needs.
2000 & BEYOND:
The new Millennium will be dominated by the tremendous progress that has been
made in computer science, thus triggering a complete change in our commercial
and private communication and information behavior.

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Does this mean that the paper era will come to an end? The answer is most
definitely "No". Clearly there will be a huge amount of data being generated
electronically, but the issue is how to preserve it. The difficulties of data storage
over a long period of time are well known (for example, the durability of disks;
frequent changes of hard and software, electronic breakdowns etc.). Once again,
paper offers the most convenient and durable storage option. The advance in
technology will affect only the printing of items like short-lived handbooks and
encyclopedias.
Reading a book will remain a great pleasure into the future and paper, as a
ubiquitous material with its many uses, will continue to play an influential role.
Many artists will continue to express themselves by using this most versatile
material.

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 Literature review:
According to Harold Koontz and Cyril O’Conner
“Developing a manager is a progressive process in the same sense that education
a person is. Neither development nor education should be through of as something that
can ever be completed, for there are no known limits to the degree one may be developed
or educated. Manger Development concerns the means by which a erosion cultivates
those skills whose application will u=improve the efficiency and effectiveness with
which the anticipated results of a particular organizational segment are achieved”.
According to G R Terry
“Management development should produce change in behavior which is more in
keeping with the organization goals than the previous behavior. The change frequently
consists of a number of a small steps resulting from training but the cumulative effect is
considerable. It is also basic that a terminal behavior is identified before the development
and effort starts”.
Thus, Executive of Management Development implies that there will be a change
in knowledge and behavior of the individuals undergoing development programme. Te
individual will not only be able to perform his job better but also increase his potential
for future assignments through the acquisition, understanding and use of new knowledge
insights and skills. Self-development is an important concept in the whole programme of
management development.
According to Ms Vijit Chaturvedi,Lingayas University

The realized significance of role of training as an important component of organization

development has led to a well defined position of T&D as a separate entity demanding
time, resources, planning, control and evaluation.

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According to the recent review by Harvard Business Review, there is a direct link
between training investment of the companies and the market capitalization. Those
companies with higher training investment had higher market capitalization. It clearly
indicates that the companies which have successfully implemented training programs
have been able to deliver customer goals with effective results.

According to Russell Lou, Training & Development, Jul 2009

Middle managers are important to their organizations' success, but times are changing,
and the core competencies required to be successful as a manager in the manic middle
now include training, leadership, and project management. You need to develop your
skills before you can help others grow. As Robert Greenleaf wrote in his book The
Servant Leader, "...continue to strengthen the hands of the strong."
According to Kirkpatrick Model of Training Evaluation Kirkpatrick,
pages 1-66 and 71-86.

Donald Kirkpatrick has developed a very popular evaluation model that has been used
since the late 1950s by the training community.

Kirkpatrick’s model includes four levels or steps of outcome evaluation:

• Level 1 Evaluation—Reaction

• Level 2 Evaluation—Learning

• Level 3 Evaluation—Behavior

• Level 4 Evaluation—Results

According to Palo &Padhi:

A process of updating the knowledge, developing skills, bringing about attitudinal and
behavior changes and improving the ability of the trainee to perform his/her task
efficiently and effectively.

Benefits to organization and employees by Jonathan Winter ton:

A programmed of training becomes essential for the purpose of meeting the
specific problem of a particular organization arising out of introduction of new lines of

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production, changes in design, the demands of competition etc. The major benefits of
training to an organization are;
• Higher Productivity
• Better Organizational Climate
• Less Supervision.
• Prevents Manpower Obsolescence
• Economical Operations
• Prevents Industrial Accidents
• Improves Quality.
• Greater Loyalty
• To fulfill Organizations future Personnel Needs
• Standardization of Procedures

Benefits to employees:
• Personal Growth.
• Development of new skills
• Higher Earning Capacity
• Helps adjust with changing Technology
• Increased Safety
• Confidence

Performance Management by William J Rothwell:

Training will help managers and supervisors create a system of performance
management based on clear objectives, focused on employee development, ad which
involves the employee in process.

Team Development by Sangeeta Chopra:

Training will explore the process of maximizing team or work group
effectiveness. Participants will examine the process of team learning and how it can be
used to improve team decision making and problem solving activities.

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 Nature of the Research:

Research objectives and questions

The purpose of this study is to provide a better understanding of the adoption of
technology-based services, and to model employees behavior in the ndustry. On the
basis of a review of the literature sampling developed from the theory as well as the
various general objectives regarded as pertinent to this research, the research questions
listed below were formulated.
1. To gain a comprehensive understanding of the phenomenon under investigation,
and in order to be able to provide a sufficient justification for answering that
question, a number of subordinate questions need to be addressed. For the
purposes of the present research, these questions are:
- What are the attributes of innovation, and how are they constituted to the training and
development of the employees?
- What are the drivers that makes the employees towards the training?
- What are future trends in training of employees ?

Research Design/Methodology:
This has been classified into subsections. They are
a) Literature/Internet survey
b) Design of Questionnaire
c) Sample Selection and Size
d) Sampling Procedure

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 e) Data Collection and
f) Analytical Tools

Literature/Internet survey:
The study started with the literature survey of journals and magazines that
helped to comprehend the various facets of the automobile industry. These sources
provided the basic knowledge about the industry, key players, their performance, key
communication mediums, product features, etc which facilitated the designing of
questionnaire and hence analysis.

Design of Questionnaire:
The questionnaire was designed based upon the objectives of the study. The
questionnaire consisted of open ended and closed questions. The questionnaire is
prepared on the basis of following 1) Factors effecting training and development.
2) Identifying the training needs in APPM Rajahmundry.3) To analyze the effect
of training on the performance levels of the employees.

Sample selection and size:

The first step of research is sample selection, for which the respondents were
employees. The total employees that are been taken for sample are 360.

Sampling Procedure:
The employees are selected by the Convenience Sampling method.
Convenience sampling selects a particular group of people but it does not come close to
sampling all of a population. The sample comprises subjects who are simply available in
a convenient way to the researcher. There is no randomness and the likelihood of bias is
high. This method is often the only feasible one, particularly for students or others with

17
restricted time and resources, and can legitimately be used provided its limitations are
clearly understood and stated.

Data Collection:

For the present study, the survey method was used for collecting primary data.
A structured questionnaire was used for the purpose. The questionnaire included multiple
choice questions. The main source of secondary data has been books, internet, and
articles.

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 Analysis and Interpretations

TRAINING AND DEVELOPMENT AT APPM LTD

The corporate office of APPM Ltd is situated at Secunderabad and the registered
office at Rajahmundry.
The Human Resources Development Department here in APPM plays a very vital
role with regard to training and development. Various training programmes are taken up
for upgrading the skills of the employees of the organization.
Every year annual training calendar is prepared by the Human resources
development department on the basis of consolidation of the identified training needs.
The activities of Human resources development department include.
 Initiating the identification and consolidation of the identified training needs
for all levels employees.
 Preparing the annual training calendar on the basis of consolidation of the
identified training needs
 Identification of suitable in-house (or) external faculty of conducting the
training programme either in house (or) externally by nominating employees
to programmes conducted by professional training (or) academic institutions.
 Providing induction programmes for new recruits and trainees.
 Evaluating the effectiveness of training programme through end of session
feed back and year end assessment by the concerned department heads.

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  Assisting the functional and executive authorities in designing and developing
instruments for assessment of competencies and skills of employees at the
levels envisaged.

TRAINING AND DEVELOPMENT:

Responsibilities
Training and development- in-charge is responsible for
 Preparing the training schedules and modules under the guidance of Human
resources development department head.
 Organizing training programmes as per annual training calendar and requests in
accordance with the procedure.
 Initiating evaluation of training programmes conducted for their effectiveness as
per procedures.
 Maintaining the records relevant to the quality system procedural requirements.
 Assisting Human resources development department head in all human resources
development activities.
 Assisting the human resources development department head in furnishing
relevant data and information pertaining to questionnaires and entry forms
received from external agencies (or) institutions and organizing bench marking
activities / competitions / data collection exercises.
 Day to day administration of the department.
Even during the initial stages of the commencement of the training activities,
workers showed immense interest in training. The reason behind this is that this
industry is process industry and in process industry workers can enhance their
skills and increase their efficiency if they properly follow the training provided to
them.
The company is having is own training cell with the help of which the workers
are provided necessary training to carry on their work in the most efficient manner

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 As a result of the training, the employees were motivated and this resulted in a
higher level of morale and increase in the efficiency of the employees.
The maximum out come of training was seen in the employees who were skilled.
Their skills were satisfactorily upgraded. The training results were also excellent in case
of the employees. The organization takes up the training programmes keeping in
organization employs both on_ the_ job and off_ the_ job methods for the training of the
employees. view, the time period as well as the needs of the organization and employees.

TYPES OF METHODS EMPLOYED:

The Under on_ the_ job methods the method employed is apprenticeship and in
case of off_ the_ job methods the methods employed are seminars, lectures and
workshops.

TYPE OF WORKERS EMPLOYED

The organization employs highly skilled, semiskilled, and unskilled workers and
training activities are taken up accordingly.

NEEDS:
During the conducting of the training and development activities the main stress
is to fulfill the needs of the organization as well as that of the employees.

APPRAISAL:
To assess the effectiveness of the training imparted the trainees fill in the training
programme feed back form before the conclusion of each training programme.
All the feed back forms are consolidated by the in-charge of the training and
development.

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Human Resource Development Department head revives the consolidated feed back
information to assess the effectiveness of the concerned faculty, coverage of the course
content, effectiveness of presentation, during of the programme for improvement steps in
the future training programmes. Head of the department review the effectiveness of the
training by interacting with the concerned employees who have undergone training
programmes and assess the impact of the training on their attitudes, skills, awareness, and
competencies.
Head of the department forward the training effectiveness feedback form to the HRD
department with their review comments.

PROCEDURE FOR PREPARING TRAINING CALENDER

 Departmental heads will identify the required training needs viz., soft skills and /
or any new technological / functional, including management systems
implementation skills of the departmental personnel under their control as per the
role / job requirement annually; however, if warranted, as and when any new
task or assignment is to be carried out by the employee.
 Departmental heads will provide the necessary on the job training to the
employees under their control in the department.
 HODs will identify and send Workmen and Jr.Staff cadre training requirements
through Training Needs Identification Format to HRD Department.
 Sr. Staff training needs will be captured from PMS Appraisal reports.
 Head (HRD) will draw up the annual training calendar, based on the
departmental requirements and/or organisational requirements, inconsultation
with Head (HR), for the year ( June-May )and circulates the same to all
departments for their ready reference by 30th May every year.
 While preparing the training calendar, the training needs are broadly categorised
as safety oriented, behavioral/managerial (soft skills) and technical / functional
requirements.

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 As per annual training calendar, training programmes will be arranged and
intimations will be sent to the concerned departments fordeputing the nominees
for the training programme as per schedule. However, in case of exigency and /
or in unavoidable circumstances, there will be slippage in the schedule and
attempt will be made to cover thesame in the subsequent months/ year.
 For such programmes, where nominations are to be get from different
departments, intimation will be sent to the departments for getting suitable
nominations from different departments.
 For conducting the required training programmes, the services of employees as
internal learning facilitators( faculty) are utilised to the possible extent and
wherever necessitated, external faculties are engaged based on their expertise,
reputation and relevance to organisational requirement etc.
 On completion of a training programme ( of duration 1 day or more), feedback is
obtained from the participants to assess the effectiveness of the faculty and
adequacy of the training module besides participants’action plan for utilisation
and / or implementation of key learning point (s).
 The feedback from the participants will be considered, where deemed found
necessary and warranted, to introduce changes in the modules or faculty for
subsequent programmes.
 Feed back on the effectiveness of the training imparted to employee (of duration
1 day or more) is obtained from the concerned head of the department (HOD)
with in a quarter after completion of the training programme.
 Such feedback is used in designing subsequent training calendars in order to
bring improvements in the quality of training imparted and also for
identification of required training needs of employees.
 Feedback from the participants regarding faculty effectiveness will be shared
with faculty.
 To enhance the effectiveness of learning process, feedback will be obtained
from learning facilitators (Faculty) regarding active participation of
participants. The identified participants will be communicated regarding
their contribution to learning process through the concerned HODs. A copy of the

23
 same will be sent to P& A Department for keeping in personal files of the
participants.
 In addition to in-house training programmes, as per the recommendation of
departmental heads and / or functional heads, employees will be sent for external
training programmes, conferences, seminars, study tours and workshops to hone
up their skills and improve the competency levels
 Feed back is obtained from the participants as well as HODs on the effectiveness
of external programmes attended by the employees.
 Head (HRD) will review the training calendar at the end of the calendar period
and intermittently, if necessary, and act upon as deemed fit to meet the
organisational requirements.

PROCEDURE FOR INDUCTION:

 As and when new experienced employees join the company, they will be given
necessary induction training by the respective departmental heads or directed to
the HRD department for an induction training over a period of one week to two
weeks depending upon the new employee’s professional experience and job
profile requirements.
 Head (HRD), in consultation with concerned HOD/ Chief of Operations will
structure the induction training schedule for new employees as per the job profile
requirement.
 Training schedule for in-plant trainees and GETs will be prepared covering
introduction about the organisation; briefing on applicable service rules; all
operations and sections of plant; safety aspects including response in case
of emergency; awareness on management policies on quality, environmental and
safety management systems and system implementation requirements etc. as per
level of input requirement.
 The duration of the class room training and plant visits will be normally 4-6
weeks for in-plant trainees and12 weeks for GETs.

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 All in-plant trainees and GETs will under go on the job training in allocated
sections/departments during their training period as per the terms and conditions
of their appointment.
 For Management Trainees the duration of Induction training will be decided in
consultation with concerned HOD.
 After completion of the induction training period, feed back will be obtained
from the trainees to review the induction training methodology and take
necessary measures for improvement, if any, warranted.

What is the role of HRD in APPM?

The Human Resources Development (HRD) department facilitates learning process,
by arranging necessary training to the employees as per the training needs identified
by the concerned departmental heads/ functional heads, to improve skills,
competencies and overall development of employees in line with organizational goals
and vision.

APPM HR VISION
• APPM’s Human Resource Processes are rooted in business priorities, market
realities and long term oriented. Inherent in them are the qualities like
innovation, continuous learning and improvement in the work processes, talent
identification and nurturing. APPM through its concerted efforts aims at
becoming the most preferred employer in the Industry and create one of the best
places to work in the manufacturing sector.
• APPM HR processes stem from the faith in Human Potential and its Creative
Power.
• APPM work cultures that enable its Human Resources enjoy professional
freedom.

25
• APPM Learning Center is a forum where unique learning events take place as a
part of the process of institutionalization of continuous learning.
• The compensation package of the APPM matches with the Industry Standards
with qualities of flexibility, valuing talent and encouraging career growth.
• APPM Performance Management System encourages its Human Resources to
add value and increase their contribution to the growth of the organization on a
continuous basis thereby guarantees timely reward and recognition.

Training Activities…..
 To facilitate human resources development through training

 Identification of training needs of all levels of

employees through concerned departmental
heads

 To prepare Annual Training Calendar on the

basis of identified training needs

 Identification of suitable faculty for

conducting the training programs

 Conducting training programs as per training

calendar

 Conducting Induction program for the new

recruits and trainees

 To evaluate training effectiveness

26
  Implementation of Apprenticeship Act

 Coordinating Vocational training to students permitted.

HUMAN RESOURCES DEVELOPMENT

Boundary: From the determination of training needs to the assessment of

the effectiveness of the training imparted.

Controls
- Budget
- Annual training calendar
- Objectives
- Approvals in respect of
external training

Input
Participants/traine
es Training Output
Identified training Annual Training
needs Calendar
Training Trained persons
effectiveness
feedback
Brochures and
introductory
letters of
professional
training / Means
academic
institutions
- Competent
Faculty
- Infrastructure
- Course
materials /
modules
27
 ORGANIZATION CHART

Director (Corporate)
President (Operations)

Dy General Manager (HR)

Sr Manager (HRD)

Sr Training Officer

Assistant

Record keeper cum Office boy

28
 Training & Development Program

In the above, we have the training programs and developmental programs

separately. But in general we con not divide the training & development. The training &
development are interlinked with each there becomes with out training there is no
development.
In APPM’s Organization we have two types of training activities they are
 On the job training
 Off the job training
On the job training:
In the job training means the training that we given to the Employed people his on
the job training comes under development category.
Off the job training:
Off the job training is the excising that is done by the newly appointed people.
This is nothing but the work of the new one is introduced to him.

29
 DATA ANALYSIS
Developmental Programme on 2007 – 2008

S.No Programmes Man days

1 Personality development programmes 223

2 Safety for ITI, House Keeping programmes 135
3 Hazardous waste management programme 9
4 Environmental legislations 3
5 EMS. DMS. QMS internal auditors 40
6 Safety in operations, awareness programme 217
7 First aid programmes 153
8 Demo on work at Heights, welding, cutting 13
9 Demo in Furness values 6
10 Fire fighting programme 90
11 Workshop, performance management system 125
12 Plant operations 13
13 Safety boiler operation 15
14 Health & Safety on equipment 46
15 Bearing Maintenance 4
16 MS-Office programme 199
17 Conferences seminar 10
18 Vapour absorption chills 2
19 OHAS 34
20 External programes 3
21 Sizing Technologies 4

30
 Training Programme on 2007 – 2008

S.No Programmes Man days

1 Induction programs for ITI, New recruiters, MDP 999

Technical aspects

2 ERP training programs 804

3 Training program on calibration & resting 10

4 Induction program for ERP 21

5 Safety programs on Chemical, Boiler Operation work 231

handling for contract workers

6 ISO Training (EMS) 20

Difference between Training & Development Programs (2007 – 2008)

Training Programs:

S.N Name of the Program Total

o Mondays

31
1 Safety program for contract 704
workmen (MDP)

2 Effective boiler operation 69

3 Induction program for ITI 850

trade apprentices

4 Safety for plant maintenance 110

Orientation program for new

5 recruiters 108

1841
Development Programs:

Name of the Program Total

S.No Mandays
1 Awareness program on ISO 458
& Seminars

2 External programs 80

9
3 Fire fighting
20
4 Computerized Maintenance
Mgt.,
206
5 Change management
354
6 Behavioral managerial
skills & employee
development
37
7 Pulp mill operation review
and cost control

1164

32
 THE ANDHRA PRADESH PAPER MILLS LIMITED.
UNIT: APPM-RAJAHMUNDRY.

IN-HOUSE ANNUAL TRAINING CALENDAR FOR THE YEAR 2007-2008

(FOR JR.STAFF & WORKMEN)

No.o
Ju Oc Ja Ap
f Ju Au Se No De Fe M Ma
PROGRAMME l t n r
SL Prog n g p v c b ar y
TITLE ‘0 ‘0 ‘0 ‘0
ram ‘07 ‘07 ‘07 ‘07 ‘07 ‘08 ‘08 ‘08
7 7 8 8
s
BEHAVIOURAL Note : Figures in brackets indicate number of employees identified for
I
& SOFT SKILLS the program
8
Employee
1 (201 # # # # # # # #
Development
)
Communication
6
2 & Interpersonal # # # # # #
(88)
skills
10
Creativity &
3 (162 # # # # # # # # # #
Problem Solving
)
6
4 Team building # # # # # #
(49)
2
5 Positive Attitude # #
(30)
Time 5
6 # # # # #
Management (91)
FUNCTIONAL /
II
OTHER AREAS

33
 Process
1
1 Orientatio # #
(12)
n (OJT)
1
2 Eng Use of Paper #
(8)
4
3 Computers # #
(37)
2
4 PLC and DCs # #
(14)
Bearings & 2
5 # #
Lubrication (18)
Inspection of 2
6 # #
Tools and Tackles (16)
Analytical 1
7 #
Instrments (6)
Recover Boiler
1
8 Operations& #
(10)
Technology
CD Filter &
Slacker 1
9 #
Operations& (7)
Techniques
Lime sludge
1
10 Reburning system #
(5)
Operations
Job Knowledge 2
11 # #
Skills (OJT) (13)
MANAGEMENT SYSTEMS
III
RELATED
Implementation
10
of Q,E & S
1 (264 # # # # # # # # # #
Management
)
System
3
2 ISO-9000:2000 # # #
(45)
4
3 ISO-14001: # # # #
(83)

34
 No.o
Ju Oc Ja Ap
f Ju Au Se No De Fe M Ma
PROGRAMME l t n r
SL Prog n g p v c b ar y
TITLE ‘0 ‘0 ‘0 ‘0
ram ‘07 ‘07 ‘07 ‘07 ‘07 ‘08 ‘08 ‘08
7 7 8 8
s
SAFETY
IV
RELATED
4
1 General Safety # # # #
(57)
2
2 First Aid # #
(27)
4
3 Fire Fighting # # # #
(35)
1
4 5-S Concepts #
(21)
Safety in Specific 10
5 # # # # # # # # # # # #
Need based (82)
ORIENTATION
V
RELATED
Induction for
5
Apprentices
1 (150 # # # # #
under the
)
Apprentices Act.

# : Planned

35
 TRAINING COST

The training programmes are conducted based on the needs of training.

Training cost is the cost that is paid for the programme the training programmes

is pre planed according to the needs the training.

Training cost = faculty cost + External programme fee + Training man days cost.

This cost is calculated to know number of amount that is spent on the training

programme. The number of workmen’s are attended, number of days are required,

In APPM Training cost is calculated based on the salary of the attending

employee and man day. That they are made

1 man day = 8 hours.

36
 Graphs and tables:

Table 1: Opinion on training facilities.

1).What is your opinion on training facilities available in your organization

a) Excellent b) Good c) Poor d) Very Poor

TABLE-1

S no Item Of Scale No. Of Respondents In (%)

1. Excellent 88 35
2. Good 150 60
3. Poor 12 5
4. Very Poor 0 0

Total 250 100

37
 5% 0%
35%
Excellent
Good
Poor
Very Poor
60%

Inference: Good Opinion on training facilities.

Table 2: Opinion on working conditions and environment.

2) What is your opinion about your working conditions or environment?

a) Highly Satisfied b) Satisfactory

c) Not Satisfactory d) Very Badly Satisfied

TABLE-2

S no Item Of Scale No. Of Respondents In(%)

1. Highly Satisfied 55 22
2. Satisfied 160 64
3. Not Satisfied 20 8
4. Very Badly Satisfied 15 6

38
 Total 250 100

GRAPH – 2

No. Of Respondents

8% 6% 22%
Highly Satisfied
Satisfied
Not Satisfied
Very Badly Satisfied
64%

Inference: Opinion on working conditions and environment is satisfactory.

Table 3: To what extent training program are useful in day to day life.

3) To what extent you found the training program useful for day to day activities.

a) Excellent b) Good c) Satisfactory d) Poor

TABLE-3

S no Item Of Scale No. Of Respondents In(%)

1. Excellent 87 35
2. Good 78 32
3. Satisfactory 52 21
4. Poor 33 12
Total 250 100

GRAPH - 3

39
 13%
35% Excellent
21% Good
Satisfactory
Poor
31%

Inference: To large extent training program are useful in day to day life.

Table 4: Dose the training department provides a congenial for learning.

4) Do you feel that training department provides a congenial for learning?

a) To large extent b) To some extent c) Very little extent

TABLE-4

S no Item Of Scale No. Of Respondents In (%)

1. To large extent 120 48
2. To some extent 80 32
3. Very little extent 50 20
Total 250 100

40
 GRAPH – 4

20%

48% To large extent

To some extent
Very little extent
32%

Inference: To a large extent the training department provides a congenial for learning.

Table 5: Do training helps in personal development.

5) Do you feel that training helps in personal development

TABLE-5

S no Item Of Scale No. Of Respondents In (%)

1. To large extent 50 20
2. To some extent 180 72
3. Very little extent 20 8
Total 250 100

GRAPH – 5

41
 8% 20%

To large extent
To some extent
Very little extent

72%

Inference: To some extent training helps in personal development.

Table 6: What are the performance levels after training.

6) How do you find the change OR improvement in your performance after

attaining training program?

TABLE - 6

S. no Item Of Scale No. Of Respondents In (%)

1. Excellent 160 64
2. Good 53 22
3. Satisfied 37 14
4. Poor 0 0
Total 250 100

42
 GRAPH - 6

15% 0%

Excellent
Good
Satisfied
21%
64% Poor

Inference: the performance levels are improved after training.

Table 7: Training program helped content design

7) How did you find training program helped content designed

CHART-7

S no Item Of Scale No. Of Respondents In(%)

1. Excellent 131 52
2. Good 49 20
3. Satisfactory 54 22
4. Poor 15 6
. Total 250 100

GRAPH – 7

43
 6%
22% Excellent
Good
Satisfactory
52%
Poor
20%

Inference: to a large extent the training program helped content design.

Table 8: To what extent does training helped in job.

8) To what extent the training program helped in your job.

TABLE-8

S .no Item Of Scale No. Of Respondents In (%)

1. To long extent 40 16
2. To some extent 172 68
3. To very little extent 38 16
Total 250 100

44
 GRAPH – 8

No. Of Respondents

15% 16%

To long extent
To some extent
To very little extent

69%

Inference: To some extent the training helped in job

Table 9: Opinion on faculty available for training

9) What is your opinion on faculty available for training program?

TABLE-9

S no Item Of Scale No. Of Respondents In (%)

1. Excellent 54 22
2. Good 69 28
3. Satisfactory 74 29
4. Poor 52 21
Total 250 100

GRAPH – 9

45
 21% 22%
Excellent
Good
Satisfactory
Poor
29% 28%

Inference: The faculty was satisfactory for training

Table 10: Infrastructure available in your organization for the training program.

10) What is your opinion on infrastructure available in your organisation for the training
program?

TABLE-10

S. no Item Of Scale No. Of In (%)

Respondents
1. Excellent 100 40
2. Good 70 28
3. Satisfactory 40 16
4. Poor 40 16
Total 250 100

46
 GRAPH - 10

No. Of Respondents

16%
40% Excellent
16%
Good
Satisfactory
Poor

28%

Inference: Infrastructure was excellent in the organization for the training program

Table 11: Did company adopted new technology

11) To what extent the company adopts new technology OR equipment?

TABLE-11

S no Item Of Scale No. Of Respondents In (%)

1. To large extent 89 35
2. To some extent 76 31
3. To little extent 44 18
4. To very little extent 40 16
Total 250 100

GRAPH - 11

47
 16%
35% To large extent
To some extent
18% To little extent
To very little extent
31%

Inference: Company adopted new technology

Table 12: what are the criterion for giving training.

12) What is the criterion for giving training?

TABLE-12

S no Item Of Scale No. Of Respondents In (%)

1. Company overall development 78 31
2. Competency improvement 54 22
3. Future career growth 59 24
4. Better performance 58 23
Total 100 100

48
 GRAPH – 12

No. Of Respondents

Company overall
23% development
31%
Competency
improvement
Future career growth

24%
22% Better performance

Inference: Company development was the major criterion for giving training.

FINDINGS

1. Most of the employees agreed that training facilities available in the organization is
good.
2. Most of the employees are satisfied with the working conditions in the organization.
3. Majority of the employees feel that training program is useful for day to day
activities.
4. Some of the employees agree that training department provides a congenial
environment for learning.
5. Some of them have accepted that training helps in personal development.
6. Majority of the employees responded that both types of training programs i.e., on-
the-job and off-the-job are given important in this organization.

49
7. Some of the employees agreed that depending upon the feedback given by the
employees, new improvements are found in the next training programs, some employees
disagreed with the statement.
8. Almost all the employees agreed that training program motivates them.
9. Almost all the employees feel that training improves quality of work.
10. Most of the employees feel that training is given to both new as well as existing
employees.

CONCLUSION

For any organization to perpetuate itself, through growth, there is a basic need for
developing its manpower resources. It is one thing to possess knowledge but yet another
thing to put it to effective use. It is essential to help develop skills and also update the
knowledge. Especially in a rapidly changing society, employee training and
development is not only on activity that is desirable but also an activity that an
organization must commit resources to it if is to maintain a viable and knowledgeable
work force.
Training is a process of learning a sequence of programmed behavior. It is
application of knowledge. It gives people an awareness of the rules and procedures to
guide their behavior. It attempts to improve their performance of the current job or
prepare them for an intended job. According to Edwin D Flippo “The purpose of training

50
is to achieve in the behavior of those trained and to enable them to do their jobs better. In
order to achieve this objective, and training programmed should try to bring positive
changes in.
• Knowledge – It helps a trainee to know facts, policies, procedures and rules
pertaining to his job.
• Skills – It helps him to increase his technical and manual efficiency necessary to
do the job and.
• Attitude – It moulds his behavior towards his co-workers and supervisors and
creates and sense of responsibility in the trainee.

SUGGESTIONS

Training needs are first and foremost organizational needs. As pressure for change
impinge on an organization from outside or inside it responds through expansion,
adoption of new technologies, development of new functions and reorganization of
existing ones and through several other options. The training needs that an organization
has hammered out in response to various pressures for change become in turn the
pressures on individuals to change individuals respond to the demand for change usually
in one of three ways.

• They may decide to change, if necessary with the help of training.

51
• They may decide not to change themselves, but to take up another job by requesting
a transfer within the organization or by going elsewhere.

• They may decide to change neither it nor there job in the hope that the need for
change will pass them by, either fortuitously or by their active resistance to it.

The fact remains that an organizational change depends for cost, speed, and smoothness
on people who decide to change themselves that is, to learn, and where required, to
undergo training.

Before any suggestions on the training programmes it is very important that HRM as a
department establishes credibility and its worth in the organization. They should try to
work in such a fashion that all employees view them as friend and management views
them as a business partner.

The best idea is to help its employees through arrangement of counseling session and
make them understand there role more clearly.

The employees of TCIL are talented. They are committed to there work but it is very
necessary that they should have positive attitude towards the training programme. It is
suggested that before the training programme is started counseling sessions organized
by HR department and the related training agency about the necessity, benefits through
the training programme. It should be communicated clearly what company expects
from them.

Some suggestions which are based on the information that has been collected through
questionnaire, formal & informal discussions, observations and information from other
source are given below.

52
 The trainers should receive feedback from the trainees and there co-trainers so
that trainer can learn and develop himself so as to become more effective, In
some training programmes there has been observed a communication gap
between trainer and trainee.

 Enthusiasm is missing in the employees. There is a need of employing some

motivational methods to generate enthusiasm.

 Why me? This is not my work, I had complained about it they have not
responded on time, it is important that these questions be avoided by creating
the most conducive work climate.

 The communication within the organization needs to be more effective and

prompt.

 Working harder does not pay rich dividends as working smartly, there is need
that employees work smartly in this organization.

 Competency should be the watch – word to cope with tuture challenges and
complexities.

 Feed back is important for the evaluation of any training programme. In general
it is advised to follow the circle of HRD. But it is necessary that the appraisal be
free from bias.

 It is very important to motivate the participants to take training programmes

with seriousness. Money being the key motivating factor the people undergoing
the training successfully should be provided with some monetary benefits.

 Return on investment made on training programmes should be calculated to

make organization understand the benefits of training programme.

53
  There is need for a training programme on values & ethics as uncertainty
prevails in this organization.

 There is a need for more inter departmental cooperation.

 Training programmes conducted by different departments should also come

direct scrutiny of HR department.

 There should be a permanent cell in HR department which should evaluate the

training programmes by overseeing these programme from the start. This cell
should include members form each department who will be responsible for
evaluating the training in their respective departments and providing the HR
department with the information needed, it is necessary that HR department
prepare cost benefit analysis of each training programme with the cooperation of
finance department.

Appendices

1).What is your opinion on training facilities available in your organization

a) Excellent b) Good c) Poor d) Very Poor

2) What is your opinion about your working conditions or environment?

a) Highly Satisfied b) Satisfactory
c) Not Satisfactory d) Very Badly Satisfied

3) To what extent you found the training program useful for day to day activities.
a) Excellent b) Good c) Satisfactory d) Poor

4).Do you feel that training department provides a congenial for learning?
a) To large extent b) To some extent c) Very little extent

54
5).Do you feel that training helps in personal development ?
a) Yes b) No

6) How do you find the change or improvement in your performance after attaining
training program?
a) Excellent b) Good c) Poor d) Very Poor

7).How did you find training program helped content designed?

a) Excellent b) Good c) Poor d) Very Poor

8).To what extent the training program helped in your job?

a) Highly Satisfied b) Satisfactory

c) Not Satisfactory d) Very Badly Satisfied

9).what is your opinion on faculty available for training program?

a) Excellent b) Good c) Satisfactory d) Poor

10) What is your opinion on infrastructure available in your organization for the
training program?

11). To what extent the company adopts new technology or equipment?

REFERNCES

BIBLIOGRAPHY

Book title Authors

Essentials of Human Resource Management

And Industrial Relations. P. Subba Rao

Human Resource Management K.Gupta

Research Methodology C.R.Kothari

55
Personal Management C.P.Memoria

Training and development (trends and

experiences) Sumati Reddy

Training and development (Country

experiences) K.B.S.Kumar

Websites:
www.appml.com

www.andhrapaper.com

www.hrlibrary.com

www.hrguide.com

Glossary

Development: it involves preparing an individual for a future job and growth of the
individual in all respects.

KSA Analysis: A more detailed list of specified tasks for each job including knowledge
skills attitude and abilities required of incumbents.

Off-the-Job Training: It includes vestibule training, role playing, lecture and video-
presentations, case study, simulation, management games, in-basket exercise, self study,
laboratory training etc.

56
On-the-Job Training: Under this method the worker is trained on the job and at his work
place. This enables him to get training under the same processes material and equipment
that he will be using ultimately.

Training: It helps an individual to learn how to perform his present job satisfactorily.

Trainings Effectiveness: The process that occurs before during and after training to
improve the performance of the participants.

Training Need: A training need is the gap between the knowledge skills and attitude that
the job demand and the knowledge skills and attitude already possessed by the employee.

57