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CHAPTER PLAN

SL.NO. CHAPTER PAGE NO

01. Executive Summary

02. Introduction Concept of Employee Training Reason for selecting the topic Aim of research work Objectives of the research

03. Company Profile

04. Literature review

05. Employee training : overview Need for training program Objectives of employee training program Evaluation of training Evaluation models of training

06. Research Methodology

07. Data Analysis and Interpretation

08. Conclusion

09. Recommendations

10. Bibliography

11. Annexure

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Executive Summary

Executive Summary

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People are industrys greatest assets and most important resource. Since most people use

only a percentage of their talents and abilities for them to realize their full potential is always

profitable for an organization.

Training is a learning process that involves the acquisition of knowledge, sharpening of

skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of

employees.

Indo Rama is one of the export oriented unit situated at the centre of India. Due to

various reasons the performance of the unit was not good in the past in terms of production

volume & profitability. This causes losses not only to the company stakeholders but to the

national productivity & economy in the long turn. Hence, this research study aims at ascertaining

the role of employee training in enhancing the employee performance/productivity at IRSL,

Nagpur.

Indorama training and development programs aim at making people realize their full

potential. This is achieved by improving their attitude and developing in them the capacity to

succeed in constantly changing situations through flexibility in thinking and approach. Also by

helping them become more self directed, developing ability to set and achieve goals and

enhancing key leadership skills.

Training is a critical component in any organization's strategy, but organizations don't

always evaluate the business impact of a training program. Given the large expenditures fortraining in many organizations, it is important to develop business intelligence tools that will

help companies improve the measurement of training effectiveness. These tools need to provide

a methodology to measure, evaluate, and continuously improve training, as well as the

organizational and technical infrastructure (systems) to implement the methodology.

The objectives of the research work are

To understand the concept of employee training.

Study the various Training programs conducted at IRSL, Nagpur during 2008-2009.

Ascertaining the effectiveness of these Training programs conducted at IRSL.

Research methodology is a way to systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. It is necessary for the

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researcher to design his methodology for his problem as the same may differ from problem to

problem.

The methodology adopted for this project included literature survey as the first step. The

project theory has focused on training given to employee for their better performance on the

basis of previous performance level. Evaluation of training program done for fulfilling the

principal of cost analysis (CBA) and return on investment (ROI) to maintain credibility.

Training is now the important tool of Human Resource Management to control the

attrition rate because it helps in motivating employees, achieving their professional and personal

goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of

skill development and covers a multitude of courses.

Evaluation is an integral part of training; Evaluation tools helps to determine the

effectiveness of training interventions. Despite its importance, many organizations do not give

adequate focus on training evaluation. Evaluation goal involves multiple purposes including

evaluation of learning, evaluation of instructional materials, transfer of training, return on

investment, and so on.

Program evaluation, conducted on a regular basis, can greatly improve the management

and effectiveness of your organization and its programs. To do so requires understanding the

differences between monitoring and evaluation, making evaluation an integral part of regular

program planning and implementation, and collecting the different types of information needed

by managers at different levels of the organization.

This research work is taken up with the intention of improving the productivity of the

IRSL unit which was facing some labour problems in the past. The data is collected by

questionnaires survey, interviews with the different sectional heads, companies policies, records,

exit interviews files.

By studying above here the researcher can conclude that there are need for

evaluating training program for improvement and efficiency of the employees performance and

demonstrate the overall value and worth of development activities

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Introduction

Concept of Employee training

Organization and individual should develop and progress simultaneously for their survival

attainments of mutual goals. So, every modern management has to develop the organization

through human recourse development. Employee training is the most important sub-system of

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human recourses development. Training is a specialized function and is one of the fundamental

operative functions for human recourse management

The mission of Indoramas training programmes in to develop workers and staff into successful

leaders by improving their behavior, technical and general awareness skills. Based upon the

fundamental principle that success is the best teacher, our training programmes concentrate onmotivating the participants to succeed by developing a positive attitude. Since this is achieved

through an internal change in the self it is therefore, of a permanent nature rather than through

fear or incentive which are temporary, external and work in short run only.

Training department has divided the training programmes in three categories:

Behavioral training programme

Technical training programme

General awareness training programme

This year also company has identified its behavioral, technical and general awareness prorammes

for its workers and staffs.

Training is a critical component in any organization's strategy, but organizations don't always

evaluate the business impact of a training program. Given the large expenditures for training in

many organizations, it is important to develop business intelligence tools that will help

companies improve the measurement of training effectiveness. These tools need to provide a

methodology to measure, evaluate, and continuously improve training, as well as the

organizational and technical infrastructure (systems) to implement the methodology. Cross-

functional and reporting and learning analytics provide important connections between the

measures of learning effectiveness offered by a learning management system and the larger

enterprise metrics that indicate whether learning is transferred and positively affects business

results.

Training evaluation checks whether training has had the desired effect. Training evaluation

ensures that whether candidates are able to implement their learning in their respective

workplaces, or to the regular work routines.

The effectiveness of training is a measurement of learning. It is determined by comparing post-

test scores with pre-test scores and then measuring the net change. There are several methods to

measure thison a per-student basis, on a per-skill point base or on a per-dollar basis. Lets

look at the skill-point base, which measures the cost of raising a students skill by one unit."

Reason for selecting the topic

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Indo Rama is one of the export oriented unit situated at the centre of India. Due to

various reasons the performance of the unit was not good in the past in terms of

production volume & profitability. This causes losses not only to the company

stakeholders but to the national productivity & economy in the long turn. Hence, this

research study aims at ascertaining the role of employee training in enhancing the

employee performance/productivity at IRSL, Nagpur.

Evaluation is an integral part of training; Evaluation tools helps to determine the

effectiveness of training interventions. Despite its importance, many organizations do not

give adequate focus on training evaluation. Evaluation goal involves multiple purposes

including evaluation of learning, evaluation of instructional materials, transfer of training,

return on investment, and so on.

Evaluation is the collection of analysis and interpretation of information about any

aspects of a program of education or training as part of a recognized process of judging

its effectiveness, its efficiency and any other outcomes it may have. Any training withoutan effective evaluation (quantitative and qualitative) will be a waste. Measuring the

effectiveness of training programs consumes valuable time and resources. This research

work is taken up with the intention of improving the productivity of the IRSL unit which

was facing some labour problems in the past.

Aim

Indo Rama is one of the export oriented unit situated at the centre of India.

Due to various reasons the performance of the unit was not good in the past

in terms of production volume & profitability. This causes losses not only to

the company stakeholders but to the national productivity & economy in the

long turn. Hence, this research study aims at ascertaining the role of

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employee training in enhancing the employee performance/productivity at

IRSL, Nagpur.

Objectives of the study:


Study the various Training programs conducted at IRSL, Nagpur during

2008-2009.

Ascertaining the effectiveness of these Training programs conducted at

IRSL.

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Company profile

Company profile

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The name INDORAMA signifies INDO for Indonesia & RAMA for God Shri RAMA for

making the organization Indian base. So INDORAMA is a family oriented company.

The journey of INDORAMA began with the establishment of the ASHOK TEXTILES (P) LTD.

in Nepal in the year 1963. The INDO RAMA SYNTHETICS INDIA LTD. Is the Flagship

Company of the INDO RAMA GROUP, which has been placed 15th globally.

The INDO RAMA GROUP is in the business of spinning, polyester, rubber, chemical etc.Basically it is a South East Asian Company having manufacturing facilities in Indonesia,

Thailand, Sri Lank, Nepal, India and trading and investment areas in UK, Hong Kong and

Singapore. The group has a turnover of US $ 1 billion.

Indo Rama is Indias largest manufacturer of synthetics fibre and largest exporter of synthetics

blended yarn. Having started in 1989 at Pithampur and in 1993 at Butibori and today is an over

Rs. 20000 million corporation with sharp focus on quality, cost and delivery. The company has

emerged as a lean, agile and supremely fit corporation in the faade of economic liberalization

and globalization. Indo Rama today, is a part of the worlds tenth largest manufacturer of

synthetic fiber with a strong presence in Indonesia, Lithuania, Egypt, Thailand, USA, Nepal, SriLanka, and India. Most importantly, Indo Ramas quality has found an overwhelming response

in discerning markets worldwide. Indo Rama is now transforming itself into a customer-led

enterprise; and positioning itself strongly to move up the value chain- where the challenge is to

manage increasing customer expectations and market dynamic based on superior value and

service.

In India, its corporate office is in New Delhi and marketing offices in Mumbai, Surat,

Coimbatore and New Delhi. The whole unit of Butibori, an integrated polyester plant, has

divided into 3 strategic units, for the purpose of identifying different profit & loss making. They

are-

SBU 1: Spinning

SBU 2: Polyester

SBU 3: DTY

But now Indo Rama Butibori plant has been alienated into 2 companies, namely,

Indo Rama Synthetic (I) limited

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Indo Rama Textile limited

Indo Rama Synthetics (I) Ltd. is an ISO 9001:2000 and ISO 14000 company certified by SGS

Yarsley,UK, and employing 3500 persons and engaged in expanding production capacities by

300000 tpa. Indo Ramas world-class integrated polyester plant has an installed capacity to

produce 300000 tpa of PSF/POY/FDY/DTY and fibre grade chips and set up in technical

collaboration with DuPont of USA for Partially Oriented Yarn (POY), and Toyobo of Japan for

Polyester Staple Fiber (PSF).

The company benchmarks itself against the best in the world and sets global standards for itself.Indo Rama is distinguished by its ability to work smart and as a place that empowers people and

encourages them to take initiative. The future will see Indo Rama concentrate even more

strongly on its core strengths- innovation, quality and just in time service. So that it continues to

dominate its market segments and creates value for its stakeholders.

Milestones achieved by INDORAMA

INDO RAMA has also earned its fame by getting several awards. President of India has

honored the company in the year 1997-98 for EXCELLENCE IN EXPORT.

The SRTEPC Award from last 12 years

1st prize at IIMM- Ariba sourcing excellence

Highest exports to Latin American countries

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The NIRYAT SHREE Award from the Federation of India

Excellence in IT applications in textiles

CII- Leadership and excellence award in safety, Health & Environment-2004

MEDA- Energy conservation certificate-2004

Best safe practices Award from Vidarbha Industries Safety Committee.

INDO RAMA has consolidated its position as Indias Largest Exporter of Synthetic Blended

Yarns

The market for polyester blend is huge & growing at a fast clip. Indo Ramas PSF is emerging as

the preferred option for cotton, rayon and acrylic blends.

We have emerged as the countrys pre-eminent exporter of the synthetic blended yarns with a

significant market share. We export to more than 60 countries in EUROPE, SOUTH-EAST

ASIA, AFRICA, THE MIDDLE EAST, ANDTHE MEDITERRANEAN AND LATIN AMERICA.

A testimony to the impeccable quality and consistency of products.

For company, exports will continue to be an important thrust area. We have drawn up anambitious plan to ensure a sustained and accelerated export growth in next 5 years. In this

context, they are not only researching new blends, also exploring new markets in Latin America,

Argentina, Brazil, Columbia, Venezuela, Africa and SAARC countries. Such as Sri Lanka,

Nepal, Bangladesh, Maldives.

To compete against world-class competition and come out trumps is a testimony to a persons

talent, ability & self belief.

BUTIBORI PLANT:

In 1995 another ambition project followed with the setting up of the Integrated Polyester

Complex at Butibori near Nagpur, Maharashtra. Set up with technical collaboration with DuPont

of USA for partially Oriented Yarn (POY). And Toyobo of Japan for Polyester Staple Fiber

(PSF), Butibori also produces Draw Textured Yarn (DTY), Fully Drawn Yarn (FDY), spun yarn

and polyester chips.

Butibori has an installed capacity to produce 600000 MT of PSF/POY/FDY/DTY and

fiber grade chips. The spindle for producing spun yarn. Continuous efficiency improvement

measures have increased the ring frame productivity to 45 metric tones per day. But most

importantly the stringent quality standards have earned Butibori the ISO 9002 Certification by

SGS Yarsley, UK.

But of all, the quality of the fiber conforms to international benchmarks. Recent studies

have confirmed that yarns made from Indo Rama conform to the Zellwegar Uster Global

benchmark norm (5% statistics) consistently, even at the highest spindling speed.

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Indo Rama Synthetics (I) Ltd is not the only company of this group in India. Its

subsidiary UNIWORTH has two units at Butibori, Nagpur viz. M/S WOOLWORTH INDIA

LTD. and M/S FABWORTH INDIA LTD.

INDORAMAS Product range

The company basically produces five different products

1. Polyester staple fiber

2. Partially oriented yarns

3. Draw Texturised yarn

4. Fully drawn yarn

5. Polyester chips

QUALITY:

Quality is very important to keep a lasting image of the company. For this it is verymuch essential that there should be awareness among the staff as well as the workers. M/S Indo

Rama Synthetic (I) Ltd has taken care of this fact and slogan like QUALITY IS THE

HEARTBEAT OF PRODUCTION is displayed in the plant area. The company has a unique

quality policy.

QUALITY POLICY IN INDO RAMA SYNTHETICS (I) LTD

We will built & sustain an Organization,

Which is customer oriented, innovative and

Where

Quality is the hallmark of every operation.

To achieve this, we will create an environment,

Which

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Support attainment of Excellence.

We commit ourselves as a corporation and as

Individual

Do it right, the first time & every time.

M/S INDO RAMA SYNTHETICS (I) LTD. is very much conscious about quality of its products

SAFETY

Safety of the workers is also a prime factor for M/S Indo Rama Synthetics (I) Ltd. For this the

workers are provide with eye goggles, masks, hand gloves & ear plugs. Also various posters with

safety slogan like PRODUCTION IS MUST BUT SAFETY IS FIRST ,WHERE THERE IS

SAFETY THERE IS HAPPINESS. & DONT DISREGARD SAFETY EVER &ACCIDENTS WILL HAPPEN EVER can be seen in many places in the plant

Structure of the company

C.M.D.

Executive Director

President

Senior vice president

Assistant vice president

General Manager

Deputy General Manager

Senior Manager

Manager

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Deputy Manager

Assistant Manager

Shift Incharge

Supervisor

Workmen

BOARD OF DIRECTORS:

1) M.L.LOHIA (Chairman)

2) O.P.LOHIA( Managing Director)

3) O.P.VAISH

4) U.K.KHAITAN

5) A.K.LADHA

6) K.N.MEMANI

7) T.MIYAZAKI

8) VISHAL LOHIA (Whole-time Director) (w.e.f. 02.04.2007)

IRSL IS ALSO LISTED ON THE FOLLOWING STOCK EXCHANGES:

1) THE STOCK EXCHANGE MUMBAI

2) NATIONAL STOCK EXCHANGE

SPIRIT OF INDO RAMA:

1) Determination in oneself

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2) Concerted focus on desired objective.

3) Endeavor for a unique way of risk taking.

4) Revolution for accomplishment of task in spite of all odd.

5) Venture to unknown challenges.

6) Vision to be FIRST AMONG THE BEST.

RESPONSIBILITY BEYOND BUSSINESS:

As a responsibility of corporate citizen, INDO RAMA has always underscored itsbusiness responsibility by accepting its commitment to the society at large.

It has made sincere efforts to heal & enrich the communities in which they operate

consequently.

INDO RAMA has taken several initiatives in the field of education, employment &

environment.

In 1995, IRA INTERNATIONAL SCHOOL, affiliated to CBSE, was set up in Butibori

near Nagpur. The school offering English medium education from nursery to class 10 is spread

over 10 acres of land.

INDO RAMA has also initiated an entrepreneurship Development Training Program in

association with the Indian Institute of Youth Welfare, spouses of company employee. The aimwas to provide women family income.

INDO RAMA is promoting issue concerning sustainable development. It has invested

over Rs 98 million on environment management. A UNESCO sponsored training program on

Environmental Biotechnology showcased the companys Butibori plant & commended them for

their exemplary work.

Housing facilities has been given to the employees as a very well planned & well-

maintained staff colony which includes a magnificently built & beautiful designed Temple. The

workers have also been given hostel facilities.

Furthermore under an employee voluntary scheme VRAKSHAROP SAMAROH,

INDO RAMA has made a modest move in involving their employees to green the area of thestaff colony & premises around the factory. The office area is surrounded by a lush green lawn &

a very beautiful designed contemporary garden which is a treat for the visitors eyes.

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Employee Training :An overview

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Meaning of training

After an employee is selected, placed and introduced in an organization he/she must be provided

with training facilities in order to adjust him to the job. Training is the act of increasing the

knowledge and skill of an employee for doing a particular job. Training is a Short term

Educational process and utilizing a systematic organized procedure by which employees

learn technical knowledge and skill for a definite purpose.

Training is a process on learning a sequence of programmed behavior. It is a application of

knowledge. According to Edwin D. Flippo, The purpose of training is to achieve a change

in the behavior of those trained and to enable them to do their jobs better.

Knowledge: it helps the trainee to know facts, policies, procedures and rules pertaining

to the job.

Skills: it helps to increased technical and mutual efficiency necessary for the job.

Attitude: it moulds behavior towards co-workers and supervisors to create a sense of

responsibility in the trainee.

Training and development

Training is a short term process which utilizing a systematic and organized procedure to impart

skills for a definite purpose. Earlier it was designed primarily for non-manager, it is used to be

for short duration, and it was for a specific job-related purpose.

Development is a long term educational process utilizing a systematic and organized procedure

by which managerial personnel frequently received assistance in developing the skills-

particularly get conceptual and human relation skills. It refers to the theoretical educational

concepts.

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Training department has divided the training programmes in three categories:

Behavioral training programme

Technical training programme

General awareness training programme

Need for training program

An analysis of training need is an essential requirement to the design of effective training.

The purpose of training need analysis is to determine whether there is a gap between what

is required for effective performance and present level of performance

To match the employee specification with the job requirements and organizational

needs: Technological advantage Organizational complexity Human relations Changes in the job assignment

Why training need analysis?

Training need analysis is conducted to determine whether recourses required are available

or not. It helps to plan the budget of the company, areas where training is required, and also

highlights the occasions where training might not be appropriate but requires alternateaction.

Methods used in training needs assessment

Group or organizational analysis Individual analysis

Organizational goals and objectives Work sampling

Organizational climate indices Interviews

Efficiency indices Questionnaires

Exit interviews Attitude survey

MBO or work planning system Training progress

Quality circle Rating scales

Employee satisfaction Observation of behavior

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Training Needs Analysis (TNA) is used to assess an organizations training needs. The root of

the TNA is the gap analysis. This is an assessment of the gap between the knowledge, skills and

attitudes that the people in the organization currently possess and the knowledge, skills and

attitudes that they require to meet the organizations objectives.

The training needs assessment is best conducted up front, before training solutions are budgeted,

designed and delivered. The output of the needs analysis will be a document that specifies why,

what, who, when, where and how. More specifically, the document will need to answer these

questions:

Why do people need the training?

What skills need imparting?

Who needs the training?

When will they need the new skills?

Where the training may be conducted? and

How may the new skills be imparted?

There are so many ways for conducting a Training Needs Analysis, depending on your situation.

One size does not fit all. Is the purpose of the needs assessment to:

lead in to a design of a specific purpose improvement initiative (e.g., customer complaint

reduction)

enable the design of the organizations training calendar

Identify training and development needs of individual staff during the performance

appraisal cycle and so on and so on.

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Individualtraining needs

Group trainingneeds

Organizationaltraining needs


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Objectives of training

Training objectives are one of the most important parts of training program. While some people

think of training objective as a waste of valuable time. The counterargument here is that

resources are always limited and the training objectives actually lead the design of training. It

provides the clear guidelines and develops the training program in less time because objectives

focus specifically on needs. It helps in adhering to a plan.

To increased the skills and knowledge of the employees working on various jobs.

To improve the employee decision making ability.

To achieve the economy.

To prepare the employee, both new and old meet the present as well as the changing

requirements of the job and the organization.

Training objective tell the trainee that what is expected out of him at the end of the training

program. Training objectives are of great significance from a number of stakeholder

perspectives,

1.Trainer

2.Trainee

3.Designer

4. Evaluator

Evaluation of training program success should be measured in terms of the objectives. Objectivesfor training can be set in any areas necessary, by using one of the following dimensions.

Quantity of workresulting from training

Quality of workafter training

Timeliness of work after training

Cost saving as a result of training

METHODS OF TRAINING

Training methods is defined as A systematic procedure or techniques by which a skill is

developed in a person, employee of an organization. A combination of different methods of

training contributes to the effectiveness of the training program.

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Trainers use a variety of training methods during delivery to facilitate learning. By altering the

training methods the trainer uses delivery; he can keep learners interested, activate different

learning style and enhance comprehension and retention.There are two broad types of training

available to small businesses: on-the-job and off-the-job techniques.

On-the-job training is delivered to employees while they perform their regular jobs. In this

way, they do not lose time while they are learning. After a plan is developed for what should be

taught, employees should be informed of the details. A timetable should be established with

periodic evaluations to inform employees about their progress. On-the-job techniques include

orientations, job instruction training, apprenticeships, internships and assistantships, job rotation

and coaching.

Off-the-job training include lectures, special study, films, television conferences or discussions,

case studies, role playing, simulation, programmed instruction and laboratory training. Most of

these techniques can be used by small businesses although, some may be too costly.

Training methods

On the job methods Off the job methods

Coaching Vestibule training

Job Rotation

Role playing

Apprenticeship Lecture method

Orientation Conference or discussion

Coaching

Coaching is a learning through on the job- experience. A manager can learn when he is put on a

specific job. He can learn better if he is given some guidance either in the form of coaching or

understudy.

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Job Rotation

Job rotation involves moving an employee through a series of jobs so he or she can get a good

feel for the tasks that are associated with different jobs. It is usually used in training for

supervisory positions. The employee learns a little about everything. This is a good strategy for

small businesses because of the many jobs an employee may be asked to do. Such movement

may be for a period ranging from 6 months to 2 years.

Apprenticeship

Apprenticeships develop employees who can do many different tasks. They usually involve

several related groups of skills that allow the apprentice to practice a particular trade, and they

take place over a long period of time in which the apprentice works for, and with, the senior

skilled worker. Apprenticeships are especially appropriate for jobs requiring production skills

Orientations

Orientations are for new employees. The first several days on the job are crucial in the success of

new employees. This point is illustrated by the fact that 60 percent of all employees who quit do

so in the first ten days. Orientation training should emphasize the following topics:

The company's history and mission.

The key members in the organization.

The key members in the department, and how the department helps fulfill the mission of

the company.

Personnel rules and regulations.

Vestibule Training

The concept of vestibule school/training center is that people will learn and develop skills while

working in the institutions similar to what they will face after they are put on the actual job.

Vestibule training consists of two parts First, there is lecture method which is conducted in class

rooms meant for this purpose. Second, there is practical exercise based on the theoretical aspects

in a workshop.

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Role Playing

.

Role playing and simulation are training techniques that attempt to bring realistic decision

making situations to the trainee. Likely problems and alternative solutions are presented for

discussion. The adage there is no better trainer than experience is exemplified with this type of

training. Experienced employees can describe real world experiences, and can help in and learn

from developing the solutions to these simulations. This method is cost effective and is used in

marketing and management training.

Lectures

.

Lectures present training material verbally and are used when the goal is to present a great deal

of material to many people. It is more cost effective to lecture to a group than to train people

individually. Lecturing is one-way communication and as such may not be the most effective

way to train. Also, it is hard to ensure that the entire audience understands a topic on the same

level; by targeting the average attendee you may under train some and lose others. Despite these

drawbacks, lecturing is the most cost-effective way of reaching large audiences.

Management Game

Management game, or business game, is another popular technique which is used at management

education level or at management development level.

Training programs

The mission of Indoramas training programmes is to develop workers and staff into successful

leaders by improving their behavior, technical and general awareness skills. Based upon thefundamental principle that success is the best teacher, our training programmes concentrate on

motivating the participants to succeed by developing a positive attitude. Since this is achieved

through an internal change in the self it is therefore, of a permanent nature rather than through

fear or incentive which are temporary, external and work in short run only.

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Every year company invests money on development of their employees by conducting training

and development programs and nominating its employees for external training. On the basis of

training needs assessment and appraisal, training department prepares training plan for one year

in which they identify the training and development programme to be conducted.

A training program is an ongoing progress and its trust has been changing from time to time,

depending upon the current needs of the organization. Training program in the true sense do not

begin and end with the program schedule/ time table.

Constructing a Training Calendar

Training calendars are the best suited to repeatable and regular demand, such as refresher skills

training for infrequently performed technical tasks and for new recruits joining the organization.In these cases, review what training is required on a regular basis and look at what new recruits

need to be proficient at soon after they join any organization. Generally, consult with

management team by checking off which of the following areas require inclusion in training

calendar:

management, leadership and supervision skills

soft skills, such as communication and conflict resolution

environment, health and safety

human resource processes, such as performance management

business skills, such as strategy, planning and process improvement

technical line and staff skills such as telephone etiquette and inventory management

T raining program conducted at IRSL,Nagpur

INDORAMA SYNTHETICS (I) LTDTRAINING CALENDER

JANUARY 2009- DECEMBER 2009

SR. NO. NAME OF PROGRAMME PERIOD

FROM TO

1 Executive development 12 Jan 13 Jan

2 Quality circle 15 - Jan 15 Jan

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3 Supervisory development 19 Jan 20 Jan

4 Couples training 22 Jan 23 Jan

5 Employee development 27 Jan 28 Jan

1 Employee development 9 - Feb 10- Feb2 Couples training 16- Feb 17- Feb

3 Quality circle 19- Feb 19- Feb

4 Supervisory development 23- Feb 24- Feb

5 Executive development 26- Feb 27- Feb

1 Employee development 5 - Mar 6- Mar

2 Couples training 9- Mar 10- Mar

3 Executive development 16- Mar 17- Mar

4 Quality circle 20- Mar 20- Mar

5 Leadership skills 24- Mar 24- Mar

1 Employee development 6 - Apr 7- Apr

2 Executive development 13- Apr 14- Apr

3 Quality circle 16- Apr 16- Apr

4 Supervisory development 20- Apr 21- Apr

5 Material management 27- Apr 27- Apr

1 Quality circle 4-May 4-May

2 Employee development 11-May 12-May

3 Couples training 18-May 19-May

4 Understanding 5 S 22-May 22-May

5 Supervisory development 26-May 27-May

1 Executive development 8- Jun 9- Jun

2 Advance Excel 11- Jun 12- Jun3 SAP 15- Jun 16- Jun

4 Essence of industrial laws 19- Jun 19- Jun

5 General Awareness of ISO 14000 23- Jun 23- Jun

1 Supervisory development 6- Jul 7- Jul

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2 Pump & compressors 13- Jul 13- Jul

3 Employee development 16- Jul 17- Jul

4 SAP 22- Jul 22- Jul

5 Internal auditors ISO 9001-2000 27- Jul 27- Jul

1 AC Drives & PLC 5 - Aug 6- Aug

2 Essence of industrial laws 12- Aug 12- Aug

3 Advance excel 17- Aug 18- Aug

4 Testing methods 21- Aug 21- Aug

5 Executive development 24- Aug 25- Aug

1 Supervisory development 8 - Sep 9- Sep

2 Employee development 14- Sep 15- Sep3 SAP 18- Sep 18- Sep

4 General awareness OHSAS 22- Sep 22- Sep

1 Stress management 5 - Oct 5 Oct

2 Quality circle 8 Oct 8 Oct

3 Testing methods 14 Oct 14 Oct

4 Executive development 19 Oct 20 Oct

5 Taxation 27 - Oct 27 Oct

1 Employee development 9 - Nov 10- Nov

2 Supervisory development 16- Nov 17- Nov

3 Advance Excel 23- Nov 23- Nov

4 Advance process control system 27- Nov 27- Nov

1 Executive development 7 - Dec 8- Dec

2 Employee development 14 - Dec 15- Dec

3 Supervisory development 21- Dec 22- Dec

4 SAP 24- Dec 24- Dec

5 5S 28- Dec 28- Dec

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An effective training program administrator should follow these steps:

Define the organizational objectives.

Determine the needs of the training program.

Define training goals.

Develop training methods.

Decide whom to train.

Decide who should do the training.

Administer the training.

Evaluate the training program.

Following these steps will help an administrator develop an effective training program to ensure

that the firm keeps qualified employees who are productive, happy workers. This will contribute

positively to the bottom line.

Training programmes for the year 2009-10

Sr no. Programme name Target group

1 Positive attitude Workmen and staff

2 Team building Workmen and staff

3 Work ethics Workmen

4 Inter personnel skill and time management Workmen

5 Motivational training workmen

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6 Stress management Staff

7 Managing conflict Staff

8 Managerial and supervisory skill Staff

9 ISO training Workmen and staff

10 Safety training Workmen and staff

11 Quality Circle Training Workmen and staff

12 Technical Training Workmen and staff

Training budget

The principle management control over training is the budget. The budget for training can be

best measured in terms of training effectiveness. A budget must be realistic, in accordance with

the mission and the assigned training responsibilities.

Training budget is a statement showing the estimate cash outflow of training department over a

given period of time. Indorama estimates its training budget for one year i.e. from April 1 to

march 31.

Following are the expenses of Indoramas training and development department.

Training material.

Lunch and snacks.

External faculty fees.

Membership and subscription of magazines. Subscription to central board of workers education.

External training program.

Other expenses.

Training cost

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It is useful to track trainings full costs according to eight phases: administration, research and

development, analysis, design, development, delivery, evaluation and marketing.

Cost for each training program:

Personnel cost: for people involved in the training project including in-house subject

matter experts and outside fees and expences

Outside purchase of goods and services: for materials and supplies brought from an

outside provider for a specific training program.

Facilities costs for the use of rental facilities such as classroom, research and

development laboratories or work shops.

Incidental expences for travel and daily expenses allowances during a training program.

Training budgetFor the years 2006-07,2007-08,2008-09

SN PARTICULARS 2006-07(Rs)

2007-08(Rs)

2008-09(Rs)

1 Training material 1,05,000 1,25,000 1,50,000

2 Lunch & snacks 1,14,000 1,14,000 1,25,000

3 Workmen training program 3,50,000 4,25,000 4,25,000

4 Staff training program 3,50,000 4,00,000 4,50,000

5 Couples training program 90,000 90,000 -

6 Membership & subscription of magazine 90,000 90,000 90,000

7 Technical skill development 96,000 96,000 1,05,000

8 External nominations 3,50,000 3,50,000 4,25,000

9 Subscription to central board of workerseducation

25,000 25,000 25,000

10 Work-culture & productive improvement - - 5,25,000

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11 ISO training 1,55,000 1,55,000 1,55,000

12 Purchase of LCD 1,50,000 - -

13 Other expences 25,000 25,000 25,000

Total 19,00,000 20,45,000 25,00,000

Evaluation of training program

Evaluation is the collection of analysis and interpretation of information about any aspects of a

programme of education or training as part of a recognized process of judging its effectiveness,

its efficiency and any other outcomes it may have.

Any training without an effective evaluation (quantitative and qualitative) will be a waste.

Post training evaluation is necessary to measure whether the expenses on training have become

an investment on people or an unnecessary cost to the organization. This would also aid in

making suitable modification to the current program and develop them further. Training program

must evaluate for fulfilling the principle of cost benefit analysis (CBA) and return on investment

(ROI) to maintain credibility.

The assessment of the total value of a training system, training course or program in social as

well as financial terms, evaluation differs from validation in that it attempts to measure the

overall cost benefit of the course or program and not merely the achievement of its laid down

objectives.

Evaluation of training is very important in order to establish credibility of two phases, one

immediately and other preferably after 3 month, to gauge at two levels:

Training efficiency

Short-term effectiveness

Training efficiency:

Training efficiency is evaluated in Indorama by assessing the feedback form filled by the

participant in the end of the training programme.

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Short-term effectiveness:

In Indorama short term effectiveness is measure by compairing pre and post training

assessment. Before the training programme, pre training assessment form is filled by

departmental head and after 90 days of training programme, post training assessment

form, we evaluate short-term effectiveness.

The purpose of evaluation is to determine whether or not the training achieved the desired

objective. The objective might have been very precise, or extremely loose, but there would have

been one. This is usually set as a result ofassessing training needs. Evaluating training will help

show how effective it was at meeting the objective.

All organizations, regardless of size or type, should use some process of assessing the

effectiveness of training undertaken by employees. Education in any form is an investment of

time and money, which makes it important that the organization establishes, as far as it can, the

return on that investment.

Benefits of Training Evaluation

There are a number of reasons why organizations proactively monitor the effectiveness of

employee education. These are:

Helps employees to monitor their own improvement.

Builds morale, by demonstrating an interest in staff development.

To maximize the training ROI (return on investment).

Helps to determine the form of future training programs.

Assists with identifying the effectiveness of different forms of teaching (such as

classroom based or web based).

Organizations that train but do not evaluate that training cannot be certain of its value, either tothemselves or their employees.

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Evaluation criteriaThe criteria for evaluation depends on the program, the organization and the objectives,

recourses needed, cost of conducted program and the results expected out of it. However, some

of the general considerations are to be taken into account while evaluating a training program.

1. Significance: the extent to which, the training, if successfully carried out, will make an

original and important contribution.

2. Approach: the extent to which the conceptual framework, design, methods and analysis areproperly developed, and integrated, and appropriate to the aims of the training including the

following:

Plan for use of controls

Sample size justification

Power functions where appropriate

Analysis techniques

3. Feasibility: the likelihood that the proposed work can be accomplished through the training

by the organizers and the adequacy of plans for the recruitment and retention of

human resources where applicable.

4. Data: the appropriate, use of data, time needed for collection and analysis.

5. Personnel: appropriate background, skills, objectives.

6. Budget

Types of evaluation:

Questionnaire or survey

Interview

Test (either written or performance test)

Focus group

Observation of participant

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Performance record

Structure of training evaluation

Structure of training evaluation

Using the diagram in Figure 1 as a structural framework, we can identify five basic points at

which we might take measurements, conduct assessments, or reach judgments. These five points

are indicated in the diagram by the numerals 1 through 5:

1. Before Training

2. During Training

3. After Training or Before Entry (Reentry)

4. In The Workplace

5. Upon Exiting The Workplace

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Measuring the effectiveness of training

Measuring the effectiveness of training programs consumes valuable time and resources.

Many training programs fail to deliver the expected organizational benefits. Having a well-

structured measuring system in place can help you determine where the problem lies. On a

positive note, being able to demonstrate a real and significant benefit to your organization from

the training you provide can help you gain more resources from important decision-makers.

Consider also that the business environment is not standing still. Your competitors, technology,

legislation and regulations are constantly changing. What was a successful training program

yesterday may not be a cost-effective program tomorrow. Being able to measure results will help

you adapt to such changing circumstance

What Makes Training Effective?

Training intervention effectiveness research is needed to (1) identify major variables that

Influence the learning process and (2) optimize resources available for training interventions.

Logical and progressive study models are best suited to identify the critical elements and causal

relationships that affect training effectiveness and efficiency

In training research, it is often difficult to arrive at definitive answers. Typically, many Variables

minimize effects and make results difficult to interpret. Furthermore, the amount of variance

attributed to any one variable is usually small. Therefore, if training is to be an essential

component of planned interventions, a uniform system of research is needed to explain how

training is made effective and to indicate how resources for training should be organized.

The model described here recognizes that formal training interventions are affected by

several real-world factors such as uneven resource availability across training settings and

differing levels of experience and expertise among instructors. Accordingly, training evaluation

research should be conducted in the field where possible in order to incorporate these variables

into the study of effectiveness

The Kirkpatrick Mode

The most well-known and used model for measuring the effectiveness of training programs was

developed by Donald Kirkpatrick in the late 1950s. It has since been adapted and modified by a

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number of writers; however, the basic structure has well stood the test of time. The basic

structure of Kirkpatricks four-level model is shown here.

Methods for the effective evaluation of training have been studied for some time. The Kirkpatrick

modelis now considered to be the industry standard, and is frequently used by HR departments

when determining their own systems.

Level 4-Result

What organizational benefits resulted from thetraining?

Level 3-Behavior

To what extent did participants change theirbehavior back in the workplace as a result of thetraining?

Level 2-Learning

To what extent did participants improve knowledgeand skills and change attitudes as a result of the

training?

Level 1-Reaction

How did participants react to the program?

Kirkpatrick Model for Evaluating Effectiveness of Training Programs

An evaluation at each level answers whether a fundamental requirement of the training program

was met. Its not that conducting an evaluation at one level is more important that another. All

levels of evaluation are important. In fact, the Kirkpatrick model explains the usefulness ofperforming training evaluations at each level. Each level provides a diagnostic checkpoint for

problems at the succeeding level. So, if participants did not learn (Level 2), participant reactions

gathered at Level 1 (Reaction) will reveal the barriers to learning. Now moving up to the next

level, if participants did not use the skills once back in the workplace (Level 3), perhaps they did

not learn the required skills in the first place (Level 2).

The difficulty and cost of conducting an evaluation increases as you move up the levels. So, you

will need to consider carefully what levels of evaluation you will conduct for which programs.

You may decide to conduct Level 1 evaluations (Reaction) for all programs, Level 2 evaluations

(Learning) for hard-skills programs only, Level 3 evaluations (Behavior) for strategic

programs only and Level 4 evaluations (Results) for programs costing over $50,000. Above all

else, before starting an evaluation, be crystal clear about your purpose in conducting the

evaluation.

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V

Fig : Kirkpatrick four-level approach

Using the Kirkpatrick Model

How do you conduct a training evaluation? Here is a quick guide on some appropriate

information sources for each level.

Level 1 (Reaction)

completed participant feedback questionnaire

informal comments from participants

focus group sessions with participants

Level 2 (Learning)

pre- and post-test scores

on-the-job assessments

supervisor reports

Level 3 (Behavior)

completed self-assessment questionnaire

37

Evaluationinstruments

Collect data

Evaluationtiming

Convert datainto monetary

value

Identifyintangible

Tabulateprogram cost

CalculateROI

Isolate theeffect oftrainin

Evaluationlevels

Evaluationpurposes


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on-the-job observation

reports from customers, peers and participants manager

Level 4 (Results)

financial reports

quality inspections

interview with sales manager

Effectiveness of training depends on the synergic relationship and collaborative

working amongst the four major patterns of training (participants, training organization,

trainers and client organization). Hence evaluation provides the necessary feedback to

these for contributing to training effectiveness.

The evaluation of training is a series of measurements of performance and impact of training

program on the individuals and the system as a whole. It is done for fact-finding, description,

comparison, comprehension, analysis, explanation and adaptation of training strategies, to make

them more useful for the ultimate target beneficiaries.

Areas of evaluation What to evaluate

Pre-training factors Preparation

Learning motives

Expectation

Training events and its management Specific sections

Areas of satisfaction/dissatisfaction

Training facilities

Participant development Conceptual developmentLearning of skills

Change in values/attitude

Change in behavior

Application

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Organizational development Job effectiveness

Team effectiveness

Organizational effectiveness

Post training factors Cost

Organizational support

Training process Learning climate

Learning methods

Trainer team effectiveness

Training effectiveness depends not only on what happens before the actual training, but also on

what happens before the actual training and what happens after the training has formally ended.

Evaluation cannot neglect these important contextual factors. There are some models which are

used for evaluation of training program to find out effectiveness of training program.

Kirkpatrick (1959) CIPP Model (1987) IPO Model (1990) TVS Model (1994)

1. Reaction: to gather

data on participantsreactions at the end of atraining program

1. Context: obtaining

information about thesituation to decide oneducational needs andto establish programobjectives

1. Input: evaluation of

system performanceindicators such as traineequalifications,availability of materials,appropriateness oftraining, etc.

1. Situation: collecting

pre-training data toascertain current levelsof performance withinthe organization anddefining a desirablelevel of futureperformance

2. Learning: to assesswhether the learningobjectives for theprogram are met

2. Input: identifyingeducational strategiesmost likely to achievethe desired result

2. Process: embracesplanning, design,development, anddelivery of trainingprograms

2. Intervention:identifying the reasonfor the existence of thegap between the presentand desirableperformance to find outif training is thesolution to the problem

3. Behavior: to assess 3. Process: assessing 3. Output: Gathering 3. Impact: evaluating

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whether jobperformance changes asa result of training

the implementation ofthe educationalprogram

data resulting from thetraining interventions

the difference betweenthe pre- and post-training data

4. Results: to assesscosts vs. benefits oftraining programs, i.e.,organizational impact interms of reduced costs,improved quality ofwork, increased quantityof work, etc.

4. Product: gatheringinformation regardingthe results of theeducationalintervention tointerpret its worth andmerit

4. Outcomes: longer-term results associatedwith improvement in thecorporations bottomline- its profitability,competitiveness, etc.

4. Value: measuringdifferences in quality,productivity, service, orsales, all of which canbe expressed in terms ofdollars

Table 1. Models used for evaluation of training program

Literature

Review

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Literature review

Dorn Williams (2007), Training is a critical component in any organization's strategy, but

organizations don't always evaluate the business impact of a training program. Large

expenditures for training in many organizations, is important to develop business intelligence

tools that will help companies to improve the measurement of training effectiveness. These tools

need to provide a methodology to measure, evaluate, and continuously improve training, as well

as the organizational and technical infrastructure (systems) to implement the methodology.

Cross-functional and learning analysis is provide important connections between the measures of

learning effectiveness offered by a learning management system (LMS) and the larger enterprise

metrics that indicate whether learning is transferred and positively affects business results.

Robert Blomberg (2002), This article reviews current literature related to cost-benefit analysis of

employee training programs. After a conceptual stage is set and the meaning of terms is clarified,

methodologies for measuring costs and benefits, and problems related to this process are

discussed. Primary and secondary beneficiaries of training are identified. The need for

distributional assignments of costs as a function of benefit is described. Following the

identification of problems inherent in cost-benefit research, concluding comments focus on the

need for practical applicationsof cost-benefit research.

Venuzgal (2005), The researcher review in this research the current methods on evaluating

training programs by BreadTalk, with an aim of improving its evaluation methods. Through a

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search of literature and an analysis of current methods, the report summarizes the latest thinking

on evaluating training programs and provides insights on how BreadTalk can improve the quality

and management of its evaluations. There are three key objectives of the report: first, to identify

models, frameworks, methodologies, and approaches as well as their uses and feasibility in

evaluating training programs; second, to summarize how the quality and effectiveness of these

evaluations are assessed in theory and in reality, and approaches that other organisations use to

maintain the quality and effectiveness of their evaluations, and third, to outline some common

practices of corporate evaluation units.

Wheaton, George R. and Holding, Dennis H. (1976), The present report describes a program of

research whose goal is the development and eventual validation of a method for predictingtraining device effectiveness. As the lead publication in the series, this report presents a

preliminary model for the prediction of one of the most important aspects of training

effectiveness--transfer of training. In developing the preliminary model, every attempt has been

made to examine and, if possible, to build upon previous efforts. Toward this end, several

different kinds of literature potentially bearing on the prediction of device effectiveness have

been exhaustively reviewed, reduced, and analyzed. Previous methods and models dealing with

the design or evaluation of training programs were examined. General theories of transfer were

studied as were the specific constructs believed to mediate transfer. Finally, a host of substantive

issues were examined, particularly in terms of empirical data on specific variables and their

impact on transfer. The report describes and discusses this information and, when appropriate,

indicates its incorporation into the model. In the following four sections of the report the results

of the literature survey are described together with implications for a preliminary model for use

in predicting training effectiveness.

Tracey, J. B.,Tews, M. J. (1998), Training is considered important to hospitality operations. To

ensure the effectiveness of training programmes, hospitality managers need to look beyond the

usual factors of needs assessment, programme design, implementation and follow-up, to

consider, in addition, external factors. These factors include specifically employees' individual

characteristics, such as motivation, attitude and basic ability; and the work environment,

particularly the characteristics of the job, social networks, corporate culture, and appraisal and

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http://www.cababstractsplus.org/abstracts/SearchResults.aspx?cx=011480691189790707546:cops6fzdyna&cof=FORID:9&ie=UTF-8&q=Tracey,%20J.%20B.&sa=Searchhttp://www.cababstractsplus.org/abstracts/SearchResults.aspx?cx=011480691189790707546:cops6fzdyna&cof=FORID:9&ie=UTF-8&q=Tews,%20M.%20J.&sa=Searchhttp://www.cababstractsplus.org/abstracts/SearchResults.aspx?cx=011480691189790707546:cops6fzdyna&cof=FORID:9&ie=UTF-8&q=Tracey,%20J.%20B.&sa=Searchhttp://www.cababstractsplus.org/abstracts/SearchResults.aspx?cx=011480691189790707546:cops6fzdyna&cof=FORID:9&ie=UTF-8&q=Tews,%20M.%20J.&sa=Search


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reward schemes. Taking into account external factors as well as traditional measures of training

effectiveness, a manager can begin to assess how well a training programme is performing and

determine what changes will make it more effective.

R. Hoyle (2000), The literature on evaluation needs to be classified into education and training.

The latter reveals many difficulties as regards evaluation. Scientific and quantitative methods are

not popular. Evaluation appears to be undertaken reluctantly and with the simplest methods.

Behavioural objects are rarely even set by trainers. Progress in the techniques of evaluation has

been slow, though a good deal of research has been done. The literature is small but growing

Harris (2004), The researchers state that there is one absolute truth on employee training: Most

of the money spent on training is probably wasted. The primary reason of most training programs

fail is that, by definition, most are short-term events where massive amounts of information are

spread with the hopes that something sticks. Great business leaders understand that education is a

process-not a single event.

Grider, Douglas T., Capps, Charles J., III, Toombs, Leslie A (1990), A survey of 212 members

of the American Society for Training and Development was conducted to determine what

training evaluation techniques generate the most effective results. Three evaluation methods

were identified as the most effective: the results method, the behavior method, and the

competency method. Research results indicate that the best method for training and development

(T&D) analysis may depend on the type of environment used for training. The method cited most

often as the one used to evaluate training program results was the reaction method. Study

findings indicate that executives who want to develop effective training programs can take

numerous actions, including: integrating T&D with corporate strategic plans, providing

necessary resources to evaluate training results, and establishing a network of information.

Eduardo Salas andChristina M. Garofano (2004), A decade of training evaluation and training

effectiveness researchwas reviewed to construct an integrated model of training evaluationand

effectiveness. This model integrates four prior evaluation models and results of 10 years of

training effectiveness research.It is the first to be constructed using a set of strict criteria and to

investigate the evaluation and effectiveness relationships with an evaluation measure proposed

several years ago, posttraining attitudes. Evaluation measures found to be related to post training

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attitudes were cognitive learning, training performance, and transfer performance. Training

effectiveness variables found to be related to post training attitudes were pre training self-

efficacy, experience, post training mastery orientation, learning principles, and post-training

interventions. Overall, 10 training effectiveness variables were found to consistently influence

training outcomes. Results also reveal that reaction measures and training motivation are two

areas needing furtherdevelopment and research. These findings as well as other areasrequiring

research attention are discussed.

Black, J. Stewart, Mendenhall (1990), A review and a theoretical framework for future research

increased internationalization in the economic, political, and social arenas have led to greater

interpersonal cross-cultural conflict. Because much of this contact has not been successful, cross-

cultural training has been proposed by many scholars as a means of facilitating more effective

interaction. A review of the cross-cultural training literature is presented, and it is determinedthat cross-cultural training in general is effective. The article also offers a theoretical framework

based on social learning theory for understanding past research and for guiding future research;

this is important because in this context variables seem to operate differently in international

versus domestic areas.

IbrahimMohamed E,Prof. & Head (2004); This paper examines the effectiveness of a training

program offered to 94 trainees at two locations of a training institute in UAE. The researcher

extracted the needed data from the records of the institute for the year 2003. The paper focused

on trainees reactions to the training program (i.e., its materials and instructors) and the level of

skills and knowledge gained from the program as the primary measures for effectiveness. Alpha

analysis and t-tests were used to judge data reliability and the statistical significance of the

measures of effectiveness. A regression analysis was also used to determine the role of perceived

training usefulness and a trainees effort to gain skills and knowledge in explaining achieved

level of effectiveness. The results indicate significant positive reactions to the training program.

They also indicate significant increase in trainees skills and knowledge as a result of the

training. In addition, perceived training usefulness and trainees effort to gain skills andknowledge were significant variables in explaining training effectiveness, after controlling for

the effects of demographic variables.

Newton, B. (2006), The focus of this article is on age discrimination in training and

development. However, the practical advice offered can be applied generally to all areas of

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training and development in the workplace. There are practical steps on how to implement a

training policy to facilitate access to all employees in the organization. All the important areas of

best practice in delivering training and development programs are identified

Peter Michel (2002) ,Effort initiated by an organization to foster learning among its members. Ittends to be narrowly focused and oriented toward short-term performance concerns.

Development: Effort that is oriented more toward broadening an individuals skills for the future

responsibilities.

1: Needs assessment for training. It consists of three parts- organizational, task and person

analysis.

2: Designing the training program. Instructional Objectives represent the desired outcomes of a

training program (Performance-centered objectives). They also provide a basis for choosing

methods and materials and for selecting the means for assessing whether the instruction will be

successful. The principles of learning should include goal setting, individual differences, active

practice and repetition, whole versus part learning, masses versus distributed learning, feedback

and reinforcement, meaningfulness of presentation and modeling.

3: Implementing the training. This stage involves taking decisions like nature of training, types

of training and organizational extent of training.

K. Skylar Powell, Serkan Yalcin(2002); The purpose of this paper is to add to the significant

contributions of past research by assessing what the overall effectiveness of managerial traininghas been over a period of 50 years and by identifying changes in overall effectiveness during this

time period. Additionally, this study aims to evaluate what the overall findings on the

effectiveness of training has been based on study design and subgroups focusing on the

equivalent of Kirkpatrick's famous learning, behavior, and results outcomes. The results do not

suggest a great deal of improvement in the effectiveness of managerial training from 1952

through 2002 and effect sizes have remained moderate. Additionally, outcome subgroup appears

to moderate results. Specifically, programs implemented to achieve learning outcomes tended to

have the largest effect sizes and were consistently significant relative to programs targeted at

behavior and results outcomes.

Mendenhall, Mark(1997);This is a three-volume report focusing on employer-based training

(EBT) and was prepared to support the Department's efforts to disseminate information about

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effective strategies and practices for training and retraining the American workforce. This report

synthesizes information on the nature and effects of private sector training.

Dan Wentland (2003), The strategic training of employees model: balancing organizational

constraints and training content; studies indicate that employee training has a positive impact on

corporate performance. They generally test the hypothesis that, by improving the competency of

employees, training also improves their productivity, which is reflected in an improvement in the

firm's performance. These studies present the profile of employee training and the importance of

this activity for businesses; however, none focus specifically on small businesses. The results

relating business size to employee training are general in nature, and basically state that medium-

sized and large firms provide more training to their employees than small businesses. This paper

segments the business population by firm size in order to understand the differences in training

rates and examines training rates by firm size according to different business strategies andhuman resources practices.

Gould D, Kelly D, White I, Chidgey J. (2004), Training needs analysis is the initial step in a

cyclical process which contributes to the overall training and educational strategy of staff in an

organization or a professional group. The cycle commences with a systematic consultation to

identify the learning needs of the population considered, followed by course planning, delivery

and evaluation. Although much has been written about training needs analysis in relation to post-

registration nursing education, there is disagreement concerning its impact on the training cycle

and its potential to influence service delivery. However, seven studies were concerned with a

single, specific organization (micro-level training needs analysis). Despite their smaller scale and

more limited scope, micro-level training needs initiatives demonstrated greater methodological

rigor, were more likely to consider the stakeholder perspective, to generate findings which could

positively influence the rest of the training cycle and showed the greatest potential for

influencing service delivery and quality of patient care. The review drew attention to the

similarities between the training cycle and the audit cycle and resulted in the development of amodel which could be used to evaluate the effectiveness of the process and outcomes of future

training needs analysis initiatives.

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http://www.ncbi.nlm.nih.gov/pubmed?term=%22Gould%20D%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Kelly%20D%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22White%20I%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Chidgey%20J%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Gould%20D%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Kelly%20D%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22White%20I%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Chidgey%20J%22[Author]


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Braddy(2003),This report provides a summary and analysis of relevant literature, including

reviews conducted by other industries and jurisdictions, concerning the implementation of

Training Packages throughout Australia. The literature review focuses on discussion of the

following issues:

Identifying blockages to the take up of Training Packages in general; and

Examining the implementation of the Public Services Training Package, the Local Government

Training Package and the Public Safety Training Package throughout NSW. The changing nature

of work, together with rapidly changing skill and knowledge needs, impact on an organizations

willingness to adopt a standardized, national framework based on the attainment of qualifications

Research indicates that many industries have low levels of investment in formal training,

preferring in house training. Preference is given to university training and qualifications over

VET qualifications. No literature was located to indicate the extent to which organizations use

accredited courses when conducting in-house training. language is seen as a priority. The opinion

of many users of Training Packages is that there is a need for more support material, such as case

studies, learning and assessment guideless.

Janis A. Cannon-Bowers, Eduardo Salas(2005); From a Model and Initial Empirical

Investigation; Increasingly stringent demands are being placed on operators in many military

systems due to recent advances in technology and rapid changes in the world

order. In the modern military combat environment, operators require skill levels

that are more varied and are of a higher order than in the past. Coupled with

current fiscal constraints, this situation demands and optimization of training

resources,a return on investment that results in an uncompromisingly high

level of readiness at the lowest possible cost and in the shortest time. The

purpose of this research was to advance understanding of effective training

system design by investigating factors that may affect the success of training

significantly in terms of performance improvement in the operational environ

ment. To accomplish this goal, a comprehensive model of training effectiveness

was first developed and used as a basis to specify testable hypotheses. Results indicated that

several nontechnical trainee-related factors had a significant impact on training outcomes in this

setting.

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ResearchMethodology

Research Methodology:

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Research is essentially a logical and an organized enquiry seeking facts through objective

verifiable methods in order to discover the relationship among them and to refer from the broad

principles and laws. It is really a method of critical evaluation and thinking.

Research may be defined as: systematic and objective analysis and recording of controlled

observations that may lead to the development of generalization of principle or theories resulting

in prediction and possibly ultimate control of events.

Methodology is often used in a narrow sense to refer to methods, technology or tools employed

for the collection of data as well as its processing. This is also used sometimes to designate data

collected to arrive at the conclusion. In fact it describes that what should have been done. It

provides answers to some of the major questions like, what must be done. How it will be done?

What data will be needed/What data gathering devices will be employed? How sources of data

will be analyzed to arrive at conclusions?

A systematic, logical and verifiable method used to obtain data, information, facts, experiences

and to study, analyze, tabulate and conclude for effective feedback is nothing but Research

Methodology.

For systematic research scientific approach is necessary. It is therefore essential to follow

systematic methodology to arrive at a proper conclusion.

Research Title

Study the effectiveness of training programs conducted at Indorama Synthetics (I) Ltd.

Butibori, Nagpur yr (2008-2009).

Research Objectives:


Study the various Training programs conducted at IRSL, Nagpur during 2008-

2009.

Ascertaining the effectiveness of these Training programs conducted at IRSL.

TYPES:

Research Design : Descriptive

Data Type : Primary data and Secondary data

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Research Method : Random Sampling

Contact Method : Company Records Survey,

Personal Interview and Questionnaire

RESEARCH DESIGN:

Descriptive research designs enable researchers to describe or present picture of a phenomenon

under investigation. The methodology involved in such designs is mostly qualitative in nature

producing descriptive data i.e. peoples own written or spoken words & observable behavior.

Descriptive research in my project includes:-

Formulating the research objective of the project

Selecting the source

Processing and analyzing the data

Defining solution of the problem

Finding and conclusion oriented.

SOURCES OF DATA:

Data Collection:

For the success of any project accurate data is very important and necessary. The information

collected through research methodology must be accurate and relevant. It is often observed that

data in hand are not sufficient so it is necessary to collect data from different resources that are

appropriate. Data collection can be classified into two methods. They are

Primary Data

Secondary Data

A) Primary data:Data collected by observation and personal participation. The methods used for collecting

primary data may be from one of the following methods.

1) Survey Method:

The word survey is use most often to describe a method of gathering information from a sample

of individuals. The sample is usually just a fraction of the population being studied.

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This can be done by various methods like:

Questionnaire

Face to face interaction

Interviews

2) Observation Method:

This is the most commonly used method especially in studies related to behavioral science and a

method of data collection for the researcher, when it serves a research purpose.

In this method the subjective bias is eliminated, if observation is done accurately.

This method is independent of respondents co-operation.

B) Secondary Data:

Secondary data means the data which is already available. They refer to the data which have

already been collected and analyzed by someone else. It may be published or unpublished data.

It is collected through:

a) Technical & trade journals

b) Books magazines & newspapers

c) Reports & past experiences

d) Public records & statistics

RESEARCH METHODOLOGY ADOPTED:

The research methodology adopted to collect the data in this study is generally accepted

methodology. Data has been collected through various sources.

The primary data is collected through a structured questionnaire, observation, interviews etc...

The secondary data is collected through literature & information from the manuals of IRSL,

annual reports, brochure etc. Various magazines & journals.

RANDOM SAMPLING:

Sampling is simply the process of learning about population on the basis of a sample drawn from

it. A random sample is one where each item in the universe has an equal opportunity of being

selected. It is suitable in more homogeneous & comparatively larger groups.

In this project work Stratified Random Sampling is used because the population is

heterogeneous with respect to the variable or characteristics under this study. This technique

gives more efficient and accurate results.

In this Research study 60 respondents are studied at random to get the relevant information.

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Questionnaire is designed on the basis of the variables identified which are used for

motivating the employees in IRSL.

DATA ANALYSIS

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AND

INTERPRETATION

DATA ANALYSIS

Analysis of data is the most skilled task of all the stages of any research work. It is a task calling

for the researchers own judgment & skill.

Data analysis is a process of gathering, modeling, and transforming data with the goal of

highlighting useful information, suggesting conclusions, and supporting decision making. Data

analysis has multiple facets and approaches, encompassing diverse techniques under a variety of

names, in different business, science, and social science domains.

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Analysis of data in general way involves a number of closely related operations which are

performed with the purpose of summarizing the collected data and organizing these in such a

manner that they answer the research question(s).

The survey consisted of 60 respondants.

The information received from all of them was analyzed on the basis of:

Reaction

Learning

Behavioral

Result

DATA INTERPRETATION:

1) The data collected and analyzed for the measurement of effectiveness of training program by

using Donald Kirkpatric model which include reaction, learning, behavior and result levels.

2) In the first Reaction level, respondents are satisfied with the given training programs which

utilizes its time properly, good and effective trainer provide knowledge and mostly programs

are more relevant with the topic.

3) In the second learning level, respondents are feel that tjere are more learning through

communication skill training program which helps to develop personality and interpersonal

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skill.

4) In the third behavioral level, there are changes in the behavior of participants after attending

a training program in terms of work efficiency, awareness.

5) In the fourth result level, the final outcome of training programs that the respondents feel

there are many different factors such as Increase efficiency, Increase production, Reduce

Absentism, Good Quality services in IRSL..

6)Evaluation should always begin with level one, and as time and budget allows should moresubsequently through levels two, three and four. Information from each prior level serves as a

base for the next evaluation.

1) Is it correct that training reduce supervision.

60% employees say incorrect to this statement.30% employees say correct to this statement.10% employees say totally correct to this statement.

Means most of the 60% employees say incorrect to this statement.

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2 . Mostly employees preferred is the training program.

70% employees say yes to preferred the training program.20% employees say no to preferred the training program.15% employees are partially with the training program.

Means most of the 70% employees say yes to preferred the trainingprogram.

3. Do you feel that the training improve , 1] Communication skill ,2] Team

building quality,3] Motivation, 4] Leadership quality,

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60% employees say yes to this statement.25% employees say no to this statement.15% employees partially with this statement.

Most of the 60% employees say yes to this statement.

3] Training build the confidence in employees, you agree with this statement.

50% employees are totally agree with this statement.30% employees are agree with this statement.20% employees are disagree with this statement.

Means most of the 50% employees are

nikita ingale complet

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