CHAPTER I

Introduction And Research Methodology

1. INTRODUCTION
Training fills the gap between what someone can do and what he or she should be able to do. Its first aim is to ensure that, as quickly as possible; people can reach an acceptable level in their jobs. Training then builds on this foundation by enhancing skills and knowledge as required to improve performances in the present job (or) develop potential for the future. There are three terms in the context of LearningEducation, Training and Development. Though these three are different and unique from each other, many times they are interchangeably used in place of one another. The term education is used in a broader sense involving the development of an individual socially, mentally and physically. Therefore at this stage the understanding of the nature of training and development is important. Training, the most important function that directly contributes to the development of human resources is the organization should create conditions in which people acquire new knowledge and skill and develop healthy pattern of behavior and styles. Training is essential because technology is developing continuously and at a fast rate. System and practices get out dated soon due to new discoveries in technology including technical, managerial and behavioral aspects. Organizations which do not develop mechanisms to catch up with and use the growing technology soon become state. However, developing individual in the organization can contribute to its effectiveness of the organization. So, training and development both go together, while training provides knowledge and skill, were as development concentrate more on communicating organizational norms and values for the given roles, training employees to perform their jobs and the retraining of employees as their job requirement change.

1.1 PRINCIPLES OF TRAINING Training program should be design to achieve predetermine objective goals and needs of the organization. Training program should be developed for all in the organization. Training program must be preplanned and well organized. Training program should be design according to the nature and financial position of the concerned. Training program must be fixable. The program must be conducted by a senior and a experiences persons. Theoretical and practical aspects of training. It should be incorporate of modern techniques and recent trends. Training program should be design with the interest of both employee and employer. It is not essential to follow a single method of training for all employees. The main purpose of the training should be motivated the worker to learn something to improve there job performance and job promotion. Allowance of individual differences should also be considered.

1.2 DIFFERENCE BETWEEN TRAINING & DEVELOPMENT Training: It is a short term process It utilizes systematic and organized procedure Managerial personnel acquire Skill of training sub-ordinates. Non Managerial personnel acquire technical skill and

knowledge for definite purpose It is primarily related with the job and technical skill learning

Development: It is a long term process It too utilizes systematic and organized procedures Managerial personnel get conceptual and theoretical

knowledge and skill or managing. It is rarely used. Non Managerial personnel acquire technical skill and

knowledge for a long term purpose. It is mainly useful for long term management development process.
TRAINING WHO? WHAT? WHY? WHEN? Non-managerial personnel Technical and mechanical For specific task/job Short-term DEVELOPMENT Managerial personnel Conceptual skills For various jobs Long-term

1.3 PURPOSE OF TRAINING There are few reasons for emphasizing the growth and development in an organization. Creating a cool of readily available and adequate replacement for who may leave (or) move up in the organization. Enhancing the company ability to adopt and use advances in technology because of a sufficiently knowledgeable employee. Building a more efficient, effective and highly motivated team, which enhances the company competitive positive and improve employee morale. Ensuring adequate human resource for expansion into new program. Increased productivity Reduced employees turn over Increased efficiency resulting in financial gain. Decreased need for supervision. 1.4 METHODS OF TRAINING AND BOARD CLASSIFICATIO AND SELECTION OF TRAINING METHODS 1.4.1 On the job training On the job training is delivered to employers while they perform their regular job. In this case, they do not lose time while they are learning. On the job techniques includes 5

 Orientation Job instruction training Apprenticeships Internships Assistantship Job rotation Coaching These are the most common method of training. The training can be made extremely specific to the requirement of employees. It is highly practical and reality based. To be successful, the training should be done according to a structured program that uses task lists, job breakdown and performances standards etc. There are few characteristic for on the job training Being delivered on one to one basis and taking place at the work place of trainees. Requiring time to take place, including potential periods when there is little (or) no useful out put of products (or) service. Being specified, planned and structured activity. 1.5 TYPE OF ON THE JOB TRAINING 1.5.1 In-basket 6

In basket is a simulation (pretend to feel) exercise, which enables assessment of the capabilities of potential employees to discharge the responsibility of the concerned position. In this method the participants is required to assume the role of a manager of an organization and he is presented with some problem is the form of letter, memos and memorandum put in the IN-TRAY and take appropriate action within a framed (or) limited time. In-basket is further divided into two types (a) Real life action (b) Contents Real life action The manager is always expected to take a timely action as the limitation on time is very important fact in this type of training exercise. The player is forced to set priorities and delegate some of the work to subordinate and him (player) must take an action just as a real manager and write a note to complete this exercise. Contents This type of training mainly focus on the activities of managerial position and also it can be altered according to the training requirement. It effectively enhances the skills in decision making and problem solving activities. 1.5.2 Team task Different team can be formed to perform various tasks (or) activities, structured (or) unstructured in which the end result may be completion of task. Some of these activities either can be performed by individual in a self instruction approach, but many require interaction of the group to produce learning possibilities.

Many these can be learnt by team tasks training like- it mainly help in behavior in a group to solve its problem (or) accomplish its tasks. This also includes discussion, suggestion, new ideas, solution, clarifier, explanation, coordination, summarizing etc. Buzz group In many group activities the trainer discusses the activity with the group member, concentrating on either the task (or) the process (or) sometimes even both. The principal aim of the trainer is that the group should provide most of the discussion but the group (or) participants many be unable (or) unwilling to express their view. In the early stage, in the group the individuals express views which are critical of them (or) to perform the task. At this later stage, there will be a open relationship in a group. Therefore sufficient core and planning for both the trainer and trainees is necessary for a training program in an organization. Syndicates Participants from different back ground are formed as one group which is called as syndicates. A syndicate may consist of six (or) seven participants. By this method there can be a effective performances in small group in a limited time. In this method there is correct implementation and much more learning. In this method the participant learn from each other and contribute their own experiences to a maximum extent. This method is suitable for training and development of executives with considerable experience.

1.6 Off the job training

Off the job training involves employees taking training course away from their place of work. This is often also referred to as formal training. Off the job training course may be run by the training department or institute of an organization or by an external organization or institution. Off the job training includes lectures, special study, film, television conferences or discussions, case studies, role playing, simulation, programmed instruction laboratory training etc. most of these techniques can be used for effective training, although some may be too costly. Lecture Lecture present training material verbally and are used when the goal is to present a great of material to many people within short time. It is more cost effective to deliver lecture to a group of participants than to train people individually. Lecturing is one way communication.

Field trip Field trip can be valuable training method for many

organizations. Faculty members who are planning to conduct field trips should perform their own risk analysis and take sufficient precautions during the preparation. They should have proper planning to determine the procedure of the field trip for achieving the learning objective. Panel discussion Panel members may have different view but they must also have objective concerns for the purpose of the training. This is an excellent method for using outside resource people. This method can be used for small group of 20 or less and the members know 9

each other and the material can be assimilated readily with some prior knowledge. Division into group can also be used to provide discussion opportunities in smaller associations of trainees. This will allow a silent trainee to have the opportunity to say something. Action mazes In this type of training, each individual is given an information sheet with details of the situation, which can be a technical problem or an interpersonal problem. At the end of the first information, the person is asked to make a decision based on the facts given up to that stage. Usually a choice between a numbers of actions is given. The particular choice leads the learner to the next type of information, at the end of which there is a further choice to make. Each learner can precede individual to move through the maze. The individual having good grasped of the principles involved can reach the final decision very quickly, having made the correct choices. The unskilled trainee is likely to make a number of inappropriate choices and will take a circular path to reach the end. Under this type of training can absorb the correct methods or attitudes from their mistake. 1.7 ROLE OF TRAINING AND DEVELOPMENT SPECIALIST: The organizational strategic plans for present and future goals. The likely changes in the environment and their impact on the training and development activities. The management process to implement the above strategic decisions. The present philosophy of HRD and the role of training and development The recent development in the training and development.

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Training and development Specialist is: Act as Consultant or advisor Act as exponent. Act as diagnostician Act as an effective Manager. 1.8 HRD ROLES Arising from the research conducted on behalf of the American Society for Training and Development, McLagan and Suhadolnik (1989:20) identified 11 roles that indicate many of the dimensions carried out by HRD professionals. They are: Researcher Marketer Organizational change agent Needs analyst Programmer designer HRD Materials developer Instructor/facilitator Individual career development advisor Administrator Evaluator HRD Manager. 1.9 NEED FOR TRAINING Training need only arises: when a learning need cannot be met within the normal dayto-day processes or when meeting learning need in this way will take too long, 11

involve too high risk/cost, not result in the required standard of performance, and when training is the most cost effective way of meeting the need. (Cabinet office , 1988:4) Increases Efficiency: Training increases skills for doing a job in better way. This is more important in the context of changing technology because the old method of working may not be relevant. As such, training is required even to maintain minimum level of output. Increases Morale: Training increases morale of employees. High morale is evidenced by employee enthusiasm. Training increases employee morale by relating their skills with their job requirements. Possession of skills necessary to perform a job well often tends to meet human needs such as security and ego satisfaction. Trained employees can see the job in more meaningful way. Better Human Relations: Training increases the quality of human relation in an organization. Growing complexity of organization has led to various human problems like inter-personal and inter-group problem. This problem can be overcome by suitable human relation training. Reduced Supervision: Training employees require less supervision. Autonomy and freedom can be given if the employees are trained properly to handle their job without the help of supervision. With reduced supervision, a manager can increase his span of control in the organization which saves cost of the organization. Increased Organizational Viability and Flexibility: There are no greater organizational assets than trained personnel, because these people can turn the other assets into productive whole. Viability relates to survival of the organization during bad days and flexibility relates to sustain its effectiveness with the existing personnel. Such adjustment is possible if the organization has trained people who can occupy the positions vacated by key personnel. The organization, which dose not prepares a second line of personnel who can ultimately take the charge of key personnel, may not be successful in the absence of such key personnel for whatever the reason. Job Requirements: Employees selected for a job might lack the qualifications 12

required to perform the job effectively. In some cases, the past experience, attitude and behavior patterns of experienced person might be inappropriate to the new organization. Remedial training should be given to such people to match the needs of the organization. New employees need to provide orientation training to make them familiar with the job and the organization. Technology Change: Technology is changing very fast. Increasing use of fast changing techniques requires training into new technology. No organization can take advantage of latest technology without well trained personnel. New jobs require new skills. Thus, both new and old employees require training. Internal Mobility: Training becomes necessary when an employee moves from one job to another due to promotion and transfer. Employees had chosen for higher jobs needs to be trained before they are asked to perform the higher responsibilities. Training is widely used to prepare employees for higher level jobs. 1.10 CLASSIFICATION OF NEEDS The above model also gives a gentle hint that in an organization not only the individual but the group or even the organizational culture need to be developed to set in an organizational effectiveness. Thus the training needs can be said to exist at following three levels. Individual needs Occupational needs Organizational needs

Individual needs

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Skill, Knowledge and Attitude are the three dimensions of a performer which contribute towards his/her total effectiveness or the competence. One can have basic knowledge and skill to justify for the job description but the improvement in these dimensions with reference to the occupational and organizational needs can bring out better results. Amongst the individual needs supervisory skill development, Managerial/Executive Developmental Decision making needs etc. are important needs.

Occupational needs The need to fulfill the competence gap to perform quality output, breaking the barriers of interpersonal group effectiveness, developing confidence to take up challenges and initiatives; generally clarifies the occupational need. Amongst this Team Development, Group Dynamism, On the Job Training, Just in Time etc. can be considered. Organizational needs Every organization strives for excellence in job performance to achieve total dynamism in respect of fulfilling its objectives. Therefore, there must be an approach to develop individual by way of correcting his attitude, appraising and counseling his\her attitude, etc. which can promote harmonious work culture. The Management Development Programs, Organization Development, Management by Objectives, etc. is the common organizational needs. 1.11 IDENTIFYING TRAINING NEEDS: All training activities must be related to the specific needs of the organization and the individual employees. In order to identify training needs, the gap between the existing and required levels of 14

knowledge, skills, performance and aptitudes should be specified. The problem areas that can be resolved through training should also be identified. Training needs can be identified through the following types of analysis: 1.11.1 Organizational Analysis: It involves a study of the entire organization in terms of its objectives, its resources, resource allocation and utilization, growth potential and its environment. Its purpose is to determine where training emphasis should be placed within the organization. Organizational analysis consists of the following elements: a. Analysis of objectives: The long term and short term objectives and their relative priorities are analyzed. General objectives need to be translated into specific and detailed operational targets. It is also necessary to continuously review the objectives in the light of the changing environment. b. Resource Utilization Analysis: The allocation of human and physical resources and their efficient utilization in meeting the operational targets are analyzed. c. Organizational Climate Analysis: The prevailing climate of an organization reflects the members attitudes. It also represents managements attitude towards the employee development. Analysis of organization climate can reveal the strengths and weakness also. d. Environmental Scanning: The economic, political, technological and socio culture environment of the organization is examined. This is necessary to identify the environmental factors which 15

the organization can influence and the constraints which it cannot control. 1.11.2 Task or Role Analysis: It is systematic and detailed analysis of jobs to identify job contents, the knowledge, skills and aptitudes required and the work behavior. On the part of the job holder particular attention should be paid to the tasks to be performed, the methods to be used, the way employees have learnt these methods and the performance standards required of employees. Manpower Analysis: In this analysis the persons to be trained and the changes required in the knowledge, skills and aptitudes of an employee determined. First of all, it is necessary to decide whether performance of an individual is substandard and training is needed. Secondly, it is determined whether the employee is capable of being trained. Thirdly, the specific areas in which the individual requires training are determined. Lastly, whether training will improve the employees performs or not is determined. Moreover, these analyses should be integrated in a carefully designed and executed program. 1.12 EXITANCE OF NEED The organizational effectiveness depends on the performance and excellence of their employees. The employees may be inexperienced or lacking in some of the skill, knowledge required for performing the given task or even organizational culture demands the flexibility of attitude and awareness of legacy or discipline to enable him to recognize red, green and grey lines before making any decisions.

Out of these the following can be analyzed and corrected through 16

T&D efforts to achieve desired performance: lack of knowledge and skill Poor attitude or negative approach Unsatisfactory work culture Faulty mechanism or inadequate facilities Working group approach and poor interpersonal relationship Faulty job design Poor managerial abilities.

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The Education, Training & Development economic spiral

1.13 BENEFITS OF TRAINING TO EMPLOYEES: Training is useful to employees in the following ways: Self Confidence: Training helps to improve the self

confidence of an employee. It enables him to approach and perform his job with enthusiasm.

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 Higher Earnings: Trained employees can perform better and thereby earn more. Adaptability: Training enables an employee to adopt to changes in work procedures and methods. Promotion: Through training employee can develop himself and earn quick promotions New Skills: Training develops new knowledge and skills among employees. The new skills are a valuable asset of an employee and remain permanently with him.

1.14 IMPORTANCE OF TRAINING: A well planned and well executed training program can provide following advantages: 1. Better Quality of Work: In formal training, the best methods are standardized and taught to employees. Uniformity of work methods and procedures helps to improve the quality of product or service. Trained employees are less likely to make operational mistakes. 2. Less Learning Period: A systematic training program helps to reduce time and cost involved in learning. Employees can more quickly reach the acceptable level of performance. They need not waste their time and efforts in learning through trial and error. 3. High Morale: Proper training can develop positive attitudes among employees. Job satisfaction and morale are improved due to 18

rise in the earnings of employees. Training reduces employee grievances because opportunities for internal promotion are available to well trained person. 4. Personal Growth: Training enlarges the knowledge and skills of the participants. Therefore, well trained personnel can grow faster in their career. Training prevents obsolescence of knowledge and skills. Trained employees are a more valuable assets to any organization. Training helps to develop people for promotion to higher posts. 5. Organizational Climate: A sound training program helps to improve the climate of an organization. Organizations having regular training programs can fulfill their needs for HR from internal sources. Organizational stability is enhanced because training in people helps to reduce the attrition rate. Training is an investment in people and therefore, systematic training is a sound business investment. In fact, no organization can choose whether or not to train employees. The only choice left to management is whether training shall be haphazard, casual and possibly misdirected or whether is shall be made a carefully planned part of an integrated program of HR administration. 1.15 EVALUATION OF THE TRAINING HDR evaluation is defined as the systematic collection of descriptive and judgmental information necessary to make effective training decisions related to the selection, adoption, value and modification of various instructional activities. According to Phillips, evaluation can help to do the following: 19

Determine whether program is accomplishing its objectives. Identify the strengths and weaknesses of HRD programs, which can need to changes as needed.

Determine the cost benefit ratio of an HRD program. Decide who should participate benefited the most of least from the program. Reinforce major point to be made to the participate. Gather data to assist in marketing future program Determine if the program was appropriate Establish a database to assist management in making decisions.

Zenger and Hargis identified three additional reasons for conducting HRD evaluation: If HRD staff cannot substantiate its contribution to the organization, its funding and program may be cut during the budgeting process, especially when the organization faces tough time. Evaluation can build credibility with top managers and others in the organization. Senior management often wants to know the benefits of HED program.

Thus, evaluation is a critical step in the HRD process. It is the only way one can know whether an HRD program has fulfilled its objective. 1.16 MODELS AND FRAMEWORK OF EVALUATION 20

A model of evaluation outlines the criteria for and focuses of the evaluation effort. Because an HRD program can be examined from a number of perspectives, it is important to specify which perspectives will be considered. While the different models and framework share some features, they also differ in significant ways. 1.16.1 Kirkpatricks Evaluation Framework The most popular and influential framework for training evaluation was articulated by Kirkpatrick. Kirkpatrick argues that training effort can be evaluated according to four criteria: reaction, learning, job behavior and results. Reaction (level 1) at this level, the focus is on trainees or participants perceptions about the program and its effectiveness. This is useful information. Positive reactions to a training program may make it easier to encourage employees to attend future programs. But if trainees did not like the program of think they didnt learn anything, they may discourage others from attending and may be reluctant to use the skills or knowledge obtained in the program. The main limitation of evaluating HRD program at the reaction level is that this information cannot indicate whether the program met its objective beyond ensuring participant satisfaction. Learning (Level 2) did the trainees learn what the HRD objectives said they should learn? This is an important criterion; one many in the organization would expect an effective HRD program to satisfy. Measuring whether someone has learned something in training may involve a quiz or test clearly a different method from assessing the participants reaction to the program.

Job Behavior (Level 3) dose the trainee use what was learned in training back on the job? (Discussion of transfer of training) this is also a critical measure of training success. The co-worker who have learned how to do something but choose not to practice, if learning dose not transfers to the job, the training 21

effort cannot have an impact on the employees or organizations effectiveness. Measuring whether training has transferred to the job required observation of the trainees on the job behavior or viewing organizational record (e.g., reduced customer complaints, a reduction in scrap rate) Result (Level 4) has the training or HRD effort improved the organizations effectiveness? Is the organization more efficient, more profitable, or base to serve its clients or customers as a result of the training program? Meeting this criterion is considered to be the most challenging level to assess, given that many things beyond employee performance can affect organizational performance. Typically at this level, economic and operating data (such as sales or waste) are collected and analyzed. Kirkpatricks frameworks provide a useful way of looking at the possible consequences of training and remind us that HRD efforts often have multiple objectives. It has something been assumed that each succeeding level incorporates the one prior to it, finally culminating in what many people consider to be the ultimate contribution of any organizational activity: improving the organizations effectiveness. However, one of the more enduring finding about HRD evaluation is the extent to evaluation outcomes. While most discussions about training and HRD evaluation are organized around Kirkpatricks four level of criteria, Kirkpatricks approach has increasingly been the target of criticism and modification. First, some authors point out that the framework evaluates only what happens after training, as opposed to the entire training process. A second line of criticism is that what Kirkpatricks proposed would be better described as a taxonomy of outcomes, rather that a true model of training outcome. 1.16.2 Other framework and models of evaluation Training researchers have attempted to expand Kirkpatricks ideas to develop a model that provides a more complete picture of evaluation and encourages practitioners to do a more thorough job of evaluation. Several authors have suggested modifications of Kirkpatricks four level approaches that keep the framework essentially intact. These 22

include. Expanding the reaction level to include assessing the participants reaction to the training method and efficiency. Splitting the reaction level to include assessing participants perceptions of enjoyment, usefulness (utility), and the difficulty of the program. Adding a fifth level (beyond results) to address the societal contribution and outcomes created by an HRD program. Adding a fifth level (beyond results) to specifically address the organizations return on investment. Galvin, building upon studies in the education field, suggested the CIPP (context, input, process and product) model. In this model, evaluation focuses on measuring the context for training (needs analysis), inputs to training (examining the resources available for training, such as budgets and schedules), the process of conducting the training (for feedback to the implementers), and the product, or outcome. Of training (success in meeting program objectives). Galvin also reported survey results indicating that ASTD member preferred the CIPP model of evaluation to Kirkpatricks framework. Similarly, the CIRO (context, input, reaction, and outcome) model was offered by Warr el al, the context, input and outcome evaluations in this model are essentially the same as the context, input, and product evaluations in CIPP, but CIRO emphasizes trainee reaction as a source of information to improve the training program. 1.17 PERFORMANCE APPRAISAL Performance appraisal has traditionally been used as a mechanism of controlling employees through salary administration, reward administration, promotions and disciplinary action. in the organization context, performance appraisal is a systematic evaluation of personnel by superiors or others familiar with their performance. It is also described as merit rating in which one individual is ranked as better or worse in comparison to others.

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1.17.1 Objective Performance appraisal is undertaken for a verity of reasons as stated below: Salary increase Promotion Training and development Feedback Pressure on employees
Strategic Objectives Objective Business objectives Performance

Coaching And support Performance Review Performance Appraisal Performance Development

A Simple Model of Performance Management System 1.17.2 Methods of performance appraisal: There is various method of performance appraisal. Usually performance appraisal has two bases: i) appraisal of employees, according to traits, attributes and general behavior on the job, commonly known as trait approach: ii) appraisal of results, work and goal achieved by the employees, known as appraisal by results: (i) Traditional methods Ranking method Paired comparison Grading

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 Critical incidents method Graphic scale method Essay method Field review method (ii) Modern method Appraisal by result or objective Behaviorally anchored rating scales Assessment appraisal 360-degree appraisal These are the various method adopted to evaluate the training program and show if there is any change or improvement after the training and for a better performances in future. The training and development can be easily understood by this training wheel, the cycle of training and development of people and organization.

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The training wheel 25

1.18 NEED OF PRESENT STUDY The vary need of present study to train members of staff to the new scenario of all aspect and for the changing techniques which will more advantage, improvement, better quality and quantity which will be more efficient than the immediate old method. Need for training has increased due to growing complexity of jobs, global competition, increased professionals, human potential, growing aspiration, to get the up dated information, and to full filling the success full gap between the objectiveplan and result. CHAPTERIZATION Chapter I Introduction and Methodology Chapter II Review of Literature Chapter III Date analysis and interpretations with table and graphs Chapter IV Findings suggestions and conclusions Bibliography Appendix 1.19 METHODOLOGY Title of the study Dynamism of Training and Development. General objective Find the power of training and its reason for development. Specific objective

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1. 2. 3.

To identify the power of training given by supervisor to the employees. To find the effectiveness of present training programmer. To check whether the training plan is matching with the training needs.

4. Employees satisfaction on taken training programmer. 5. Training and its relation with performance appraisal.

6. To find the employee suggestion, ideas and feed back on training in their organization. Research Design The researcher adopted descriptive research design to study the characteristics of a given set of employee accurately. Universe The researcher did the research in Teknomec Company, Anna nagar, Chennai, whose total population is 210. Sampling Technique The researcher used Convenience sampling technique for this study. Sampling size The sampling size for this study is 50 as per the schedule of University of Madras. Tool of data collection

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The researcher done the data collection by both Primary and Secondary method. Source of data collection The researcher approached the respondent from Teknomec Company and collected the data. The research met the respondent and asked questions from the interview schedule and recorded the answers and also by questioner method. Hypothesis Training plan match with training needs. Training brings job satisfaction and gives job security. Employee interested to training program. Training helps to bring change and development of the company.

CHAPTER TWO

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REVIEW OF LITERATURE

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2. REVIEW OF LITERATURE
2.1 Training A planned process to modify attitude, knowledge (or) skill behavior 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 needs of the organization. This is according to manpower service commission (1981:62) 2.2 Education Activities which aim at developing the knowledge, skill, moral values and understanding required in all aspect of life rather than a knowledge and skill relating to only a limited field of activity. The main purpose of education is to provide the condition essential to young people and adult to develop an understanding of the tradition and idea influencing the society in which they live and to enable them to make a contribution to it. It involves the study of their own cultures and of the laws of nature, as well as acquisition of linguistic and other skills which are basic to learning, personal development, creativity and communication. This is according manpower service commission 1981: 17 2.3 Development Development occurs when a gain in experience is effectively combined with the conceptual understanding that can illuminate it, giving increased confidences both to act and to perceive how such action relates to it context.(Bolton 1945:15) 2.4 Learning Learning may be defined as a relatively permanent change of knowledge attitude (or) behavior occurring as a result of formal education (or) training (or) as a result of informal experiences. 30

Training- Learning related to present job. Education- Learning to prepare the individual but not related to a specific present (Or) future job. Development- Learning for growth of the individual but not related to a specific Present (or) future job 2.5 Determining Training Needs In order to determine the training needs at an organization the HR manager should seek information on the following points:

Whether training is needed? Where training is needed? Which training is needed? 2.6 Brinkerhoff extends the training evaluation model to six stages: Goal setting: what is the need? Program design: what will work to meet the need? Program implementation: is working, with the focus on the implementation of the program? Immediate outcomes: Did participants learn? Intermediate or usage outcomes: are the participants using what they learned? Impact and worth: did it make a worthwhile difference to the organization? Brinkerhoffs model suggests a cycle of overlapping steps, with problems identified in one step possible caused by things occurring in previous steps. Bushnell suggests a model also based on a system view of the HRD function (i.e., input-throughput-output) containing four stages:

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 Input: what goes into the training effort? This consists of performance indications such as trainee qualification and trainer ability. Process: the planning, design, development and implementation of the HRD program. Output: effects on the organization, including profit, productivity and customer satisfaction. Bushnell states that evaluation measurement can and should occur between each of the stages as well as between the four activities in the process stage to ensure that the program is will designed and meets its objectives. According to Smith and Piper (1990:9) identified four groups of people directly involved in evaluating the effectiveness of management training and development who should be involved in its evaluation:

The purchaser of training The training agency The trainee and The independent contracted assessor or researcher. 2.7 Evaluative methods At whichever level the evaluating there are always basic questions need to be asked: Why are you undertaking the evaluation? Who are the stakeholders? How information gathered? Who will have access to it? 32

 How will it be used and why? How will it be analyzed? Is there a pre-designed or standard instrument available? Got the time and resources to pilot the method? Can anticipate the time and resources needed to complete the evaluation? How accurate dose the information need to be, and if very accurate, how are you going to deal with error and bias? When, how often and over what period of time will it be undertaken? The type of evaluative methods or instrument are selected which is more suitable and available. They may well include: Personal inventories Attitudinal diagnostic questionnaires Factual written tests Observations of practice or interpersonal skill Group brainstorming or analysis Focus group Observation of work performance Analysis of documentation according to pre-defined or open criteria Portfolios of evidence Individual or group interviews.

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2.8 Evaluating reactions to training Formats for evaluations can vary from open oral discussion, to individual conversation, from a simple blank sheet to a list of topics. Sometimes negotiation of criteria for feedback takes place at the beginning of a learning event, enhancing ownership of the whole process. Sometimes organizers have particular data they are required to collect which relate to organizational policy. Common criteria include: Content-level, relevance, interest, quality, quantity; Style- pace, format, accessibility of language, flexibility, inter-activity; Media-readability, variety, clarity, user-friendly, familiar of innovative, stimulating; Personnel-motivation, presentation, commitment, professionalism; Location-comfort, fit-for-purpose, refreshments, access, facilities; Timing-in relation to external and internal events 2.9 Evaluation is also done on Cognitive learning from training: the extent to which people know more or better, or the extent to which attitudes have changed. Change in practice and behavior after training: acquisition of new skills that are demonstrated and then tried out in training, learners require time and the appropriate occasion to practice new learning over a period of time before new skills can become habitual. How an organization benefits from training: one of the current trends in organizational evaluation of training is the desire to measure return on investment (ROI). This has become highly relevant in some sectors where budgets and sponsorship are increasingly competitive, and where one has to justify expenditure or devise strategic plan at operational level. Those who have attempted to devise ways of 34

predicting the monetary value of training, that is to say the extent to which training can enhance profitability, increase productivity, develop new market or create business opportunities (Phillips, 1994a). Jone Newstoran (1980) conducted a project of evaluating effectiveness of trainee method for American society of personnel administration. He has done it in 200 large firms for 50 training directors. The sample drawn was random and the study revealed that the case study method was much preferred. Paul Davision (1982) conducting a study on human resource development service at MRF. Objectives were on the following areas functions and development needs of supervisory training and their reaction to the training programmer. Through systematic sampling 55 respondents were selected out of 156 supervisors who underwent training. The major findings were the training has to be imparted to the supervisor in the following areas production, process, grievance handling and house keeping. The supervisors were satisfied with the training programmers and training has on job satisfaction. Academy of managerial executives (1986) conducted a study on the need for executive development programmers. The study revealed a managers work is been divided in six clusters on which basis, training is given. Grace Jone (1986) conducted a study on Training and Development at Indian Oil Commission Exchange, India. The sample size was 30 and the objective of study was to find whether training and development could influence the behavior and attitude of the trainees. The study said that 24% of the respondents agree to the objectives. Nathaniel Sasikar (1988) conducted a study on HRD programmer in Bharath Heavy Electrical Limited Trichy. It was aimed at assessing the effectiveness of the training programmer and also the attitude of supervisors towards a training programmer 70 respondents were selected through simple random sampling and the study reveled that the training programmer had a define impact on the supervisors and it was mean to enrich their ability to perform the duties. 35

Study of Training and Development Audit and Evaluation Division March 2002 Recommendations This study makes the following four recommendations: 1. Senior management should encourage divisions that are not yet doing so, to plan and support training at a divisional level in order to ensure a more strategic, co-ordinate approach to the management of employee training. 2. For new training courses or programs, course designers should include measures to evaluate learning and behavior (performance). 3. For existing courses, a plan should be established to identify ways in which to integrate evaluation measures that address learning and behavior (performance). 4. Any user surveys undertaken as part of the renewal of the Global system should include consultations with training administrators and divisional managers in order to ensure that the systems capabilities better support their planning, management and information needs. Appendix A contains the management action plan developed in response to these recommendations. Conclusion The studys findings on the accessibility of training are generally positive for all groups of employees and therefore we made no recommendations. As a helpful tool, information for line managers has been collated, focusing on promising practices and possible solutions to barriers identified by employees. We expect it will assist managers in meeting challenges of a workplace recognized for a very positive culture surrounding human resources management.

36

CHAPTER THREE

DATA ANALYSIS AND INTERPRETATION

37

3. Data Analysis and Interpretation

TABLE 1 Gender of the respondents

Gender Male Female Total

Frequency 43 7 50

Percentage 86 14 100

According to the researcher majority of the respondents are from male with 43 responds and rest 7 responds are female out of total number of 50 samples.

38

TABLE 2 Designation of the respondents

Designation Administration Marketing Senior Technician Technician

Frequency 10 7 8 25

Percentage 20 14 16 50

Total

50

100

The researcher selected maximum of 25 respondents is from Technician which is followed by 10 respondents from administrator, 8 respondents from Senior Technician and with least number of respondents from marketers with 7 respondents.

39

FIGURE 1 Training is essential for present job system

60% 50% 40% 30% 20% 10% 0% strongly agree agree strongly disagree disagree strongly agree agree strongly disagree disagree

40

TABLE 3 Training is essential for present job system

Frequency

Percentage

Strongly Agree Agree Strongly Disagree Disagree

14 25 11

28 50 22

Total

50

100

From the research the table shows that 25 respondents agree; 14 respondents strongly agree and 11 respondents disagree with the requirement of training for present job system.

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TABLE 4 Training helps in work place

Frequency

Percentage

Strongly Agree Agree Strongly Disagree Disagree Total

17 32 1 50

34 64 2 100

According to the researcher majority of 32 respondents Agree and 17 respondents strongly agree and 1 disagree with the supportive of training in work place.

42

FIGURE 2 Training gives job security

6 0% 5 0% 4 0% s t ron gly a gree 3 0% 2 0% 1 0% 0% s t rong ly a gree s t rong ly dis agree ag re e s t ron gly d is agree dis a gree

43

TABLE 5 Training gives job security

Frequency Percentage

Strongly Agree Agree Strongly Disagree Disagree Total

8 27 7 8 50 54 14 16

16

100

From the research the researcher would observe that training directly or indirectly gives job security which is agreed by 27 respondents; 7 respondents strongly disagree and 8 respondents strongly agree and disagree with this comment.

44

FIGUREG 3 Training helps in performance appraisal

10% 4% 22% strongly agree agree strongly disagree disagree

64%

45

TABLE 6

Training helps in performance appraisal

Frequency

Percentage

Strongly Agree Agree Strongly Disagree Disagree Total 5 50

11 32 2 64 4 10

22

100

According to the researcher the table states that out of 50 respondents 32 respondents agree; 11 strongly agree; 5 disagree and 2 strongly disagree that training helps in performance appraisal.

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TABLE 7 Training program helps in bringing job satisfaction

Frequency Percentage

Strongly Agree Agree Strongly Disagree Disagree Total

11 33 2 4 50

22 66 4 8 100

According to the researcher the table shows that 33 and 11 respondents agree and strongly agree that training brings job satisfaction where as 2 and 4 respondents strongly disagree and disagree with that.

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FIGURE 4 Training as a whole will bring organization change and development

70% 60% 50% 40% 30% 20% 10% 0% strongly agree agree strongly disagree disagree strongly agree agree strongly disagree disagree

48

TABLE 8 Training as a whole will bring organization change and development

Frequency Percentage

Strongly Agree Agree Strongly Disagree Disagree Total

16 31 3 50

32 62 6 100

According to the researcher 16 and 31 respondents strongly agree and agree and only 3 respondents disagree that training as a whole bring organization change and development.

TABLE 9
49

Was any training given to solve the problem in work

Frequency

Percentage

Yes No Total

28 22 50

56 44 100

According to the above table shown says that 28 respondent yes and 22 respondents no for training helps in solving problem in work place.

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TABLE 10 Current training is adequate to deal with day to day problem during work?

Frequency

Percentage

Very much helpful helpful At times Not at all Total

24 16 12

48 32 24

50

100

According to the researcher the table shows that 24 respondents say training was very much helpful in dealing with day to day problem; 16 respondents found it helpful and 12 respondents say at times it is useful.

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TABLE 11 Performances of the supervisor

Frequency

Percentage

Excellent Good Satisfied Not satisfied Total

19 26 5

38 52 10

50

100

According to the researcher it state the performance of their supervisor with 19 respondents says excellent and 26 respondents say good performance of their supervisor and 5 respondents says satisfied with their supervisor.

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FIGURE 5 Role that can be performed by the supervisor for an effective training
45% 40% 35% 30% 25% 20% 15% 10% 5% 0% m otivation handling c apac ity be very well s tric t k nowledge nil m otivation handling c apac ity be very s tric t well k nowledge nil

53

TABLE 12 Role that can be performed by the supervisor for an effective training

Frequency

Percentage

Motivation Handling capacity Be very strict Well knowledge Nil

10 21 10 5 4

20 42 20 10 8

Total

50

100

According to the researcher, the respondents state few roles which can be performed by the supervisor, 10 respondents say supervisor must learn to motivate and be very strict; 21 respondents must improve in handling capacity; 5 respondents says the supervisors must be well knowledge and 4 respondents give no such comments.

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TABLE 13 Main area to be concentrated during training

Frequency Percentage

Qualified supervisor Knowledge on modern equipment Teaching ability

9 27 14

18 54 28

Total

50

100

According to the researcher the table shows that training can be made effective by concentrating the following area like 9 respondents say trainer must be well qualified; 27 respondents say trainer must be well knowledge on modern equipment and 14 respondents say the trainer must have teaching ability.

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TABLE 14 Training understandings

Frequency Percentage

Given to weak worker Introduce of modern/new machines Shift to other section

7 34 9

14 68 18

Total

50

100

According to the researcher the above table helps to measure the respondents knowledge in training were 7 respondents says it is given to weak worker;34 respondents says it given to introduce of modern or new machines and 9 respondents say it is given when there is shift to other section.

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FIGURE 6 Level of encouragement for training

n o t sure 0% wh e n n e e d e d 54% very m uch 46%

57

TABLE 15 Level of encouragement for training

Frequency Percentage

Very much When needed Not sure

23 27 -

46 54 -

Total

50

100

According to the researcher 23 respondents says the company encouragement in training is very much; 27 respondents say when needed company provides training.

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TABLE 16 Interested in getting training

Frequency Percentage

Yes No Total

43 7 50

86 14 100

According to the researcher out of 50 samples 43 respondents are interested in getting training and 7 respondents are not interested in getting training.

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FIGURE 7 Appropriate comments and suggestion on training and development

Not necessary Not necessary It must improve capacity Helped lot to do present work Not needed of present job Very much needed 0% 10% 20% 30% 40% It must improve capacity Helped lot to do present work Not needed of present job Very much needed

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TABLE 17 Appropriate comments and suggestion on training and development

Frequency Percentage

Very much needed Not needed of present job Helped lot to do present work It must improve capacity Not necessary

18 7 16 9

36 14 32 18

Total

50

100

According to the researcher, the respondents gave few suggestion in which,18 respondents say training is needed very much; 7 respondents say it is not needed of the present job; 16 respondents say it helped lot to do present work and 16 respondents say training must able improve ones capacity and bring some change.

61

CHAPTER FOUR

FINDINGS, SUGGESTIONS AND CONCLUSION

62

4. FINDINGS, SUGGESTIONS AND CONCLUSION

3. SUMMARY
The objective of the present study is to identify the dynamism of training and development in Teknomac Company. In the present study the sample consist of 50 employees who are right now working with Teknomac Company. Samples are randomly selected; and the following demographical details also collected from the respondents such as sex, marital status, designation, education, and experience and income level of each employee. To fulfill the objective of the present study the questioner have been prepared with 50 questions and collected the employee views both by questioner method and interview method. And the datas have been deeply analyzed based on the objective of the study and take to mean.

63

3.1 FINDING
The study shows the performance of the supervisor has been assessed by the employee/worker; Majority of the respondents assesses the supervisor to be good and excellent performance. Respondents suggest few roles that can be performed by the supervisor for the effective training process; which are, handling capacity by the supervisor wants to have some improvement, level motivation and to be strict falls to be with same rank. The study shows the effectiveness of the present training given by the company is very much satisfied with the employee/worker. Large number of the respondents state that the present topics and needs are fulfilled by the company but in addition to this training programmer employee/worker suggest including few more advanced topics. The shows that the Respondents are very much agreeing with the statement that training are planned according to the training need. And the training need is identified and fulfill by the organization with the help of supervisors. According to the supervisor comments- training is given to the employee/worker only on the bases of their performance in work, punctuality etc Almost all the respondents have gone through the process of training and very much satisfied with the training plan which leads all the respondents those who attended training and those who have not attended any training are very much interested in getting training according to this study. The study shows the majority of the respondents are very much clear that 64

training helps in boost up performance appraisal which in turn brings job satisfaction and job security of the respondent and it also shows that the training enhances ones skill and improves capacity. Training will bring respondent improvement and change in the performance of work which in turn also causes the organization to develop with it. The study shows that all the respondents able to perform their work but still they are interested is getting training. More than half of the respondents have attended training program which largely relates to their work. The study shows that most of the respondents say the current training which is conducted by the organization is very much helpful which mean the training plan largely match with the training need. The study visibly rates the respondents training knowledge, that training is given when new machinery arrive therefore the respondents says that good trainer must have healthy knowledge on modern machines and good teaching ability. The study state that the training is given for the improvement and better quality of the product and services.

3.2 LIMITATIONS OF THE STUDY

The researcher would not collect filled up questioner from the respondents at once, a few questions the respondent did not wish to answer and hardly any respondents gave irresponsible answers and the researcher were not allowed to fill the questioner from few department. 65

3.3 CONCULSION
In some organizations the term Learning & Development is used instead of Training and Development in order to emphasise the importance of learning for the individual and the organization. In other organizations, the term Human Resource Development is used. The organizations spend ideally on the training aiming to bring some change which must result in the development of the organization and training also creates the worker/employee to bring passion toward their work. Training in any place, if it is presented to the level of the trainees and according to the need of the training, it will bring development of the organization. The training helps in handling critical situation and it build up the confidences in their work environment. The training helps in reducing attrition level by bring job satisfaction and job security and job safety by reducing the accidents. Even thou the employee/worker able to do their regular work they are interested to learn few more new technicians in their work through training. The supervisor makes remarkable support to the worker/employee in their each step of their work. It is sturdily accepted by the management of the organization that the training program helped in their development of organization. And with the proper identification of training need at a right time and right place will helps in the development of the organization as well as the employee/worker improve their capacity. Based on the hypothesis of the study, all the hypothesis have been 66

proved, which are as follow Training plan match with training needs. Training brings job satisfaction and gives job security. Employee interested to training program. Training helps to bring change and development of the company.

3.4 SUGGESTION
A study on particular designated employee/workmen will be use full for the researcher as well as to the organization. Since the study conducted in manufacturing sector difficult to collect the filled up questioner because of their shift work timing. Avoid perception.

Latest edition of books can be referred to know about new concepts of training and development.

67

BIBLIOGRAPHY

68

REFERENCES

Edwin Flippo.B. (Personnel management)International edition;Singapor.1984 Aswathappa.K (Human resource and personnel management) New Delhi: Tata McGrew-Hill Publishing Company limited. 2005 Manoj.T.R (Human Resource Development) New Delhi. 2005 Davar.R.S (Personnel Management and Industrial Relations) New Delhi: Vikas Publishing house Pvt.Ltd.1988 Magazine from Labour Law Reporter(Editor) on HRD & Labour law;New Delhi.2007 Prof.Patra.S.C.,Prof University. 2007. John P Wilson: Human Resource Development. Magazine on HRM Review; the ICFAI University Press; Murthy.E.N.(Editor) Hyderabad.2007. NHRD Journal, Arvind Agrawal (Guest Editor): Publication by the National HRD Network. Nov 2007. Kumar.S, Prof. Murali.B: (Master of Business

Adimistration in Human Resource Development) Pondicherry: Pondicherry

Website
www.icfaipress.org www.iveybusinessjournal.com www.industryweek.com www.nationalhrd.org 69