a study on effectiveness of training program atbharath scratch ltd

8/2/2019 A Study on Effectiveness of Training Program AtBharath Scratch Ltd

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Content

CHAPTERNO. TITLE

PAGENO.

I INTRODUCTION 2-13

1.1. About the Study

I I. OBJECTIVE OF THE STUDY 15-17

2.1. Scope of the Study

2.2. Limitation of the Study

III. REVIEW OF LITERATURE 18 -20

IV RESEARCH METHODOLOGY 21-23V. ANALYSIS AND INTERPRETATION 24-63

5.1. Descriptive Analysis

VI. FINDINGS, SUGGESTIONS ANDCONCLUSIONS

84

BIBLIOGRAPHY 88ANNEXURE 89


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CHAPTER I

INTRODUCTION

Introduction to the Study

Training is a process of learning and understanding the sequence of

programmed activities. It is the application of knowledge it gives people an

awareness of the rules and procedures to guide their behaviour. It attempts

to improve their performance on the current job or prepare them for anintended job.

It is needless to say that every organization needs to have well-trained &

experienced people to perform the activities that have to be done. If the

current or potential job occupant can meet this requirement, training may

not be necessary and important. But when this is not the case, always it is

necessary to develop the employee's skill level and increase the versatility

and adoptability of the employees to perform their jobs much better. In a

rapidly changing society employee training and development is not only an

activity that is desirable but also an activity that an organization must

commit resources to maintain a viable and knowledgable work force.

Training can be defined a s The act of increasing the knowledge and skillsof an employee for doing a particular job.

Employee Training is an activity that an organization must commit

resources to if it is to maintain a variable and knowledgeable work force.


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Training is a; short - term process utilizing a systematic and organized by

which non - managerial personnel learn technical knowledge and skills for

a definite purpose.

The term training is used to indicate the process by which the attitude, skills

and abilities of employees to perform specific jobs are increased.

Training of any kind should have as its objective the redirection or

improvement of behaviors so that the performance of the trainee become

more effective and productive for himself and for the organization of which

he a part. Training normally concentrates on improvement of either

operative skills (the basic skills related to the successful completion of the

task), interpersonal skills (how to relate satisfactory causes of action), or a

combination of these.

If a systematic training is imparted to the employees which results in,

1. Low dissatisfaction, complaints, grievances

2. Less Absenteeism.

3. Reduced employee turnover

4. Accidents reduction

5. Eliminating bad workmanship

6. Less spoilage of tools/machines and materials.

So the efficiency of the organization depends directly on how well its

members are trained.


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Importance of Training

1. It increases productivity.

2. Better and economic use of materials and equipments by trained

employees.

3. Supervision and direction costs are reduced.

4. It satisfies the manpower needs.

5. It heightens the morale of the trained employees.

6. Standardization of methods becomes possible.

7. It gives an idea to reduce accidents and absenteeism.

8. Better management.

9. Versatility and adaptability.

Need and Basic Purpose of Training

1. To improve quality

2. To increase productivity

3. To help a company fulfill its future personnel needs

4. To improve organizational climate

5. To improve health and safety

6. Obsolescence prevention.7. Personal growth.


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Responsibility for Training

Training is the responsibility of four main groups:

a) The top management, which frames the training policy.

b) The human resource, which plans, establishes and evaluates

instructional programmes

c) Supervisors, who implement and apply developmental procedures, and

d) Employees, who provide feedback, revision and suggestion for

corporate educational endeavors.

Steps in Training Programme

Training programs are a costly affair and a time consuming process.

Therefore they need to be drafted carefully. Usually in the training

programs, the following steps are considered necessary.

1. Discovering or Identifying the training needs.

2. Getting ready for the job.

3. Preparation of the learner.

4. Preparation of operations and knowledge

5. Performances try-out

6. Follow-up and evaluation of the program

Training Policy

Every organization should have well-established training policy. Such a

policy represents the top managements commitment to the training of its

employees and comprises rules and procedures governing the standard of

scope of training. Training policy is considered necessary for the following

reasons:


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a) To indicate an organizations intention to develop its personnel, to

provide guidance is the framing and implementation of programme and

to provide information concerning them to all concerned.

b) To discovers critical areas where training is to be given on a priority

basis; and

c) To provide suitable opportunities to the employees for his / her own

betterment.

Training for Different Employees

Employees at different levels require training, unskilled workers require

training in improved method of handling machines and materials to reduce

the cost of production, waste and to do the job in the most economical way.

Semiskilled workers require training to cope with the requirement of an

industry arising out of the adoption mechanization, rationalization andtechnical processes. Skilled workers are given training the system of

apprenticeship, which varies in duration from a year to three or five years.

Training Method Techniques

The forms and types of employee training methods are interrelated. It is

difficult, if not impossible to say which of the method or combination is moreuseful than other. In fact methods are multi faced in scope and dimension

and each is suitable for a particular situation.

The best technique for one situation may not be best for different groups or

situations over a period of time.


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1. An effective training technique generally fulfills these objectives and

provide motivation to the trainee to improve job performance.

2. Develop a willingness to change.

3. Provide for the trainees active participation in the learning process.

4. Provide knowledge of results about attempts to improve i.e., feedback

and permit practice where appropriate.

Determination of training needs

To determine the training needs of a organization information

should be collected on the following points.

a) Whether training is needed

b) Where training is needed.

c) What training is needed

d) Who are the trainers

e) Who are the trainees.

a) Whether training is needed

Training need probably result from problems such as:

a) Standards of work performance not being met.

b) Accidents

c) High rates of transfer and employee turnover

d) Low rates of transfer and higher percentage of conflict.

e) Excessive fatigue and struggling with the same job.


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b) Where training is needed

After determining the need for training, a manager should determine where

with in the organization training emphasis can and should be placed. The

involves the analysis of the following factors.

a. Structure of the organization

b. Objectives

c. Human resource future plans

d. Cultural milieu

c) What training is needed

This question deals with the type of training needed. This involves

determining what knowledge, skills, or attitudes each individual employee

should develop to be able to perform this task in an effective way. The

three major skills, which the employee of any organization need, to

successfully discharge their duties are:

1. Conceptual skill.

Ability of the employee to take a broader and farsighted view of the

organization.

2. Technical skill

Employees understanding of the nature of the job to perform.

3. Human relation skill

Ability to interest effectively with people and to build teamwork at all levels.


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d) Who are the trainees?

Fairness in applying the standards is required and can help boost

employee morale.

The following procedures can be adopted to have a successful

training programme.

a. Selected or self-nomination.

b. Recommendation of HRD department.

c. Bringing several target audience together can be facilitate group

progress such as problems solving and decision making.

d. Elements useful in quality circle projects.

e) Who are the trainers

Trainers are selected by the management based on the programme andthe skill to be taught, ability a trainer can display in fulfilling the

organizational objective also plays a major role.

The trainers might be:

a. Immediate supervisors

b. Members of the personal staff

c. Supervisors of other departments

d. Outside consultants

e. Industry associates


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Training Cycle

Determining training needs Setting instructional

Evaluating efforts and

reporting

Understanding the principles of

learning

Developing your

presentation

Choosing training methods and

techniques

Designing the training

programmes

Using audio visual aids and

teaching technology

Determining Training Needs

A good training need assessment accurately predicts the exact training

model to be framed. There are some promising tools that helps to solve this

problem. Discrepancy analysis helps to determine the difference between

wants and needs. This analysis estimates the present competency levels,

to assess the goals of the participants the difference between the two

levels in the learning gap or the discrepancy.

The most popular and efficient of approaches are listed below:

a. Survey

b. Checklists

c. Slip writing


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d. Interviews

e. Counselling

f. Brain storming

g. Buzzing

Out of the above, the survey techniques are found to be quite popular. This

is done in the form of questionnaire.

Step for Training Needs Assessment

1. Assessment of already available data through preliminary meetings and

materials.

2. Developing of questionnaire item pool high participation on the part

members. The trainer will take responsibility for the quality and depth of

questioning.

3. Final development and approval of need assessment questionnaire.

4. Analysis of the questionnaire results to assess trends and specific areas

to be targeted for training.

5. Few days of interview by the committee to provide depth and this data

is gathered, it will be analyzed.

6. Preparation of report from all the data sources. This report will specify in

those areas, which can and should be addressed through training effort.

Principle of Learning

Learning is the process of acquiring new knowledge, facts, skills, ability and

attitudes. No two participants will be exactly alike. They are very

intelligence, general education, post experience, emotional stability and the


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desire to achieve. The basic ten principles increase the probability of

learning.

a. Participants need to know what is expected of them.

b. How to set expectation.

c. Participation must be motivated before they will participate.

d. Participate must recognize the utility of what he is learning.

e. Participant must recognize the utility of what he is learning.

f. Participant must be interested in the program.

g. Learning is stimulated effectively through senses.

h. Participants learn easily when they can be transferred.

i. Participants must see the logic of the material.

j. Participants must immediately apply better when actively participate

in the programme.

Training Methods

A good trainer should have a working knowledge of the techniques

available to him. The following techniques are either one or in

combinations.

1. Ice Breaker

Introduction to achieve relax and friendly atmosphere. It tends to breeze

shy participants to silence.


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2. Buzz group

To explore all the possible avenues of an aspect. The participants would be

asked be from buzz groups. All the participants participate in disposition to

problem enthusiastically.

3. Discussion leading

One the problem is designed, several alternative solutions obtained which

can be examined skillfully and the most suitable decision can be planned

for action.

4. Brain Storming

It is the technique of attacking a problem to achieve the maximum member

of ideas in the shortest possible time.

5. Role Playing

A technique where learning process is dramatized and providing

participants with realistic experience in dealing with the problem.

6. Lecture

It is a prepared presentation of knowledge, information and attitude for the

purpose of having understanding the message.


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COMPANY PROFILE


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CHAPTER II

OBJECTIVES OF THE STUDY

Primary objectives

To analysis the effectiveness of training program at Bharat Starch

Industries.

Secondary objectives

To know the satisfaction level of employs of training program are

given.

To identify the Behavioral change in workers the training program

are given.

To analysis the benefit of the training program.

To analysis the training need of the employee.


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SCOPE OF THE STUDY

Training helps to determine the present competency.

Training and learning is their process acquiring knowledge, facts

skills and attitudes.

To help in narrowing down the gap between expected level of

performance and actual level of performance among the trainees.

The study can identify the employees opinion on various

dimension about the training program of the company.


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LIMITATIONS

The study is conducted at Bharat Starch Industries. So the out

come of the study is applicable only in Bharat Starch Industries.

.

The respondents are very busy at the time considering survey. So

it is little tough task for the researcher made survey from them.

Due to time and cost the researcher couldnt contact all the

workers.

.


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CHAPTER III

REVIEW OF LITERATURE

Aggris (1977) conducted a study for the effectiveness of attaining

organization objectives can be achieved only through identification and

method of training.

Rajasekaran (1996) conducted A study on the identification of training

need at BHEL. The study revealed that more than 50% of respondents

identified the need for training to develop their personality,

communication skills, leadership qualities, industrial relations, positive

thinking and motivation as they found essential.

In a study of Government (1997), 140 State Government agencies in 30states were surveyed. The surgery examined basic questions related to

the assessment of training needs, collection of needs assessment data,

training methods used and training evaluation. The result described

standard training practices and the degree to which state government

agencies adhere to accepted practices in determining training needs,

developing programs with outcome variables incorporated in the design

and assess training outcomes.

Samson Jose (1985) conducted A study on training need assessment

in MRF. The objective of his study were and ascertain training and

development needs keeping in view their present assignment and to

suggest the board outline of formal training programme to meet their

needs.


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The study was conducted in two phases. In the first phase training

objectives were determined by examining the appraisal and job

description. In the second phase, the climate and job behaviour were

assessed and major problems were determined. The suggested training

in the area such as communication, correspondence, time management,

interpersonal conflict, planning, managing changing, team building,

problem solving and counseling.

Saxena (1975) has evolved a group approach in identification of trainingneeds.

Quinines, Miguel (1998) attended to a number of contextual actors. It

must be considered in the design and implementation of a training

program. These include participation by trainees in the training process,

framing of training assignments and organizational climate and presenta conceptual model linking these contextual factors with training and

transfer outcomes. He argues that trainee characteristic such as

motivation to learn, self efficacy and fairness perception are particularly

sensitive to contextual influence.

Thayakesware (1996) conducted A study in zonal training school

railways, Trichy on the effectiveness of the training programme. The

objective of the study was to find the effectiveness of the training

programme and it was revealed that the training effectiveness was

found to only at moderate level.

Identification of training needs is the special elements and a critical one

in the training activity. Some of the training functions depend greatly on


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the identification of the needs. Much research have been done in this

field in the area of managerial development.

In a study conducted by Richard J. Brossetian (1969) it was reported

that when the trainees themselves identify their training needs and

design the corresponding programmes yield better results.


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CHAPTER IV

RESEARCH METHODOLOGYMethodology is plan of action for a research project and explain in detail

how data are collected, analyzed and presented. So that they will

provide a meaningful information.

Research design

Research design is a plan, structure and strategy of investigation

conceived so as to obtain answer to research questions and to control

variance.

The research design can be classified under three broad categories.

1. Exploratory

2. Descriptive and

3. Conclusive

Methods of data collection

Most of the study is based on the primary data collection and secondary data

leas to collect the data. The primary data refers to fresh data collected for the

study by the researcher with own personal effort. Data is collected through

primary and secondary data. The needed primary data is collected through

survey method by the way of questionnaire. The secondary data has been

collected through the various records, documents and others.

Sampling

Only possibility is to make selection among the whole body thus

reducing the number to a handy minimum called samples. Thus, the


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sample means a small group taken from large lot. This section process

is called sampling.

Sampling techniques

Sampling techniques adopted was random sampling. The researcher

randomly choose the samples from the age group respective to

education, experience, etc.,

Sample size

Sample size for the survey is 70 employees.

Area and period of survey

The survey was conducted in Bharat Starch Industries Period of

survey was May to July 2011.

Scaling Techniques Used

1. Likert Type Scale

This are developed by utilizing the item analysis approach where in a

particular items is evaluated on the basis of how well it discriminates

between those persons whose total score is high and those whose

score is low.

Statistical tool used for analysis

Descriptive Analysis

All readers know the sample machines of calculating percentages. We

are all also aware that the general purpose of percentage is to solve as


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a relative measure that is they are used in indicate more clearly the

relative size of a two or more numbers. The ease and simplicity of

calculation the general understanding of its purpose and near universal

applicability of the per cent statistic have made it the most widely used

statistical tool in marking research.

In example, the relationship between two variables it is often clear from

the context, that one variable is more of less the independent of control

variable. While the other is the dependent of criterion variable. The rule

is to compute percentage across the dependent variable chi-square test

analysis.

Diagrammatic Presentation data

Simple bar diagrams and

Pie charts


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CHAPTER V

ANALYSIS AND INTERPRETATION

Table 1 : Distribution of Respondents by Age

Age Frequency Percentage

Below 25 6 9%

26-30 14 20%

31-35 18 26%

36-40 22 31%

40-45 7 10%

above 45 3 4%

Total 70 100%

The table-1 portrays the age wise classification of the

workers. From the table, it is noted that 31 per cent of the workers are 36-

40years, 26 per cent of the workers are 31 35 years. 20 per cent workers

are 26-30 year, 10 percent workers are 40 45 year, 9 percent workers are

below 25 years and very less no. of employees i.e. only 3 of the employees

are above 45 years old in the organization.


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Fig. 1 : Distribution of Respondents by Age

Below 259%

26-3020%

31-3526%

36-4031%

40-4510%

above 454%

Distribution of Respondents by Age


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Table 2 : Distribution of the Respondents by Educational Qualification

Educational Qualification Frequency Percentage

Up to School Level 11 16%

ITI / Diploma 16 23%

Degree 19 27%

Engineering 9 13%PG 15 21%

Total 70 100%

The table 2-shows the employees educational qualification.

From the table, it is found that, 16 per cent of the workers are having

school level education. 23 per cent of the workers are having ITI / Diploma,

27 per cent of the workers are having Degree , 9 per cent of the workers

are having Engineering and 21 per cent of the workers are post graduate

level. From this information, it is know that majority of these workers are

having Degree.


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Fig. 2 : Distribution of the Respondents by Educational Qualification

Up to SchoolLevel16%

ITI / Diploma23%

Degree27%

Engineering

13%

PG21%

Distribution of Respondents by Educational Qualification


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Table 3 : Distribution of the respondents by Experience

Experience Frequency Percentage

Below 5 yrs 11 16%

5 - 10 yrs 28 40%

10 -15 yrs 18 26%

Above 15 yrs 13 19%

Total 70 100%

The table 3:- shows that the workers experience level. From

this table, it is identify that 16 per cent of the employees have below 5

years experience, 40 per cent of the employees have 5 to 10 years

experience, 26 per cent of the employees have 10 to 15 years experienceand 19 per cent of the employees have above 15 years experience.


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Fig. 3 : Distribution of the respondents by Experience

11

28

18

13

0

5

10

15

20

25

30

Below 5 yrs 5 - 10 yrs 10 -15 yrs Above 15 yrs

Distribution of Respondents by Experience.

Below 5 yrs16%

5 - 10 yrs40%

10 -15 yrs26%

Above 15 yrs18%

Distribution of Respondents by Experience.


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Table-4 : Shows that Workers Satisfaction in the Training

Programmes

Training Programme Frequency Percentage

Extremely Satisfied 6 9%

Satisfied 33 47%

Neutral 20 29%

Not Satisfied 5 7%

Extremely dissatisfied 6 9%

Total 70 100%

The table-4 portrays the level of satisfaction among the

workers relating to training provided by the company. From the table, it isnoted that 47 per cent of workers are satisfied with training provided by the

company, 9 per cent of workers are Extremely Satisfied at same time

another 9 per cent of workers are extremely dissatisfied.


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Fig. 4 : Shows that Workers Satisfaction in the Training Programmes

6

33

20

5 6

0

5

10

15

20

25

30

35

ExtremelySatisfied

Satisfied Neutral Not Satisfied Extremelydissatisfied

Workers Satisfaction in the Training Programmes


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Table 6 : Shows that influencing behavior and attitude

Opinion Frequency Percentage

Strongly Agree 9 13%

Agree 14 20%

Neutral 11 16%

Disagree 25 36%

Strongly disagree 11 16%

Total 70 100%

The table 6 shows that the training influencing behavior and attitude.

From the table it is observed that the 36 per cent of workers are disagreed

and 16 per cent of workers are strongly disagreed in the training influencing

workers behavior and attitude.


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FIG. 6 : Shows that influencing behaviour and attitude

9

14

11

25

11

0

5

10

15

20

25

30

Strongly Agree Agree Neutral Dis agree Strongly disagree

Influencing Behavior and Attitude


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Table 7 : Respondents views on training helps to increase in

proficiency of doing job


Strongly Agree 6 9%

Agree 33 47%

Neutral 11 16%

Disagree 16 23%


Total 70 100%

The table-7 shows the respondents views on training helps to increase in

proficiency of doing job. From the table, it is clear that 47 per cent of the

workers are agreed and 9 per cent of the workers are strongly agreed with

the training provided the job knowledge.


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Fig. 7 : Respondents Views About objectives of the Training Program

helps to increase in proficiency of doing job

0

5

10

15

20

25

30

35


Respondents views on training helps to increase in proficiency of doing job


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Table 8 : Shows that the training for new skill for future

development



Agree 28 40%

Neutral 11 16%

Disagree 16 23%


Total 70 100%

The table - 8 shows the training offered that new skill for future

development. From the table, it is identify the 40 per cent of the employees

are agreed and 11 per cent of the employees are strongly agreed with the

training is opportunity for enhanced in new skill for further development.


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FIG. 8 : Shows that the training for new skill for future development

0

5

10

15

20

25

30


Training for new skill for future development


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Table 9 : Shows the respondents opinion about training Additional

Responsibilities of the workers


Strongly Agree 6 9%

Agree 17 24%

Neutral 5 7%

Disagree 33 47%


Total 70 100%

The table 9 shows the respondents views about the training

additional responsibilities of workers. From the table, it is observed that 47

per cent of the employees are that the training is additional responsibility ofthem disagreed and 13 per cent of the employees are strongly disagreed

that the same from this, it is clearly known that majority of the workers

opined training does not provide additional responsibility to them.


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FIG 9 : Shows the respondents opinion about training Additional

Responsibilities of the workers

Strongly Agree9%

Agree24%

Neutral7%

Disagree47%

Strongly disagree13%

Respondents opinion about training Additional Responsibilities of the workers


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Table 10 : Shows that training programmes helpful for organization



Agree 28 40%

Neutral 3 4%

Disagree 6 9%


Total 70 100%

The table 10 shows that training programmes helpful for

organization. From the table value, it is noted that 40 per cent of the

workers are strongly agreed and 40 per cent of the workers are agreed that

training helpful for organizational development.


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Table 11 : Shows that training of the organization depend on

nature of job


Strongly Agree 6 9%

Agree 23 33%

Neutral 15 21%

Disagree 19 27%


Total 70 100%

The table 11 shows that training programmes offered by the

organisation depend on nature of job. From the table value, it is observed

that, 33 per cent of the employees are agreed and 9 per cent of the

employees are strongly agreed. So, majority of the workers viewed that

organisation training programmes are purely depends on the workers

nature of job.


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Fig 11 : Shows that training of the organization depend on

nature of job

6

23

15

19

7

0

5

10

15

20

25

Strongly Agree Agree Neutral Disagree Strongly disagree

Training of the organization depend onnature of job


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Table 12. Shows that efficiency of training



Agree 36 51%

Neutral 3 4%

Disagree 12 17%


Total 70 100%

The table 12 shows that efficiency of training. From the

table, it is find out that 20 per cent of the workers are strongly agreed and

51 per cent of the workers are agreed in the efficiency of training. From this

information, it is concluded that the training helps to workers efficiency and

skills.


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FIG. 12. Shows that efficiency of training

0

5

10

15

20

25

30

35

40

Strongly Agree Agree Neutral Disagree Stronglydisagree

Efficiency of training programme


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FIG.13 : Shows training helps to reduce supervision

0

5

10

15

20

25

30


Training helps to reduce the supervision


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Table 14 : Shows that reduction of break down maintenance



Agree 28 40%

Neutral 6 9%

Disagree 21 30%


Total 70 100%

The table 14 shows that the training helps to reduced break

down maintenance. It is observed that 40 per cent of agreed and 11 per

cent are strongly agreed. From this it is concluded training helps to reduce

break down maintenance.


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FIG. 14 : Shows that reduction of break down maintenance

0

5

10

15

20

25

30


Reduction of break down maintenance


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Table 15 : Shows training helps to reduce mental stress


Strongly Agree 6 9%

Agree 11 16%

Neutral 5 7%

Disagree 25 36%


Total 70 100%

Table -15 shows that training helps to reduce mental stress. It is found that

36 per cent of disagreed and 33 per cent are strongly disagreed and

majority of respondent are disagreed with the statement.


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FIG. 15 : Shows training helps to reduce mental stress

0

5

10

15

20

25

30


Training helps to reduce mental stress


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Table 16 : Shows training helps to increase productivity



Agree 20 29%

Neutral 16 23%

Disagree 11 16%


Total 70 100%

Table -16 shows that training helps to increase productivity. It is found that

31 per cent of strongly agreed and 29 per cent are agreed. From this

information it is concluded that training helps to increase productivity.


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Table 17: Respondent opinion about type of training provided by

company.

Types Frequency Percentage

Orientation Training 15 21%

Safety Training 35 50%

Remedial Training 2 3%

Promotional Training 1 1%

Job Rotation Training 17 24%

Total 70 100%

The table 17 shows that respondents views about type of

training programmes provided by the company. From the table, it is find

out, 50 per cent of the worker were attended safety training, 21 per cent of

workers were undergone orientation training and only 1 percent of

employees undergone for promotional training. From this information, we

can say that majority of the workers were attended safety training

programme.


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FIG. 17: Respondent opinion about type of training provided by

company.

OrientationTraining

21%

Safety Training50%

Remedial Training3%

PromotionalTraining

2%

Job RotationTraining

24%


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Table 18 : Respondents views about the purpose of training module

in work pattern

Purpose Frequency Percentage

Increase in earning capacity 3 4%

Job security 17 24%

Chances for Promotion 31 44%

Increase morale 19 27%

Total 70 100%

The table 18 portrays that the use of training module in

work pattern. From the table value, it is observed, 44 per cent of theworkers has opined that there is chance for promotion and 24 per cent of

workers has viewed that training helps to their job security.


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FIG. 18 : Respondents views about the purpose of training module in

work pattern

Increase inearning capacity

4%

Job security25%

Chances for

Promotion44%

Increase morale27%


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FIG.19 : Shows that training programmes to help in the development

of the organization

BetterPerformance

22%

Reduction in Costof Production

51%

ReducedSupervision

3%

IncreasedOrganizationStability and

Flexibility21%

Increased Morale3%


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Table 20 : Shows that area which training is need.

Purpose Frequency Percentage

House keeping 18 26%

Safety Measures 20 29%

Stress Management 24 34%

Inter personal skills 8 11%

Total 70 100%

The table 20 shows that area in which employee need

training. It is found that, 34 per cent need stress management. 29 per cent

safety measures. Majority of respondents need training in stress

management and safety measures.


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FIG. 20 : Shows that area which training is need.

House keeping26%

SafetyMeasures

29%

Stress

Management34%

Inter personalskills11%


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CHAPTER VI

FINDINGS, RECOMMENDATION AND CONCLUSION

FINDINGS

From this study it is observed that majority of the employees are 36-

40 age group.

27% of them are Degree holders and 13% of the employees are

Engineers.

40% of the workers are having 5-10 years experience and 26% are

having more than 10 years experience respectively.

Training programmes are satisfied for 47% of the respondents and

29% of the respondents are normally satisfied with the training

programmes.

Majority of the respondents accepted the objectives of the training

program clearly defined by the company.

Due to training program the workers behaviour and attitude have not

been changed.

Training helps to increase the proficiency of doing job and it also

helps to increase new skill for future development.

Majority of the respondents felt that the training does not provideadditional responsibility to the workers.

Training helps for further development of organisation.

Majority of the workers viewed that the training programs given by the

company purely depends on workers nature of job.

Respondents agreed that efficiency of the trainer is good.

Respondents viewed that training help to reduce supervision in work.


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40% of respondent agreed breakdown maintenance was reduced

after training programme and 11% strongly agreed.

Majority of respondent viewed that training fails to reduce the mental

stress.

Most of respondent agreed that training helps to increase production.

21% of the respondents expressed that the company offered

orientation training programs and 50% of them felt that the company

conducted safety training programs.

Better performance and less cost of production are possible throughtraining program.

Most of the respondents prefer house keeping and stress

management programme which helps the employees to work

efficiency and increase organization productivity.


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RECOMMENDATIONS

In this organisation majority of the employees are Degree holders.

Hence the company should give more training programmes for

increasing their human skill and conceptual skill.

Most of worker has felt that training programmes has not change thebehaviour and attitude hence the company should concentrate on

behavioral training programme.

Company should get feedback for training program from employees and

change according to their views and suggestions.

Training programme conducted by the company has fail to reduce the

breakdown. So the company should concentrate on technical training

programme.

Company should provide house keeping training programme and stress

management programme


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CONCLUSION

The study aims at understanding the effectiveness and the

need for the training program in Bharat Starch Industries (A Division of

English Indian Clays Ltd) . The research has conducted a survey with help

of questionnaire. The study reveals that the training program playing is a

vital role in this organization. The workers are very much satisfied with the

training programmes offered by the company. Moreover the company

should ask the suggestions from the workers towards training programmeand change the methods of training programme according to present

situation.


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BIBLIOGRAPHY

Books

1. Mamoria, C.B., Personnel Management, Himalaya Publishing House,

Bombay, 1994.

2. Prof. Tripathi, P.C., Human Resource Development, Sultan Chand &

Sons, New Delhi, Third Edition, 2001.

3. Prasad, L.M., Organization Behaviour, Sultan Chand & Sons, New

Delhi, Third edition, 2000.

4. Kothari, c.A., Resource Methodology, Vishwa Prakashan, First Edition,

2002.

5. Rolf Lynton, Udai Pareek : Training for Development, New Delhi, Suge

Publication India (P) Ltd., 1990.

6. Lynton, P. Pareek, U ; Training for Development, New Delhi, 2nd

Ed.,1990.

7. Mamoria, C.B., Personnel Management, Himalaya Publishing House,

Bombay, 1994.

8. Prof. Tripathi, P.C., Human Resource Development, Sultan Chand &

Sons, New Delhi, Third Edition, 2001.

9. Prasad, L.M., Organization Behaviour, Sultan Chand & Sons, New

Delhi, Third edition, 2000.

10. Kothari, c.A., Resource Methodology, Vishwa Prakashan, First Edition,

2002.

11. Rolf Lynton, Udai Pareek : Training for Development, New Delhi, Suge

Publication India (P) Ltd., 1990.

12. Lynton, P. Pareek, U ; Training for Development, New Delhi, 2 nd Ed.,

1990.


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Questionnaire

Dear Sir/ Madam,

I am Mr. Rajkumar , pursuing my M.B.A (International Business) in Pondicherry

University. As part of my academic I am doing a project on A Study on

Effectiveness of Training program at Bharat Starch Industries (A Division of

English Indian Clays Ltd). I am reque sting you to provide necessary information

to complete my project and I assure you that the information provided by you only

used for academic purpose, would be kept confidential.

Thank you.

1. Name :

2. Age :

Below 25 26-30 31-35 36-40 40 -45 above 45

3. Educational Qualification:

Up to school level ITI / Diploma Degree

Engineering P G

4. Period of Service :

0 to 5 yrs 5 to 10 yrs 10 to 15 yrs above 15yrs

5.How much do you satisfy with training programme offered by the

company.

Extremely Satisfied Satisfied Neutral

Not satisfied Extremely dissatisfied


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6. Do you agree that the objectives of the training programe were

clearly started


7. Do you feel that the training programmes that you have attended

greatly influenced by behavior and attitude


8. Do you feel that training programmes help you increase your

proficiency in doing your job


9 Do you feel that the training has helped to acquire new skill for

the future development in job


10 Do you feel that training help you to take additional

responsibilities?


11 Do you feel that the training programmes that you have attended

is helpful for your organisation


12 Do you feel t he training that you have taken is depend on the

nature of your job



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13 Do you feel that the efficiency of trainer is good.


14 Does the Training Programme helps to reduces supervision.


15 Do you feel that break down maintance reduces after training

program.


16 Do you feel that Training program help to reduce your mental

stress.


17 Do you feel that Training Programme helps to increase theproductivity


18 What type of training programmes have provided by thecompany?

Orientation (or) induction Training Safety Training Remedial Training Promotional Training Refresher Training Job Rotation

19 Do you feel that training helps you in any manner in your work?Yes Some times No

a study on effectiveness of training program atbharath scratch ltd

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