A study on training and development by divya kanniappan

Page 1

A STUDY ON TRAINING AND DEVELOPMENT IN

VIBRAMECH ENGINEERING SERVICE LTD PROJECT REPORT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF COMMERCE Submitted BY K.DIVYA [Reg. No: 11PG057] Under the guidance of DR. (Mrs.) R. MAHESWARI, M.COM, B.Ed., Ph.D., Assistant professor

DEPARTMENT OF COMMERCE SHRIMATI DEVKUNVAR NANALAL BHATT VAISHNAV COLLEGE FOR WOMEN (AUTONOMOUS) CHROMPET, CHENNAI - 600 044


April-2013

CERTIFICATE

This is to certify that “A study of Training and Development in VESL (vibromech & engineering service ltd maraimalainagar) is submitted by miss K.DIVYA [11PG057] in partial fulfillment of the curriculum of “MASTER OF COMMERCE” DR.

course

R.MAHESWARI

during M.Com,

2011-2013 B.Ed.,

Ph.D.

under

the

department

guidance of

of

commerce

SHRIMATHI DEVKUNVAR NANALAL BHATT VAISHNAV COLLEGE FOR WOMEN (AUTONOMOUS); CHROMPET, CHENNAI- 600 044.

DR. (MRS). N. CHANDRAVATHI M.Com, M.Phil., Ph.D. HEAD OF DEPARTMENT PG DEPARTMENT OF COMMERCE

DR.(MRS).R.MAHESWARI,M.COM, B.ED., PH.D. GUIDE AND ASSISTANT PROFESSOR. PG DEPARTMENT OF COMMERCE.

INTERNAL EXAMIER

EXTERNAL EXAMIER


DECLARATION

I hereby declare this project “A STUDY ON TRAINING AND DEVELOPMENT�, submitted by me in partial fulfillment of the requirement for the degree of master of commerce is a record of original and independent research work done by me during the period 2011-2013and that project has not previously formed the basis for the award to the candidate for any degree, fellowship/similar other title. This project represents independent work on the part of the candidate.

K.DIVYA

Place: Date:




ACKNOWLEGEMENT

It is my pleasure and privilege to thank DR.(Mrs.) G.RANI M.Sc., B.Ed., M.Phil., Ph.D., principal of SHRIMATI DEVKUNVAR NANALAL BHATT VAISHNAV COLLEGE FOR WOMEN (AUTONOMOUS), for the contribution and encouragement in making the project a success. I also thank DR. (Mrs.) N. CHANDRAVATHI M.com, M.Phil., Ph.D. head of department of master of commerce, for her encouragement during my project. My heartful thanks go to DR. (MRS.) R.MAHESWARI M.Com, B.Ed., Ph.D. department of commerce, for her guidance during my project. My heartful thanks goes to (Mrs.) S.SUBBULAKSHMI HR Manager, of VESL for permitting me to do this institutional training in their concern, I would also like to extend my special thanks to other executives, staff and workers of VESL for providing me the information related to my project. And my special thanks to my parents and all my friends, who guided me throughout this training.

Date: Place:

K.DIVYA


LIST OF CONTENTS

Chapter

particulars

PAGE

NO

1

2

3

NO

INTRODUCTION

1-17

COMPANY PROFILE

18-32

REVIEW OF LITERATURE

33-45

ANALYSIS AND INTERPRETATION

46-86

4 FINDINGS, SUGGESTIONS AND CONCLUSION

87-92


5

BIBLIOGRAPHY

QUESTIONNAIRE

`Table no

Particulars

Page no

4.1

The Variance of age.

48

4.2

The classification of gender.

50

4.3

The educational qualification of employees.

52

4.4

The training requirements.

54

4.5

The opinion about the training needs.

56

4.6

The effective training promotes team spirit.

58

4.7

The changes in performance after training programme.

60

4.8

Opinion about training programme .

62

4.9

The satisfaction of present training programme and handling of training session.

66

4.10

The attending of training programme and

69


types of training programme. 4.11

The methods of training and level of satisfaction in the present training programme.

73

4.12

The age and career programme conducted

76

4.13

The variance in different age and variance among training methods.

81

1.14

Variance between the designation and variance between trainers performance.

84

LIST OF TABLES

LIST OF CHARTS 4.1

The Variance of age.

49

4.2

The classification of gender.

51

4.3

The educational qualification of employees.

53

4.4

The training requirements.

55

4.5

The opinion about the training needs.

57


4.6

The effective training promotes team spirit

59

4.7

The changes in performance after training programme

61

4.8

Opinion about training programme

63

Cha pter - I


INTRODUCTION

CHAPTER - 1 INTRODUCTION: HRM is the process of managing the people of an organisation with a human approach. Human resource enable the manager to view this people as a important ,it not the most important resource.it is benevolent approach to develop & effectively utilize the manpower not only for the benefit of the organisation but also for the growth , development & self-satisfaction of the concerned people.

HUMAN RESOURCE MANAGEMENT: Human resource management refers to the task of handling people who belong to the different strata of the society (i.e.) students, employees, employers, the selfemployed, sportsman, housewife’s etc‌..


DEFINITION: “HRM is that part of management process which is primarily concerned with the human constituents of an organisation” -

E.F.I.BRECH

“Human resource or manpower management effectively describes the process of planning & directing the application development & utilisation of human resource in employment” -

DALEYODER


T


RAINING:

The term training is concerned with imparting specific skills for a particular purpose. Training is the process of teaching the new and/or present employees the basic skills they need to effectively perform their jobs. Training is the act of increasing the knowledge and skill of an employee for doing his or her job.

TRAINING DEFINITION: FLIPPO has defined training as “THE ACT OF INCREASING THE KNOWLEDGE & SKILLS OF AN EMPLOYEE FOR DOING THE PARTICULAR JOBS” Training & development was defined as “TRAINING IS THE ORGANISED PROCEDURE IN WHICH PEOPLE LEARN KNOWLEDGE & OR SKILLS FOR DEFINITE PURPOSE “-dale yoder

DEVELOPMENT: The term development refers broadly to the nature & direction of changing induced in employees though the process of training education.


ROLE OF TRAINING & DEVELOPMENT: •

Increase in efficiency.

Increase in morale of employees.

Better human relation.

Reduced supervision.

Increased organisational viability & flexibility.

MAIN ACTIVITIES OF TRAINING & DEVELOPMENT: Training and development (T&D) encompasses three main activities: •

Training,

Education, and

Development.

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds.


Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.

Development: This activity focuses upon the activities that the organization employing the individual, may partake in the future, and is almost impossible to evaluate.

CONCEPT

CONCEPT OF TRAINING

 The aim of training is to develop potential knowledge & skills of the trainees to carry out defined tasks & responsibility.

 Training is a process of learning & unlearning.


 It’s behaving differently & not necessarily knowingly more.  It is the process of attitudinal change that integrates with life & selfdevelopment.

NEED


Technological

change

necessitating

acquisition

of

new

knowledge, ability and skills.

Increasing qualitative demand for managers and workman. Increasing

uncertainties and complexities in the total

environment necessitating flexible and adaptive responses from organizations.

Need for both individuals and organization to grow at rapid pace.

To harness the human potential and give expression to their creative urges

To enable employees to move from one job to another.

To

bridge gap between what employee has in terms of

knowledge and skill and what his/her job actually demands. Employees need training to be imparted in the following areas.

THE EFFECTS OF TRAINING IN AN ORGANISATION:


To impart to new entrants the basic knowledge and skills required for efficient performance of definite tasks. 1.

To assists the employees to function more effectively in their present positions for exposing them to the latest concepts, information and techniques and developing the skills they would require in their particular fields.

2.

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

3.

To broaden the minds of senior managers through interchange of experience within and outside so as to correct the narrow outlook caused due to over specialization.

AREAS OF TRAINING: 1)Knowledge: Training aimed at imparting knowledge to employees provides for facts, information and principles related to his/her job. In general, training imparted in the knowledge area considers three aspects, namely job context, job content and quality of work. 2) Technical skills: The training in this area aims at teaching the employees the physical acts or actions like operating a machine, working with a computer, using mathematical tools to take decisions etc. 3)Social skills:


The training in this area is broader in scope embracing many aspects. This category of training aims at the development of individuals and team work. 4) Techniques: Training in this area involves teaching employees the manners how to apply knowledge and skills to dynamic situations. 5) Attitudes: This involves orientation or induction programmes that help change the employee’s attitudes favourable toward the achievement of organizational goals.

IMPORTANCE OF TRAINING: 1) Better performance: Training improves employee’s ability and skills and in turn, improves employee’s performance both in quantity and quality. Better or increased employee performance directly leads to increased operational productivity and increased organizational profits. 2) Improved quality: In formal training programmes, the best methods of performing jobs are standardized and then taught to employees. These offers two- fold benefits -Firstly, uniformity in work performance helps improve the quality of work or service.


Secondly, better informed or trained workers are less likely to make operational mistakes. 3) Less supervision: A trained worker is self-reliant. He knows his work and way to perform it well. Therefore, his work requires less supervision. The supervisor can devote his time on more urgent works. 4) Less learning period: A well planned and systematically organized training programme reduces the time and cost involved learning. Training enables to avoid waste of time and efforts in learning through trial and error method. 5) High morale: Training not only improves the ability and skill of employees, but also changes employee attitude towards positive. Higher performance,

and avenues for internal promotion lead to high morale among the employees. 6) Personal growth: Training improves employee’s ability, knowledge and skills and thus prevents employee’s obsolescence. This makes employees growth- oriented.

IDENTIFYING TRAINING AND DEVELOPMENT NEEDS


Fundamental to the delivery of any path project is the development of the team and the professional development of all individuals. At all levels there is an expectation that the skills, attitudes and knowledge required to deliver successful projects will be gained while these projects develop

BENEFITS OF TRAINING: Improve employee work performance and productivity 

Shorter learning time which could lead to less costly training

Decrease in wastage

Fewer accidents

Less absenteeism

Lower labour turnover

Greater customer and consumer satisfaction


METHODS OF TRAINING: Training methods are means of attainting desired objectives set for a training programme. Depending on the training results and the process employed to attain these, the various training methods can be broadly categorized into two. They are: 1)On the job training. 2) Off the job training.

Training methods

On the job training

Off the job training


Placement as assistant

apprenticeship induction

Job rotation

Vestibule training

Role playing Lecturer & conference

Management games Case study

Sensitivity training

Brain storming

1. On the job training methods: It is the method included in this cluster are those whose main objectives are centred around the job .(i.e.) learning on the job itself by a variety of methods. They are 1) Induction training 2) Apprenticeship training: 3) Refresher training

4) Job rotation 5) Placement as assistants: 6) Vestibule training: II) Off the job training: It refers to training given to staff at a place away from the actual work place.


1) Conferences/Seminars 2) Lectures 3) Role play 4) Case study method 5) Management games 6) Brain storming 7) Sensitivity training

SCOPE OF THE STUDY: Training effectiveness is the process wherein the management finds out how effective it has been at training and developing the employees in an organization. This study gives some suggestions for making the present training and development system more effective.

1.

It gives direction to the organization, how to deal differently with different employees.

2.

It identifies the training and development needs present among the employees.

PURPOSE OF STUDY: 1.

to provide fresh knowledge and skills inputs to the employees.


2.

To

improve

the

productivity

and

overall

organisational

effectiveness. 3.

To help the company fulfil its future personnel needs.

4.

To improve organisational climate.

OBJECTIVES of the study: •

To study the various method of training programme conducted by the company.

To find out whether the need of employees are fully satisfied regarding the training programme.

Increasing an employee’s attitude or skills & knowledge.

To find out whether the company provides career development programs at all level executives.

To study about the employees perception on training programme.

To study on the training needs & satisfaction of the employees & to find the best method of training.

RESEARCH METHODOLOGY: 1) PRIMARY DATA:


Primary data is known as the data collected for the first time through field survey. Such data are collected with specific set of objectives to assess the current status of any variable. As the primary data is the information collected for the first time,

there are several methods in which the data is complied some of the method used for this study are a)

Questionnaire

b)

Observation

Primary data is collected from 50 employees.

2) SECONDARY DATA: The

secondary

data

are

the

data

in

which

information

is

already collected and published. There are several methods of collecting the data, some of them used in this study are a)

Periodicals reports

b)

Journals/Magazines

c)

Encyclopedia

d)

browsing

SAMPLE SIZE:


The sample size was choosen as 60 the sample size was arrived at after taking into consideration the scope of the study as well as the time constraints.

PERIOD OF STUDY: The research was carried out for 6 month from September2012 – February 2013 time is the limiting factor for the researcher.

STATISTICAL TOOL USED FOR ANALYSIS: The statistical tool applied for the analysis are •

Percentage analysis.

chi-square test.

variance analysis.

LIMITATIONS OF THE STUDY: 1.

Analysis is only based on the minimum number in the V.E.S.L.(i.e.50)

2.

It is very difficult to get the correct information.

3.

The analysis may not be implemented to overall employees view regarding training.

4.

Time provided by the concern for the study is too short.

5.

The finding of this study is applicable only to this concern and not to other concerns.


SCHEME OF CHAPTERISATION: Chapter 1: Brief introduction about human resource management and job Satisfaction. Chapter 2: Briefly explains the company profile. Chapter 3: Briefly explains the concept of job satisfaction. Chapter 4: Analysis and interpretation of data. Chapter 5: Summary of findings, suggestions and conclusions.



Chapter II Company profile


CHAPTER -2 HISTORY OF COMPANY: Company was started in the year of 1970 in a small way. In 1973 viscous damper were produced. Currently an ISO 9001 /TS 16949 company, VIBROMECH ENGINEERS & SERVICE LTD. (VESL) started nearly four decades ago from humble beginnings and very quickly soared to great heights.


ORGANIZATION CHART:

Mr. Mahesh Ramamurty is a Mechanical Engineer with a Masters degree in Manufacturing Technology, Computer software and Robotics from the Royal Melbourne Institute of Technology, Australia, after obtaining a Bachelors Degree in Mechanical Engineering. He is currently the Joint Managing Director of Vibromech Engineers & Services Ltd.


FUNCTIONS OF VESL: Isolators – decoupling pulleys, Dampolators,viscous dampers, Harmonic detuners, Vibration dampers – paddle wheel type, Flow formed pulleys, Rubber to metal bonded products, Engineering service.

MISSION & VISION: Vision: CBI is THE expert in export development and export promotion from developing countries. Our contribution consists of sustainable strengthening of the competitive capacity of SME exporters and producers in developing countries, focusing primarily on European markets.Our core competence is threefold: advice& counselling.

MISSION: CBI contributes to sustainable economic development in developing countries through the expansion of exports from these countries.

SOME OF THE PRODUCTS OF VESL:


Isolators: Decoupling Pulleys

Viscous Dampers

Vibration Dampers: Paddle Wheel Type

Rubber to Metal Bonded Products

Dampolators

Harmonic Detuners

1) VIBRATION DAMPERS


2) FLOW FORMED

QUALITY ASSURANCE:


Flow Formed Pulleys

Engineering Services

Excerpts from our quality and environmental policy as detailed below give a fair indication of our dedication to quality and environment.

Grow with customer satisfaction

Establish quality as a way of life in every activity

Achieve business excellence in global markets by adopting modern and progressive management techniques

DESIGN, DEVELOPMENT & SERVICES A total solutions provider, with its continuous customer feedback, staying in touch is a key word with Vibromech. The Voice of every Customer is captured. The latent voice of the customer is then translated into the Voice of the Engineer,the company is proud of its recognition as an FSS or a fully service supplier. Nurturing the product from its inception to delivery the company has gained the status of a black box manufacturer

CBI SERVICES


Export Cochin Programmes Multi-year programmes for enterprises wishing to export to the European Union.

BSO Development Programmes Capacity Development for intermediate organisations that support exporters to export to the European Union.

Training Programmes Seminars and workshops on exporting to the European Union for exporters, staff of intermediate organisations and commercial attachés.

APPROACH CBI uses a programmatic approach, which allows for increased integration of the different CBI services and enables CBI to better deliver and account for its result. The programmatic approach is translated into integrated export value chain programmes. CBI focuses on the part of the value chain that is involved with export, which is generally defined as the part of the chain between the producing exporter and the (EU/EFTA) buyer, extending to some extent beyond these key actors. The integrated programmes are focused on the key actors of this part of the value chain, which are exporters, importers, Business Support Organisations (BSO) en governmental authorities.

EXPORT COACHING PROGRAMMES


Successful EU market entry with CBI’s Export Coaching Programmes Are you an ambitious entrepreneur in a developing country with plan for exporting to the EU? Then CBI's Export Coaching Programmes (ECP) is designed for you. An ECP helps you to: •

Adapt your company and products to EU market requirements and standards;

Become familiar with EU markets and business practice;

Develop an export marketing strategy;

Export to the EU market;

Consolidate your export position in the EU.


BSO DEVELOPMENT PROGRAMMES:

Are you planning to improve your service delivery to companies seeking to export to the EU? Then the CBI’s BSO Development Modules are designed for you. A BSOD Module will help your organisation to: •

Improve or develop EU-specific services needed by your clients;

Re-engineer related work processes and service delivery modes;

Improve service delivery by enhancing staff competencies;


The CBI’s tailored modules will equip you with the knowledge and skills required to increase the number and quality of your services

TRAINING PROGRAMMES - BSO Are you a Business Support Organisation? These training programmes are specifically designed to provide your organisation the knowhow and skills for assistance to exporters in their effort to enter the European market. •

Please read the application criteria and cost of participation, before applying for one of training programmes below

Export

Marketing

Training

-

Introduction

(EMI)

Getting to know all the details of export marketing •

Market information, European buying strategies, export networks and opportunities. Exporters expect a wide range of knowledge from you. But how do you keep your knowledge current and organise...

Market

Intelligence

Develop your BSO's Market Information System

SOCIAL RESPONSIBILITY Social responsibility (more commonly referred to CSR) is a leading principle for the CBI. According to ISO 26000, social responsibility is the responsibility of an organisation for the impacts of our decisions and activities on society and the environment, through transparent and ethical behaviour. In the EU strategy 201114 for Corporate Social Responsibility.


Environment policy We commit ourselves to: •

Grow with minimal impact on the environment

Establish our organization as a responsible corporate citizen

Provide appropriate environmental education and training programs to develop the knowledge and skills of Employees, Suppliers and Society

Carry out all activities of the organization in full compliance with applicable statutory and regulatory requirements/laws

EVENTS:

1974 - President's Award for import Substitution 1979 - Setting up of full fledged bulk manafucturing facilities 1986/87 - QS 9000 UL 1995 - QS 9000 UL 1999 - QS 9000 UL 2001 - ISO 9002 BVQI 2002 - QS 9000 UL


2003 - ISO 9002 BVQI Award for Exports GM SPO finalises Long Term Contract with VESL ZF Lemforder USA places order on VESL Massive Expansion Programme Started VESL wins contracts from FORD Europe on two major engine programs Facility dedicated for international OEMs, at the Madras Export Processing Zone AWARD AND REGOGNITION •

1986, 1987 - award for export performance

2002 - award for export performance

Sept 2005 – award from cummins "best performer – new product development"

Sept 2008 – unido award for waste elimination (3m competition - 2nd place)

Nov 2008 – unido award for quality improvement implementation (qc story competition - 1st place)

RESEARCH AND DEVELOPMENT:


The research and development centre of VESL was established in 1975 to develop a range of dumpers&pully. The laboratory has been approved by the ministry of motors and technology, government of India. The centre has been recognized for conducting various research by academic institutions. VESL is actively involved in setting up a full fledged research facility at Delhi to develop the technology for the manufacture of a wide range ofdumpers&pully. Extensive multicentrestrails are conducted in respect of all products in the clinic are Indian medicine and modern medicine divisions. Only after the products are proven, are they launched commercially.

CUSTOMERS: There are many customrer in VESL some of them are : 1.general motors, 2.holden, 3.ford, 4.cummins international, 5.lemforder, 6.ashokleyland.


ADVANTAGES OF VIBROMECH: •

Flexibility and openness

Knowledge sharing approach

• Led

by technocrats

• Highly

mature mechanical engineering skills

• Access

to top universities and technical institutions

• Access

to international technical experts in engine design and technology

TRAINING METHODS USING IN VESL ARE AS FOLLOWS: •

Both on the job training &of the job training

Drawing reading.

Basics of dampers.

Environmental health & safety.

Time management.


Waste management.

Awareness on ts 16949:2009.

Awareness on iso 14001.

Audit preparation

Assembly process.

Grinding.

Painting.

TRAINING TO EMPLOYEES:

New employees and Existing employees

TRAINING SESSION TO FRESHER: 

Induction training (about vibromech)

Product knowledge

Process knowledge & 5’s

INSTITUTIONAL TRAINING PROCESS:


Mrs.subbulakshmi

(hr manager) thought their carder importance to me. Hr

various process are as follows

PROCESS: VESL following many process consistently. Some of them are •

Daily process,

weekly process,

monthly process,

accident register,

audit

M.I.S:to calculate the attendance, their working hours and their day today performance.

Chapter III Review of literature


CHAPTER –III

REVIEW OF LITERATURE INTRODUCTION: A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. It can be define as: “The process of reading, analysing, evaluating, and summarizing materials about a specific topic.”

REVIEW ABOUT THE TRAINING & DEVELOPMENT:

scholarly


Many authors and scholars were defined their views about topic training and development in various periods are listed below: 

How to Train Employees Effectively by Jennifer Hudock

Effective employee training tactics, no matter what type of business you run, have the potential to improve employee/management relations, increase productivity and performance, and provide employees with the valuable skills needed to get the job done right.

Evaluate the Effectiveness of Training by Angie Oney

Training employees is time consuming and costly. When preparing for training, develop tactics to ensure effectiveness throughout the training session. It is vital that companies understand the impact that training has on actual work performance 

Types of Training Evaluations by Kimberly Deas

Training evaluations gauge the effectiveness of a training program. An American Society of Training and Development (ASTD) and Institute for Corporate Productivity (i4cp) study revealed that the most common model implemented by companies is the Kirkpatrick and Phillips model. This model evaluates training programs based on five levels of evaluation. 

Create an Effective Training By Jay Mills Video can be a very effective method to use for training. Most people are

visual learners, and they will not be able to connect the dots until they see the process laid out for them with their own two eyes. With the available technology today, recording effective training videos can be done quickly and easily.


ď ś

According to Michael S. Lane, Gerald L. Blakely( 1995) Management development programmes are increasingly being studied and

evaluated, regarding their efficiency and effectiveness. The results indicate that management development programmes do not seem to differentiate between levels of management.

ď ś

According to Oladele Akin(1991): Evaluation is increasingly being regarded as a powerful tool to enhance the

effectiveness of training. Three major approaches to training evaluation: quality ascription, quality assessment and quality control are highlighted. In order to enhance the effectiveness of training, evaluation should be integrated with organizational life.

ď śAccording to

Phillip C. Wright,(1992)

Reports on a study of current and past training literature which suggests that, to be effective and to isolate both training needs and those problems having other, non-trainable solutions, training must be preceded by a needs analysis. Proposes a needs assessment model to illustrate an optimum needs assessment process, and compares

this

model

with

the

Ontario

Government's.

According to Farhad Analoui( 1995): Traditionally, the effectiveness of the senior officials within the public sector has been disproportionately associated with task instead of people-related skills. Moreover, the above broad categories of managerial skills form a hierarchy which


suggests that the more senior positions which managers occupy, the greater the need for people and self-development. 

According to Partlow, (1990) The design of the training should be according tothe needs of the employees Those organizations which develop a good training design according to the need of the employees as well as to the organization always get good results.

According to Michael Armstrong,(2000). Thereare many factors which improves the work of theemployee such as

flexible scheduling, training etc.It is very necessary for the organization todesign the training very carefully

According to Meister(2001) As per the recent theories to access the knowledge is changing from

substantial in the traditional to deliver the knowledge for the virtual forms to use the new meaning of information with electronic learning use. There is a survey confirmation for using classroom to deliver the training would drop dramatically, 

According to Andersson,Luo, (2002). A manager is that what the other members of the organization wants them to

be because it is a very popular trend of development training for the managers in the training for the management


According to Kogan (03-Jan-2006) The emphasis on structured learning from experience and critical reflection.

This practical and thoughtful approach provides an ideal guide for anyone who takes responsibility for leading, managing, supervising or contributing to a project in this area of work 

According to Davenport (2006) Some of the Training theories can be effective immediately on the future of

the skill and developments. The “content” and the “access” are the actual factors for the process. It is a representation itself by the Access on main aspect what is effective to the adopted practice in training development. 

According to Miller and Desmarais (2007). Usually the managers have the choice to select the best training and

development programme for their staff but they always have to bear in mind that to increase their chances of achieve the target they must follow the five points highlighted

Keller Williams Realty International(2007) One of the benefits of training is the perceived organizational commitment

that is a direct result of the amount of money, time and energy the organization puts back into the employee 

According to Casse and Banahan (2009) The different approaches to training and development need to be explored.

The current traditional training continuously facing the challenges in the selection


of the employees, in maintaining the uncertainty related to the purpose and in introducing new tactics for the environment of work that advising

on all the

problems, which reiterates the requirement for flexible approach. 

According to DeCenzo & Robbins( 2007). Training and organizational developments offers a variety of benefits as

increase in: profits (or cost reduction), innovation, customer satisfaction, service and product quality, cost effectiveness, organizational flexibility, personal feelings of effectiveness, and job, work and life satisfaction.

According to Casse and Banahan (2007), The different approaches to training and development need to be explored. It

has come to their attention IT also provide a model which demonstrates the link between training and development and business and HR strategy. 

Effective Communication Skills for training by Helen Jody Lin (2009) In the business industry, having effective communication skills with your

co-workers and upper management can help for your training. Within your own personal relationships, lacking communication skills can lead to conflict between you and your co-workers while training. 

According to Ansar(2010). Training and development are important aspects when coping with changes

in technology and diversity within the company, and helps provide an opportunity


and broad structure for developing technical and behavioral skills while attaining personal growth 

According to Eddie Kilkelly(2011) The generic training does not help employees to understand how projects

should be run within their specific organization; project-management skills are context-specific and need to be assessed in relation to the project at hand; and HR has much to offer project managers in helping to deliver project success through people 

According to KALAYARASE. B. PILLAI (MAY 2011 ), The effective transfer of training depends a lot on the trainer because it is the

trainer only who can remove the mental block of trainee, motivate the trainee to learn, delete the negative perception of the trainee regarding the training 

The major competencies that are required to be present in a trainer are: 1. Presentation Skills 2.Business 3.Content Development 4.Self development

According to Chidambaram VIJAYABANU(27 December 2011) Training is a tool to attain individual, organizational needs related to the jobs

undertaken and is also intended to improve the work culture of the group involved


in a group task. An ideal training programme can be expected to change the attitude, skills and develop forward vision of the participants towards the task ď ś

According to paluma (Jun 2012 ) The objective of organizational development is to increase the long-term

health and performance of the company while inspiring the lives of its employees. The emphasis is on organizational culture that influences the way people work, by removing obstacles and increasing motivation, where there is culture of continual improvement and part of everyday life. Training and organizational development empowers individual employees and leaders, and aligns shared goals and objectives.

ď ś

By David trovey chief execuitives ( 8 June 2012) Training and development is the field which is concerned with

organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including human resource development, and learning and development ď ś

According to mishbeans, (Jul 2012) Training and Development helps in increasing the job knowledge and skills

of employee at eachlevel. It helps to expand the horizons of human intellect and an overall personality of the employees.Training and Development importantly increases the productivity of the employees that helps the organization..


According to Sapna Suri (September 5, 2012) TRAINING AND DEVELOPMENT is a subsystem of an organization.It is

concerned with the structure and delivery of acquisition of knowledge to improve the efficiency and effectiveness of organization. Therefore, training is a key to optimizing utilization human intellectual technological and entrepreneurial skills. 

Cedefop &- Seun Robert-Edomi (03 Dec 2012) The company need to re-examine the assumption that the cost of training

older workers outweighs the benefits, on the grounds that their careers will be shorter. In reality, benefits appear to be lower only where employers do not sufficiently adapt the training to the older worker's learning preferences. 

Strategic Alignment Model Helps Determine Sales Training Investments by Martyn Lewis ( Monday, December 10, 2012 ) There is a continual need to defend sales training investments since the

return from such investments is frequently hard to quantify and often disappointing. 

When Developing Leaders, Don’t Blame Training! by Larry Peters, Gregory K. Stephens, John Baum (Monday, December 10, 2012) Training solutions are almost the default option to meeting capability gaps.

Hire someone; train him. Create new positions; train the new job incumbents. Roll out a major change effort requiring new capabilities; train everyone in the new capabilities. 

According to K. Ashwathappa An employee will become more efficient and productive if he is trained

well. Would have to synergize all its resources which includes the human resources


(HR) and their training and development structure that can work well and blend together. Aims to determine perceptions on the training and development function in Middle East organizations. 

According to David Turner Redundancy is unpalatable at the best of times and managing the process is

never going to be easy. However, the L&D department has a critical role to play in mitigating the long-term negative effects through timely intervention, excellent communication, compassion, and appropriate support and assistance.

According to Frank Widman To control the complexity of this interaction, while navigating the project

towards a successful outcome is the bedrock of successful project management. One of the most successful approaches to create effective project managers is blended learning. 

Dr Vivien Martin (Author) Managing Projects in Human Resources, Training and Development is an

essential for both operational staff and senior human resource managers requiring information and guidance on all aspects of project management. Working through a framework of techniques and processes

provides the practical tools and

approaches required for successful project management.

According to C.S. Lewis

Developing an effective project team with a good leader has many benefits for an organisation, even after the original objectives have been achieved


According to Leslie Geary The training needs four effective factors are Motivation., Reinforcement.,

Retention., transference for the betterment of organisation 

According to Lisa Bono Like a door, the mind has to be opened before any new information can

enter. The key to getting it open, say our experts, is relevance.orgainsational trainees will more readily accept information about their department, their equipment, their work process, and all of it discussed using their names. It pays to refer to all these familiarities early and often.

According to Marrion bashistra One tool for keeping that mental door open is the possibility of achievement.

Turn your training session into a contest trainees can win. Issue small prizes or even call for applause for correct answers and you’ve moved the needle on reinforcement. Quizzes are a more formal way to do the same. 

According to Tom Gardner This is educator-speak for putting new skills right to work, back on the job.

Transference is enhanced by the immediate use of new skills … something you might want to arrange with area supervisors. Having them see what’s been learned in action will also make it more likely that the skills will be reinforced by these bosses.

According to David Rosen


Training is of little use if the information is forgotten. Make it more memorable by letting trainees try their new skills, either individually or through a surrogate chosen from the group. Other interactions, such as encouraging questions, increase engagement, too, as does providing handouts and other takeaways. 

According to Dr. D. Y. Patil Training includes interactive exercises, quizzes, completion certificates,

sign-in sheets, evaluation forms, and training records. In short, everything you need to motivate, reinforce, retain, and transfer new knowledge, and document that you did.

According to Donna Heeter

Training initiatives and programs have become a priority for Human Resources. As business markets change due to an increase in technology initiatives, companies need to spend more time and money on training employees. In today’s business climate employee development is critical to corporate success and organizations are investing more in their employees training and development needs. 

.According to Mike Anderson The emphasis and value an organization places on how much and the quality

of training it gives its people is the most important factor in regards to organizational training.

According to Ms. Shilpa Mukund Patil To develop the appropriate training program in an organization that includes training needs assessment; creation of training materials; the training medium


(internal, external); the implementation, and an evaluation plan to determine the effectiveness of the training

ď ś

According to Raja Abdul Ghafoor Khan, Furqan Ahmed Khan

Training and Development, On the Job Training, Training Design and Delivery style are four of the most important aspects in organizational development

Chapter IV ANALYSIS & INTERPRETATION


CHAPTER - IV ANALYSIS AND INTERPRETATION The data after collection has to be analyzed and in accordance with the outline laid down for the purpose at the time developing the research plan. This is essential for a study and for that we have all relevant data for making contemplating comparison analysis. After the analysis is made, the result is the finding which helps to solve the research problem. The primary data collected and with the help of secondary information, the following analysis was made with the help of statistical tools.

Tabulation:


The purpose of table is top simplify, the presentation and to facilitate comparison. Brining related item if information closes together facilities comparison. A table is a systematic arrangement, whereas columns are vertical once.

Meaning of diagrams and graphs: Pictorial presentation helps in proper understanding of the data as it gives an interesting form to it. They are attractive to the eyes. Figures are dry but diagrams create greater interest than cold figures. Since, diagram have attraction value, they are very popular in exhibition. Fairs, conference, board meeting and public functions they have a greater memories effect.

4.1 TABLE SHOWING VARIANCE OF AGE

CRITERIA

NO RESPONDENT

20-25

18

OF % OF RESPONDENT 30%


25-35

19

32%

35-45

20

33%

45-55

3

5%

TOTAL

60

100

INFERENCE: The above table indicates that among 60 sample respondents 30% of the respondents are lying between age 20-25 and the 32% of the respondents are lying between age 25-35 and the 33% of the respondent are lying between age 35-45 and the remaining 5% lying between age 45-55 in VESL.

4.1 CHART SHOWING VARIANCE OF AGE


4.2 Table showing the classification of gender

Criteria

No of respondent

% of respondent

male

48

80

female

12

20

TOTAL

60

100

INFERENCE:


The above table indicates that among 60 sample respondents 80% of the respondents are male and the remaining 20% of the respondents are female in VES L.

4.2

CHART SHOWING THE CLASSIFICATION OF GENDER


4.3 TABLE SHOWING EDUCATIONAL QUALIFICATION OF EMPLOYEES

CRITERIA

NO OF % OF RESPONDENT RESPONDENT

BELOW 12th

24

40

UG

31

52

PG

5

8

PROFESSIONAL COURCES

0

0

TOTAL

60

100

INFERENCE: From the above table depicts that nearly 40% of the employees are below 12 th,52 % of them are UG holders and 8% of the employees are PG holder in VESL.


4.3 CHART SHOWING EDUCATIONAL QUALIFICATION OF EMPLOYEES

4.4 TABLE SHOWING THE TRAINING REQUIREMENTS

OPINION

NO

OF %

RESPONDENTS

RESPONDENTS

Yes

56

93

To some extent

3

5

Not required

1

2

OF


TOTAL

60

100

INFERENCE: From the above table represents that out of the 60 respondents 93% of the respondents agree training is required, 5% of the respondents agree that to some extent and remaining 2% of the respondents think that training is not required.

4.3

CHART SHOWING THE TRAINING REQUIREMENTS


4.5 TABLE SHOWING THE OPINION ABOUT THE TRAINING NEEDS

OPINION

NO RESPONDENTS

To improve employees 11

OF % RESPONDENTS 18

knowledge To

aware

about

the 16

27

practices in the company To learn technical skill

20

33

better use of resources

13

22

TOTAL

60

100

INFERENCE:

OF


The above table shows the about training needs that 33% of the employees say to learn technical skill,18% of the employees say to improve employees knowledge , 22% of employees says for better use of resources and remaining 27% of the employees say to make employee aware about the practices in the company.

4.5 CHART SHOWING THE OPINION ABOUT THE TRAINING NEEDS

4.6 TABLE SHOWING EFFECTIVE TRAINING PROMOTES TEAM SPIRIT


OPINION

NO

OF %

RESPONDENTS

RESPONDENTS

Larger extent

40

67

Some extent

15

25

Not at all

5

8

TOTAL

60

100

OF

INFERENCE: The above table shows that 67% of the employees agrees training promotes team spirit to large extent, 25% of the employees to small extent and remaining 8% employees not at all agree this opinion.

4.6 CHART SHOWING EFFECTIVE TRAINING PROMOTES TEAM SPIRIT


4.7 TABLE SHOWING CHANGES AFTER TRAINING

PROGRAMME Opinion

No of respondent

% of respondent

Increase in confident 16 level

26

Fluency in English

10

17

Come out of shy

9

15

Giving product

quality 10

17

Achieving targets

15

25

TOTAL

60

100

INFERENCE:


The above table reveals that from 60 respondent 26% employees are found changes in increases of confident level,25% of employees are found that achieving targets,17% of employees are found that fluency in English, other 17% of employees found that giving quality product and remaining 15% of employees found that come out of shy.

4.7 CHART SHOWING CHANGES AFTER TRAINING PROGRAMME

4.8 TABLE SHOWING THE OPINION ABOUT THE

TRAINING PROGRAMME


OPINION

NO

OF %

RESPONDENTS

RESPONDENTS

Interactive

17

28

Interesting

15

25

Job – oriented

6

10

demonstration

5

9

Conference session

17

28

TOTAL

60

100

OF

INFERENCE: The above table shows that 28% of the employees suggest the training programme should be interactive, 10% of employees suggest it should be job – oriented ,25% of employees suggest it should be interesting,28% of employees suggest that it should have conference session and remaining 9% of employees suggest it should be demonstrative.

4.8 CHART SHOWING THE OPINION ABOUT THE TRAINING PROGRAMME


CHI-SQUARE TEST: It is an important non-parametric test and such as no rigid assumptions are necessary in respect of the type of the population. Pearson has shown that chisquare is useful for the comparison of observed frequencies with theoretical frequencies and to draw decision whether there is any significant difference between the two sets.

Definition: The Χ2 test (pronounced as chi-square test) is one of the simplest

and most widely used non-parametric test in statistical work. the symbol Χ2 is the geek letter chi. The Χ2 test was first used by karlpearsons. In the year 1900. The quantity Χ2 describes the magnitude of the discrepancy between theory and observation. It is defined as:

χ2 =Σ (O-E) 2/ E] O=observed frequency, E=expected frequency i.e. (E=RT*CT/N) Degrees of freedom:


By degree of freedom we mean the number of classes to which the values can be assigned arbitrarily or at will without violating the restrictions or limitation placed. Degrees of freedom =(c-1)*(r-1) C=number of column & R=number of rows

Uses of χ2:

∗ χ2 test as a test of independence. ∗ χ2 test as a test of goodness of fit. ∗ χ2test as a test of homogeneity. Limitation:

∗ frequencies of non-occurrence should not be omitted for binominal or multinal events.

∗ `the formula presented for χ2 frequencies.

statistics is in terms of


Hence an attempt should not be made to compute on the basis of proportion to other derived measures. The formula presented id not appropriate for cases in which repeated measurement on the same or matched group are represented in one table.

4.9 Table showing the satisfaction of present training programme and handling of training session in an organisation Sources

Company faculty

Consultant and

technical experts

total

And Academician

Highly satisfied

8

3

11

Satisfied

25

15

40

Dissatisfied

3

3

6

Highly

0

3

3

36

24

60

dissatisfied total


Null hypothesis: There is no significant different between the satisfaction of present training programme and handling of training session in the organisation. Alternative hypothesis: There is a significant different between the satisfaction of present training programme and handling of training session in the organisation.

O

E

(O-E)2

(O-E)2/E

8

6.6

5.2

0.297


25

2.4

1

0.042

3

3.6

0.36

0.1

0

1.8

3.24

1.8

3

4.4

1.96

0.445

15

16

1

0.063

3

2.4

0.36

0.15

3

1.2

3.24

2.7

Total

5.597

DEGREES OF FREEDOM: = (r-1) (c-1) = (4-1) (2-1) =3Ă—1=3

Table value of χ2 for 3 degree of at 5% level = 7.81 Calculated value =5.597

Interpretation: Since the calculated value (5.597) is lesser than the table value (7.81) the null hypothesis is accepted and the alternative hypothesis is rejected.


So, There is no significant different between the satisfaction of present

training programme and handling of training session in the organisation.


4.10 Table showing the attending of training programme and level of satisfaction of various types of training programme conducted in the organisation.

Sources

Behavioral

Excellent

Satisfactory

total

and Good

and Poor

4

3

7

16

4

20

9

3

12

by 6

4

10

by 6

5

11

19

60

science Technical program Industrial training programme Seminars experts Commercial profession total

41


Null hypothesis: There is no significant different between the attending of training programme and level of satisfaction of various types of training programme conducted in the organisation. Alternative hypothesis:


There is a significant different between the attending of training programme and level of satisfaction of various types of training programme conducted in the organisation.

o

E

(O-E)

(O-E)2/E

4

4.78

0.78

0.1273

16

13.67

2.38

0.3971

9

8.2

0.79

0.0761

6

6.83

0.83

0.1009

6

7.52

1.52

0.3072

3

2.21

0.78

0.2741

4

6.33

2.33

0.8576

3

3.8

0.8

0.1684

4

3.17

0.83

0.2173

5

3.48

1.52

0.6639

Total

3.1899

DEGREES OF FREEDOM: = (r-1) (c-1) = (5-1) (2-1) =4Ă—1=4

Table value of χ2 for 4 degree of at 5% level = 9.49


Calculated value =3.1899

Interpretation: Since the calculated value (3.1899) is lesser than the table value (9.49) the null hypothesis is accepted and the alternative hypothesis is rejected. So, there is no significant different between the attending of

training programme and level of satisfaction of various types of training programme conducted in the organisation.


4.11 Table showing the methods of training and the level of satisfaction in the present training programme in the organisation.

Sources

Highly satisfied

satisfied

dissatisfied Highly dissatisfied

total


On

the 5

20

4

4

33

Off he job 7

18

2

0

27

total

38

6

4

60

job 12

Null hypothesis: There is no significant different between the methods of training and the level of satisfaction in the present training programme in the organisation. Alternative hypothesis: There is a significant different between the methods of training and the level of satisfaction in the present training programme in the organisation.

O

E

(O-E)2

(O-E)2/E

5

6.6

2.56

0.3879

7

5.4

2.56

0.4741


20

20.9

0.81

0.0388

18

14.4

12.96

0.9

4

3.3

0.49

0.1485

2

2.7

0.49

0.1815

4

2.2

3.24

1.4727

0

1.8

3.24

1.8

Total

5.7527

DEGREES OF FREEDOM: = (r-1) (c-1) = (2-1) (4-1) =1×3 =3 Table value of χ2 for 3 degree of at 5% level = 7.81

Calculated value = 5.7527 Interpretation: Since the calculated value (5.7527)is lesser than the table value (7.81) the null hypothesis is accepted and the alternative hypothesis is rejected. So, there is no significant different between the methods of training and level of satisfaction in the present training programme.


4.12 Table showing the age and frequency of personality programme and career growth pregramme are conducted in the organisation sources

3 months once Yearly and 6 months and once

once

2

once total years


15-25

11

7

18

25-35

14

5

19*

35-45

14

6

20

45-55

1

2

3

total

40

20

60

Null hypothesis: There is no significant different between the age and frequency of personality programme and career growth pregramme are conducted in the organisation

Alternative hypothesis: There is a significant different between the age and frequency of personality programme and career growth pregramme are conducted in the organisation

O

E

11

12

O-E

O-E)2/2 0.0083


14

12.67

0.1396

14

13.33

0.0337

1

2

0.5

7

6

0.1667

5

6.33

0.2794

6

6.67

2.9942

2

1

1 Total

5.1219

DEGREES OF FREEDOM: = (r-1) (c-1) = (4-1) (2-1) =3×1 =3 Table value of χ2 for 3 degree of at 5% level = 7.81

Calculated value =5.1219 Interpretation: Since the calculated value (5.1219)is lesser than the table value (7.81) the null hypothesis is accepted and the alternative hypothesis is rejected. So, there is no significant different between the age and frequency of

personality programme and career growth pregramme are conducted in the organisation.


VARIANCE ANALYSIS Introduction: The F-test (variance analysis) is named in honour of the great statistician R.A.Fisher. The object of the f-test is to find ot whether the two independent


estimates of population variance differ significantly, or whether the two samples may be regarded as drawn from the normal populations having the same variance.

Assumption of F-test: 

Normality.

Homogeneity.

Independence of error.

Technique of variance analysis: 

One-way analysis.

Two-way analysis.

One-way analysis: In one way classification the data are classified according to only one criterion.

Two-way analysis: In a two-way classification the data are classified according to two different criteria or factors. In a two-way classification the analysis of variance table takes the following form: Sources

of Sum of Degree

of Mean sum of square

Ratio

of

variance

squares freedom

“F”

Between

SSC

(c-1)

MSC= SSC/(c-1)

MSC/MSE

Between rows SSR

(r-1)

MSR= SSR/(r-1)

MSR/MSE

samples


Residual

of SSE

(c-1) (r-1)

MSE= SSE/(c-1) (r-1)

errors total

SST

n-1

SSC=Sum of square between columns SSR=sum of square between rows SSE=sum of square due to error SST= total sum of squares

The F values are calculated as follows: F (v1, v2) =MSC/MSE Where v1=(r-1) and v2=(c-1)(r-1)

4.13 Table showing the variance in different age group and variance among training methods in the organization.


sources

On the job

Off the job

Total

15-25

10

8

18

25-35

12

7

19

35-45

10

10

20

45-55

1

2

30

(Age/training methods)

Null hypothesis: a)

There is no variance among different training method.

b)

There is no variance in different age groups of employees.

Alternative hypothesis: a)

There is a variance among different training methods.

b)

There is a variance in different age groups of employees.


Analysis of variance Sources

of Sum

of Degrees

of Mean sum of Variance ratio

variance

squares

freedom

squares

Between

Ssc=4.5

(c-1)=3

MSC=SSC/3

column

=4.5/3=1.5

Between rows Ssr=97

(r-1)=1

MSR=SSR/1 =97/1=97

Residual

of Sse=10.5

3 1=3

errors total

F1=1.5/3.5=0.43

MSE=SSE/3 =10.5/3=3.5

Sst=1.12

(n-1)=7

THE TEST STATISTICS FC = MSC/MSE=31.17/12.11=0.43 Fr=MSR/MSE = 15.5/12.11 = 27.7

DEGREES OF FREEDOM: Degrees of freedom for column v1= 3, v2=3 = 9.28 Degrees of freedom for rows v1=1, v2=3 =10.1

F2=97/3.5=27.7


Inference: a)

By analysing variance in different training method. Since, the calculated value (0.43) is lesser than the table value (9.28) the null hypothesis is accepted. Hence there is no variance in conducting development different methods of training.

b)

By analysis variance in different age groups. Since the calculated value (27.7) is greater than the table value (10.13) the null hypothesis is rejected and the alternative hypothesis is accepted. Hence there is a variation in giving training to different age groups of employees.


4.14 Table showing the variance between the designation and variance between trainers performance

sources

Mangers

Asst.manager

superior

subordinate

Strongly

9

16

3

1

Agree

5

8

3

3

Disagree

3

2

4

1

Strongly

0

2

0

0

agree

disagree

Null hypothesis: a)

There is no variance in various designations in the organization.

b)

There is no variance in performance of trainer towards employees.

Alternative hypothesis: a)

There is a variance in various designation in the organisation.

b)

There is variance in performance of trainer towards employees.


Analysis of variance Sources

Sum

of Degree of Mean sum of Variance ratio

of

square

freedom

square

SSC=74.5

(c-1)=3

MSC=SSC/3

variance Between column Between

=74.5/3=24.83 SCR=101.5

(r-1)=3

rows

MSR=SCR/3 =101.5/3=33.8 3

Residual of SSE=87

3Ă—3=9

error

Total

F1=24.83/9.67=2.57

MSE=SSE/9 =87/9=9.67

SST=263

(n-1)=15

THE TEST STATISTICS: FC = MSC/MSE=24.83/9.67=2.57 Fr=MSR/MSE = 33.83/9.67=3.50 DEGREES OF FREEDOM: Degrees of freedom for column v1=3 v2=9 = 3.86

F2=33.83/9.67=3.50


Degrees of freedom for rows v1=3 v2=9 =3.86

Inference: a)

By analysing variance in various designation. Since the calculated value (2.57) is lesser than the table value (3.86) the null hypothesis is accepted. Hence there is no variance in various designation in the organisation in their training performance.

b)

By analysing variance in performance of trainer. Since the calculated value (3.50) is lesser than the table value (3.86) the null hypothesis is accepted. Hence there is no variance in performance of trainers towards various designated employees.


Chapter V Finding suggestion and conclusion


CHAPTER V FINDINGS AND SUGGESTION The study focused on the training and development in VESL. The finding has been classified into general and specific finding from the various analysis that had been carried out:

General findings:

∗ There are more male employees working in the organization. ∗ As per the table 52% of the employees are under graduate in the organisation.

∗ Majority of the employees were satisfied with the present training program.

∗ As

per the table 33% of employees needs training in

technical skills.


∗ 28% employees says that the training programme should have interactive and the conference session.

∗ It is found that 33% of employees have attended technical programme.

∗ Majority

of the employees agree that they have the

necessity of training in decision making.

∗ Majority of the employees say that certainly the training helps to meet competition at global level.

Specific findings: By carrying out χ2 (chi-square) analysis and variance analysis the following information was made:

∗ There is no significant different between the satisfaction of present training programme and handling of training session in the organisation.


∗ There is no significant different between the attending of training programme and level of satisfaction of various types of training programme conducted in the organisation.

∗ There is no significant different between the methods of training and the level of satisfaction in the present training programme in the organisation

∗ There is no significant different between the age and frequency of personality programme and career growth programme are conducted in the organisation

∗ a) there is no variance in conducting different methods of training. b) there is a vaiation in giving training to different age groups of employees.

∗ a) There is no variance in various designation in the organisation in their training

performance.

b)There is no variance in performance of trainers towards various designated employees.


SUGGESTION:

The company should conduct training programs at regular intervals, which helps the employees to enhance their knowledge for their current jobs.

The training session should be made more interactive and participative so that trainees and trainer are in constant interaction

Training programme only on accomplishing the organisational goal alone, it can try to accomplish the personal goals of the employees.


ďƒ˜

The company should design the training program based on the current requirement, which includes development of technical skills, personality development, computer knowledge etc.

ďƒ˜

the company can allow employee to attend seminars by experts.

ďƒ˜

The company can improve internal and external training method.

CONCLUSIONS: The study about the training and development in VESL was very interesting and informative both for the researcher as well as the company. The training and development in the company is really good and majority of the executives are satisfied with their program.


On a whole the training facility provided by the organization is at satisfactory level, if it is going to be improved in a little more level, the overall performance of the organization can be enhanced to a greater extent.

BIBLIOGRAPHY


1. Human Resources management (HRM): Authors Jayasankar

book HRM

L.M.Prasad

HRM

C.B.Guptha

HRM

Kalayarase. B. Pillai

banking & insurance

publication Margam publication Sultan and chand Sultan and chand Margam publication

year 2000 2011 2011 2007


2. Training and development: publication

Author

book

Raymond A noe

Employee training and development

R.K.Sahu

Authors Vital S.P.Guptha

Training for development

Book Quantitative techniques Statistical methods

year 2012

Sultan and chand Margam publication 3. Statistics: publication Margam publication Sultan and chand

4.Websites: • www.vibromech.com • www.trainingmag.com • www.trainingreference.co.uk/news/news_studies.htm • www.learningtransfer2012.com • www.h.r.m review training • www.iupindia.orgn • www.cochrane.org • www.businessdictionary.com 5. Journals: HRM review  Industrial relation- Feb 2010-vol-6.  Innovative HRM- March 2009-vol-11.  Post-separation HR- Jan 2009-vol-12.  Succession planning - June 2008-vol-2.  Organisational change- May 2008-vol-9  Corporate social responsibility- Jan 2008.

2000

year 2004 2004


ANNEXURE

QESTIONNAIRE I am k.divya doing M.com in SDNB Vaishnav College for women. I am undertaking the project study in your organization. I request you to kindly cooperate in answering the questionnaire. PERSONAL DETAILS:


1. Name : 2. Age

: a) 20-25 b)2 5-35 c)35-45 d)45-55

3. Gender: a) Male b)Female 4. Qualification :

a) Below 12th

b) UG

c) PG

d) Professional courses

5. Designation: a) Manager

b) asst. manager

c) supervisor

d) subordinate

6. Do you think training is required? a) Yesb) To some extent

c) Not required

7. What kind of training method you prefer? a) On the job training

b) Off the job training

8. Are you satisfied with the present training program? a) Highly satisfied

b) Satisfied

c) Dissatisfied

d) Highly dissatisfied

9. State your opinion about the training needs? a) To improve employees knowledge for better prospectus b) To make employees aware about the practices in the company c) To learn technical skill d) Better use of resources 10. What are the things that can be added to improve the present training programme? a)

Interactive sessions can be added

b)

Lecture kind of training can be added

c)

Aptitude or attitude can be added

d)

Studding material can be added

e)

Improvement of communication skills can be added

11. To what extent, are the training programs effective in promoting team spirit among the employees?


a) Larger extent

b) Some extent

c) Not at all

12. What kind of change you find in yourself after training programme is a) Increase in confidence level d) Giving quality product

b) Fluency in English

conducted?

c) Came out of shell

e) Achieving targets

13. Does the organization provide stipend during training programme? a) Yes

b) No

14. According to you how training programme should be? a) Interactive b) Interesting c) Job oriented

d) demonstration

e) conference session 15. Do you agree that the trainer should have a good approach towards you? a) Strongly agree

c) Disagree

b) Agree

d) strongly disagree

16. How often personality development programme and the career growth programme are conducted? a) 3 months once

b) 6 months once

c) Yearly once

d) Two years once

17. What is the impact of training in your organization? a) Improvement in technical skill b) Help to achieve targets your work d) Improve interpersonal behavior

c) Minimizing of errors in

18. Who handles the training session? a) Company faculty

b) Technical experts c) Consultants d) Academicians

19. Do you have separate training and development department? a) Yes

b) No

20. What are the training programs have you attended? a) Behavioral science program d) Seminars by experts

b) Technical program c) Industrial training program e) Conference by professionals

21. To whom the training programs will be provided? a) The new employees

b) The existing employees

c) Both


22. Is the training programs you have attended had helped you in your personal a) Agree

b) Strongly agree

c) Disagree

growth?

e) strongly disagree

23. What is your level of satisfaction about various type of training programme conducted in your organization? a) Excellent

b) Good

c) Satisfactory

d) Poor

24. In these, any reading material provided by the organization regarding training programmer? a) Yes

b) No

25. State the areas in which you need training to enhance your overall performance in present job? a) Computer application

b) Effective utilization of resource

c) Human relations

d) Stress management 26. Do you Feel the necessity of training program on decision – making? a) Yes

b) No

27. Does the training prepare you to meet the competition at global level? a) Definitely

b) To some extent

c) No

28. In your opinion what would the best way to find the effectiveness of the training program? a) Oral feedback

b) Written feedback

c) Evaluation from superiors

d) Observation of co-workers 29. Do you think follow up is essential for trained person? a) Yes

b) No

30. Which type of training method do you prefer? a) External

b) Internal

c) Both



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