training and devolpment (2)

INTRODUCTION:-

Every organization needs to have well trained and experienced people to perform

the activities that have to be done. If the current or potential job occupant can meet

this requirements, training is not imparting. But when this is not the case, it is

necessary to raise the skill levels and increase the versatility and adaptability of

employees. Inadequate job performance or a decline in productivity or changes

resulting out of job redesigning or a technological break through require some type of

training and development efforts. As the jobs become more complex, the importance

of employee development also increases. In a rapidly changing society, employee

training and development or not only an activity that is desirable but also an activity

that an organization must commit resources or to if it is to maintain a viable and

knowledgeable workforce.

Training, ‘education’, and development’ are three terms frequently used. On the

face of it, there might not appear any difference between them, but when a deep

thought is given, there appear some differences between them. In all training ‘there is

some education’ and in all education there is some training and the two process cannot

be separated from development.

Edwin flippo “Training is the act of increasing the knowledge and skill of an

employee for doing a particular job”.

Advice Saint, “Training is includes any efforts within the organization to teach,

instruct. Coach, develop employees in technical skill, knowledge, principles,

techniques and to provide insight into and attitudes towards the organization”.

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Dales S Beach, “Training is an organized procedure by which people learn knowledge

and \ or skills for a definite purpose”.

Michael J. Jucius, “The term Training is used here to indicate only process by which

the aptitudes. Skill and abilities of employees to perform specific jobs are increased”

THREE TERMS. TRAINING, DEVELOPMENT AND EDUCATION.

TRAINING is a process of learning a sequence of programmed behavior. It is

application of knowledge. It gives people an awareness of the rules and procedures to

guide their behavior. It attempts to improve their performance on the current job or

prepare them for an intended job. Development is related process. It covers not only

those activities which improve job performance but also those which bring about

growth of the personality, help individuals in the progress towards maturity and

actualization of their potential capacities so that they become not only good

employees but better men and women. In organizational terms, it is intended to equip

persons to earn promotion and old greater responsibility. Training a person for a

bigger and higher job is development. And this may well include not only imparting

specific skills and knowledge but also inculcating certain personality and mental

attitudes. In this sense, development is not much different from education. Education

is the understanding and intervention of knowledge. It does not provide definitive

answers, but rather it develops logical and rational mind that can determine

relationships among pertinent variables and thereby character, and understanding of

basic principles and develop the capacities of analysis, synthesis and objectivity.

Usually, education is outside the scope of an organization’s functions. It involves a

range of skills expertise which can be only by education and institutions. An

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organization can and does make use of such institutions in order to support and

supplement its internal training development effort.

DISTINCTION BETWEEN TRAINING AND DEVELOPMENT:-

“Training is short term process utilizing a systematic and organized procedure by

which non managerial personnel learn technical knowledge and skills for definite

purposes……. Development is a long term educational process utilizing a systematic

and organized procedure by which managerial personnel learn conceptual and

theoretical knowledge for general purpose”.

“Training” refers only to instruction in technical and mechanical operations, while

“development” refers to philosophical and theoretical educational concepts. Training

is designed for non-managers, while development involves managerial personnel. In

the words of Campbell, “training courses are typically designed for a short term,

started set purpose, such as the operation of some piece(s) of machinery, while

development involves a border education for long term purposes.”

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NEED FOR BASIC PURPOSES OF TRAINING

Basic purposes of training are ………….

1. “To increase productivity :

Instruction can help employees increase their level of performance on their present

assignment. Increased human performance often directly leads to increased

operational productivity and increased company profit. Again, increased performance

and productivity, because of training, are most evident on the part of new employees.

Who are not yet fully aware of the most efficient and effective ways of performance

their jobs.”

2. To improve quality:

“Better informed workers are less likely to make operational mistakes . quality

increases may be in relationship to a company product or service, or in reference to

the intangible organizational employment atmosphere.”

3. To help a company to fulfill its future personnel needs:

“Organizations that have a good internal educational programme will have to make

less drastic manpower changes and adjustments in the even of sudden personnel

alternations. When the need arises, organizational vacancies can more easily be

staffed from internal sources if a company initiates and maintains an adequate

instructional programming for both non-supervisory and managerial employees.”

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4. To improve the organizational climate:

An endless chain of positive reactions results from a well-planned training

programme. Production and product quality may improve financial incentives may

then be increased; internal promotions become stressed, less supervisory pressure

ensue and base pay rate increase result. Increased morale may be due to many factors,

but one of the most important of these is the current state of an organization’s

educational Endeavour.

5. To improve Health and Safety:

“Proper training can help prevent industrial accidents. A safer work environment

leads to more stable mental attitudes on the part of employees. Managerial mental

state would also improve if supervisors know that they can better themselves through

company-designed development programmes.”

6. Obsolescence Prevention:

“Training and development programmes foster the initiative and creativity of

employees and help to prevent manpower obsolescence, which may be due to age,

temperament or motivation, or the inability of a person to adapt himself to

technological changes.”

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7. Personnel Growth:

“Employees on personal basis gain individually from their exposure to educational

experiences.” Again “management development programmes seem to give

participants a wider awareness, an enlarged skill, and enlightened altruistic

philosophy, and make enhanced personal growth possible.”

NEED AND IMPORTANCE OF TRAINING

Training of employees is essential because work-force is an invaluable asset to an

organization. Training is necessary for the following reasons:

1. Increased productivity:

Training improves the performance of employees. Increased skill and efficiency

results in better quantity and quality of production. A trained worker will handle

machines carefully and will use the materials in an economical way.

2. Higher Employee Morale:

A trained worker derives happiness and job satisfaction from his work. He feels

happy when his performance is up to the mark. This also gives him job security and

ego satisfaction. The employees will properly look after a worker who performs well.

All these factors will improve employee’s morale.

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3. Less Supervision:

The degree of supervision required for a trained worker will be less. He will not be

dependent upon the supervisor for minute details and may carry on his work himself.

On the other hand, an untrained worker will need constant watch and he will require

the guidance of the supervisor very often. A trained worker will be most disciplined

and independent. He will not like any type of interference in his work and may not

give any opportunity to the supervisor for complaint. Such workers can take more

interest in their work any may contribute significantly in reducing managerial

problems of supervision.

4. Less Wastage:

Untrained workers may waste more material, damage machines and equipment and

may cause accidents. Accidents generally occur due to deficiency in the operator and

not in the machine. A trained worker will know the art of operating the machine

properly. He will also use the material and other equipment in a systematic way

causing less wastage. The control of various wastes will substantially reduce the

manufacturing cost. The amount spent on training the workers will prove an asset to

the organization.

5. Easy adaptability:

The technological advancement will require new approach to work. The methods of

work constantly undergoing a change. This will necessitate the adaptability of worker

to changing work environment. A trained worker can be more adaptable to change

than an untrained one. The former can easily learn new work techniques with a little

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bit of guidance. There may not be any need to employ few workers for funning new

machines. The present workers will learn new techniques with some sort of

orientation. The trained persons will adopt to new situation more easily because they

have basic technical knowledge.

6. Reduced Turnover and Absenteeism:

Labor turnover and absenteeism are mainly due to job dissatisfaction. When a worker

is properly trained he will take keen interest in his job and can derive satisfaction from

it. A satisfied person may not like to leave his job and try at a new place. Training

helps in reducing labor absenteeism by increasing job satisfaction among them.

7. Employee Development:

Training also helps in the development of employees. It first helps in locating talent

in them and then developing it to the maximum. The adaptability of a worker will help

him in working on new and improved jobs. If a worker learns fast then he will be able

to develop his talent and improve his talent and improve his performance. Training

gives him an opportunity to show his work also.

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TYPES OF TRANING:

The following types of training are generally in use:

Orientation or induction training.

On-the-job Training.

Off-the-job Training.

Apprenticeship Training.

Refresher Training.

Vestibule Training.

Orientation or induction Training.

This type of training is given to help a new entrant for adapting himself to the new

environment. The employee is given a full description of the job he is expected to do.

He is also informed about the policies, procedures and rules which are related to his

work. Some enterprises have a specific person who gives full information about the

organization and job to every new entrant. The newcomer is also taken around the

factory and informed about the location of various departments and offices.

The newcomer will also alike to know about his supervisors and subordinates.

Orientation training helps him to acquire himself with his immediate boss and the

persons who will work under his command. He is also given an organization chart so

that he knows his position in the enterprise in relation to other employees

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On-the-job Training :

This is one of the commonly used type of training. It is also an effective method of

training the operative personnel. In this method the worker is trained on the job and at

his work-place. He gets training under the same type of conditions in which he will be

working later on. The new worker is generally attached to a supervisor or a senior

worker who will tell him the technique of doing that job. When a worker is trained on

those very machines on which he will work, then he will adapt more easily to the new

working conditions.

The success of this method will depend upon the quality of trainer is good and

knows the job well, then it will help the worker to learn all aspects of the jobs. On the

other hand, a bad trainer may give incomplete knowledge to the new person. The

trainers should be properly selected to make this system work.

Off-the-job Training :

This type of training can be given in number of ways. Off-the-job training consists of

lectures. Conferences, group discussions, case studies, programme instructions. Etc.

This method is generally used by government and public enterprises. A school or an

institution is established to provide training to all types of persons. A programme of

training is designed to suit the needs of jobs the trainees will occupy. Sometimes

different courses are arranged for separate groups of employees.

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Only big enterprises may afford to set up separate schools but this method is

commonly in use in many concerns. The lecture method or group discussion helps

new employees to learn theoretical aspects of the jobs. Various rules, regulations, etc.

can easily be explained to employees through lecture system.

Apprenticeship Training :

In apprenticeship training, a worker is attached to an experienced or senor worker.

The worker learns while observing his senior and helping him in the task. The period

of apprenticeship is generally long, ranging from two to five years. The trainees are

paid only nominal wages as apprentices during training. This method of training is

generally used in technical jobs. Mechanics, electricians, plumbers learn their jobs y

working with trained persons. This is one of the traditional methods of training and is

still in use for learning certain jobs.

Refresher Training :

Refresher training is helpful in acquainting personnel with latest improvement in their

work. The changing technological methods require fresh training to existing

employees even if they are well trained or qualify. Everybody requires to attend

refresher courses to know the latest techniques of doing the work. Such training also

helps in refreshing the memory of employees.

The introduction of new products may also necessitate fresh training of employees.

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Vestibule Training :

The term vestibule training is used to impart training in a class room in the plant. The

work meaning of ‘vestibule’ denotes a room between the out door and the interior of a

building. It means that workers are trained at some place in the factory.

When large numbers of workers are to be given training, then a separate training

department is set up. The instructors impart on-the-job training to new workers. This

method is similar to that of on-the-job training. The difference is only of place and

trainers. In vestibule training special instructors are appointed for this job while line

persons give training in the second workers are asked to work at a place where they

are supposed to work later on.

STEPS IN SYSTEMATIC TRAINING PLAN:

A training plan essentially involves seven steps namely:

Determining Training Needs.

Establishing Training Programmes.

Setting Goals and Objectives of Training.

Preparing Training Budget.

Deciding about the Training Venue.

Deciding about the Methods and Techniques to be deployed in training.

Determining methods of evaluating training.

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Determining Training Needs :

The first step in training is to determine what training, if any, is required. The main

task is assessing the training needs of the new employees is to determine what the job

entails and to break it down into subtasks, each of which is then taught jot the new

employee. Assessing the training needs of the current employees can be more

complex. Since there is an added task to decide whether or not training is the solution.

According to Thayer &McGhee Model training needs can be identified through the

following types of analysis

Organizational analysis.

Analysis of objectives.

Resource utilization analysis.

Environmental scanning.

Organizational climate analysis.

Task or role analysis.

Manpower analysis.

Establishing Training policies :

Company’s policies play a vital role in the formulation and designing of training

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

a policy represents the top management’s responsibility for training of its employees

and comprises rules and procedures governing the standard and scope of training and

development.

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Setting Goals and Objectives of Training :

Once specific training needs have been determined and policies relating thereto

established, stage comes for setting goals and objectives of training for filling these

needs. Broadly speaking, the immediate objectives of training are to help an employee

to improve performance for positions involving greater responsibilities.

Major types of goals and objectives:

Operational objectives.

Performance objectives.

Instructional objectives.

Reaction objectives.

Personal objectives.

Innovation or change making objectives.

Preparing Training budget:

Preparing training budget is specifically concerned with the allocation of funds to be

provided for the training for carrying out the training activities as envisaged in the

plan.

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Deciding about the Training Venue:

The decision about the training venue depends invariably on the type of training to be

given. For in company and on the job training, the venue naturally is the plant itself. in

the case of-off-the job training and training through external sources, the venue has to

be somewhat away from the trainees working environments. The venue of the training

will be the place where the outside agency is located.

Deciding about the Methods and Techniques to be deployed in Training.

Broadly speaking, the training methods and techniques vary from unorganized system

of learning from working colleagues to more systematic methods of instruction

through programmed texts. No wonder, training may range from highly specified

instructions in the procedure to be adopted while performing particular job, to very

general instructions concerning economy and society. Factors that generally matter in

the selection or choice of a particular methods or technique for training are:

Depth of knowledge, nature of the skill called for in particular job to be filled.

Background of the trainees for assessing their capacities and potential and

ascertaining their aptitudes.

Various kinds of operative problems confronted by the organization or for

achievement of any other specific organization objectives which compel them to bring

in use particular methods and techniques.

Consideration of facilities by way of cost, time, material, equipments. Etc. as

available

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REVIEW OF LITERATURE

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Introduction:

The knowledge of other research literature is very important carry out the research

project successfully. They help the researcher to get a clear idea about the particular

field.

A study survey conducted by W.D.Scott, R.C.Colother and W.R. springal (1954)

conducted over 600 companies showed that 87% provided for formal on-the-job

training for new employee. 72% had formal training classes, and 60% had special

classes for employees.

In a survey conducted at New York with 167 companies having systematic executive

development programmes on-the-job coaching was the single most used method with

56% reporting that it was much used and only 19% reported much. National industrial

board developing managerial competence studies changing competency engineering

practice, 1964.

A survey conducted by waye j.Forman (1966) directed towards the 75 corporation

with highest sale volume resulted in 96% of the respondents planning the on-the job

technique among the top five employed.

John R.Cay (1958) made a study of 21 companies that used this system of

management development and found the system to be effective one in developing

manager.

Greenly (1941) and Capergul (1961) clearly indicated that professionally trained

individuals have significantly better performance in comparison with those were not

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trained.Wexley and Yuki (1977) suggested that effective training programmes can

lead to increased productivity, decreased absenteeism and greater employee

satisfaction.

M.S.Saiyadin (1979) in his study ‘Training function in India’ has analyzed the nature

of training functions in industries. The major findings brought are

(1) Managers identify their needs themselves.

(2) In company programmes are generally conducted by the internal faculty.

(3) A small portion of total budget of human resources is spent on training.

K.R.Krishna Prasad (1981) in his investigation ‘A study on Managerial training’

has found that there is relationship between training programme attended and

managerial skills and majority of the respondents accept that training has improved

their quality of work and work output.

All the respondents have accepted (1988) in his study. ‘Identification of Training

and development needs for junior level executives of NLC, Neyveli’, found that

individual need is of prime importance and this helps them to update their technical

skill and develop their human skill. Another need identified is that learning more

about human relations and motivations would also help to bring the best of sub-

ordinates.

oIs investment in training growing?

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Training is only one section of personnel management. It has many competitors for a

large slice of the annual budget pie. Yet we are often told how important training is

for a successful organization. How many organizations are actually increasing the

amount of training that they provide for their staff? it turns out that the majority are –

68% say they have increased levels of training over the last two years. *

Another survey found that 40% of companies were expecting to spend more on

training in 1995 than they did in 1994.

Only 4% of companies surveyed were expecting to spend less in 1995.

How many companies have a board member responsible for training?

One way to gauge the significance of any area of company policy is to find out

whether there is a board member responsible for it. So how may companies take

training seriously enough to take it to the highest level?

According to one survey, 50% of companies have a board member with a specific

responsibility for training. **

Another survey found that 50% of employees who provide off-the-job training have

someone at board level responsible for training. ***

* Training climbs the corporate agenda, personnel Management, July 1994

** training video survey, benchmark Research ltd, 1995

***Training climbs the corporate Agenda, Personnel Management, and July 1994

How many companies have a training plan?

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Of course, training can simply be given ad hoc, as and when the need arises. But some

companies prefer to take a longer term view of the situation and actually develop a

training plan for their organization. So if you do not have a training plant, or only an

informal one, then are you being sloppy, or are you in line with common practice?

Companies with training plan 63%

Companies with a formal training plan 43%

Percentage of organizations with 500+

employees with a training plan 88%

percentage of organization with 25-49

employees with a training plan 58%

Training plans (formal or informal) are more

Prevalent in larger companies

What are the main triggers for training initiatives?

Increasing training in your organization can have many benefits, and the impetus to

review or improve training standards can come from a variety of sources. But some of

the potential reasons for updating training strategies may not have as much impact as

some would like to think, and there may well be more unexpected factors at work. The

personnel management survey asked respondents to indicate which of the following

influences had triggered their training initiatives. Respondents were followed to

indicate more than one factor, and the number indicating each option is shown below

Formal quality initiative 61%

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Organizational restructuring 59%

Technological change 50%

Market related policies 45%

Investment in People 39%

Legislation 39%

New products | services 32%

Consultant’s advice 21% **

**Employees Commitment and the Skills Revolution, Policy Studies Institute, 1993.

This article argues that

Who is receives training programmes.

How can we decide to whom in the company to training? We are unlikely to be able to

give all our staff all the training that they want, so at some point we will have to

decide who comes top of the list, this can be a tough decision, and it may help us to

find out who receives most training in other companies. The chart below shows what

proportion of companies employing each of the Major standard occupational

classifications provided training for them at the time of the survey.

Associate professional and technical 64%

Professional occupations 60%

Managers and administrations 59%

Craft and related occupations 53%

Clerical and secretarial 52%*

Another survey, conducted a year before skill Needs in Britain, also attempted to

answer this question. The results are interesting, since it uses different occupational

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groups, and also because it aimed to find out which personnel had been trained in the

last three years, not just the last year. The main findings were as follows:

Training was most common among managers and professionals, then gradually less

common through lower non-manual workers, technicians and supervisors, and skilled

manual workers, with semi-and un-skilled manual workers receiving the least training.

71% of managers and professionals with supervisors had received training during

the three years prior to the survey.

Only 45% of skilled manual workers had received training during this time.

Of semi- and un-skilled manual workers, only 34% had been trained in the last three

years. **

Training Climbs the Corporate Agenda, Personnel Management, July 1994, this

articles argues that

Who gets the benefit of increased training programmes?

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Equally for all levels of staff. Training will always be increasing for some groups

faster than for other. So when firms say that they are increasing training, who are they

really increasing it for, and are their priorities the same as yours? The figures below

what percentage of firms say that training has Of course; it is all very well to say that

training is increasing, but that does not mean that it is increasing increased over the

last two years for each grade of staff.

Management 58%

Supervisors 52%

Administrative\clerical 45%

Professional 39%

Manual 34%

Sales 25%

Technical 24%

*source: skill Needs In Britain 1994, IFF research for Employment Dept

**Employees Commitment and the Skills Revolution, Policy Studies Institute,

1993.

“Skill Needs In Britain 1994, IFF research for employment Dept”

This argues that

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Types of training are most commonly provided

What areas of training should receive the most concentration? Of course, specific

needs may be identified at any time, but without this impetus it can be hard to decide

what topics should top the priority list. If this is a decision that you have to make, then

it may interest you to know what areas of training are most commonly provided in the

business community in general. This is the percentage of organizations providing each

type of training.

Health and safety\first aid 84%

Induction training 49%

Management training 47%

New technology training 47%

Supervisory training 41%

The article “Training Climbs the Corporate Agenda, personnel Management,

july1994” Argues that

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The areas of training are being increased most.

Current training levels are not the whole story. Some topics will always be becoming

more fashionable, while others are likely to be left some way behind. If you are

distributing your company’s training budget, you may want to know what topic areas

most managers say that they are increasing their training in. the chart below shows

what proportion of trainers say that they are increasing their training in each area.

Computer \IT skills 76%

Customer care 67%

Quality 65%

Health and safety 59%

Team working 58%

Interpersonal skills 53%

“Skill Needs In Britain 1994, IFF research for employment Dept”

This argues that.

The proportion of employees provides off-the-job training.

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A lot of relevant training can be directly in the working situation, but there are

some skills that are best learnt in a different environment, but is it necessary to take

your staff away from their work to train them, or can you get by without giving any

off-the-job training?

78% of employers say that they have provided off-the-job training for at least some

of their employees over the last 12 months.

74% say they have provided much training for employees taken on more than

12 months ago.

Off-the-job, in this survey, includes “all training away from the immediate work

position”.

Larger employers undertake more training than smaller ones.

The amount of training that a company does depends on many factors. If we want to

benchmark. Our activities effectively, then we have to take these into account. One

major difference in training is between small and large companies. But how big a

difference is this?

72% of companies with 25-49 employees have provided some off-the-job training in

the last 12 months.

But an overwhelming 94% of companies with 500+employees have done so.

What proportion of experienced employees receives training?

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Obviously new recruits need to be trained in how to do their job, but what about

employees who have already had time to settle in? Should they be left to get on with

their jobs, or do most companies still consider it necessary to give them further

instruction? In 1994, off-the-job training was arranged for 41% of all employees who

had been employed for over 12 months.

How many companies have training budget.

Many training provided see themselves as fighting for a piece of their customer’s

training budgets. But how many companies actually have such budgets? If your

training expenses are decided on a different basis from the standard budget, is this a

peculiarity of your company, or there many others who operate in the same way?

55% of companies have a training budget.

However, only 46% have a formal one.

Large companies are much more likely to have training budgets (formal or

informal) than small ones.

Budgets exist in 87% of organization with 500+ employees.

But only 47% of organizations with 25-49 employees have them.

Evaluating training needs.

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Evaluating the need for training is an important part of a training manager’s job, and it

is not just a question of reading through training catalogues. So how do most people

with this responsibility actually evaluate the training needs of their company? One

survey asked this question, and allowed respondents the option of giving more than

one answer.

If found that 38% of employers rely on management to evaluate training needs.

Individual appraisals were used by another 34%.

Source: Skills need In Britain 1994-IFF research for Employment Dept.

To what extent is training subsequently evaluated?

If you are providing for your employees, then you may want to know to what extent,

if any, it was worth the money that you spent on it? If you do want to find this out, we

have to evaluate the training in some way. But how common is it to evaluate the

training that we have provided for our staff, and what methods are used for such an

evaluation?

65% of the companies who had provided training in the last 12 months had

evaluated the training in some way.

The most common methods used were:

Method Proportion of companies

Informal feedback from employees 58%

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Assessment the impact on employees performance 54%

Management assessment 53%

Formal feedback from employees 51%

In the article Employee Training: Grooming for a Better Tomorrow writer Mandip

Ray Chaudhuri Says

Training is vital for the growth of organizations. Thus, they Irrespective of their size,

structure and industry have to give due importance to training. The article focuses on

various aspects of training and explains why continuous training is important for any

organization to become successful.

Training in business parlance is perceived as learning that is provided in order to

improve performance at work. Training implies learning to do something in a more

productive and professional way.

Much of what people learn during their daily lives is a result of unplanned

experience. If what is to be learnt can be described or specified that, in turn, would

facilitate the learning by making it easier and quicker. Training in organizations

should be planned process rather than an accidental one. Within, organizations the

investment in training is intended to result in increased effectiveness at work.

Hence, we can say that the concept of training refers to a process, which is planned to

facilitate learning so that people can become more effective in carrying out various

aspects of their work.

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This definition is broad enough to include activities such as on-the-job learning, team

development, action learning and performance management, etc. A person’s

performance is improved by showing him\her how to master a new or established

technology. The technology may be a piece of heavy machinery, a computer, a

procedure for creating a product or a method of providing a service. This includes

training new personnel to perform their job, introducing a new technology or bringing

an employee up to standards.

Training is Essential

Every organization—big or small, productive or non-productive, economic or social,

old or new—should provide training to all employees irrespective of their

qualification, skill, suitability for the job etc. thus, training remains to be quite

essential for most, if not all business set-ups.

Specifically, the need for training arises due to certain key issues:

To much employee specifications with the job requirements and organizational

needs.

To increase employee effectiveness influenced by environmental pressures.

To cope with technological advances.

To solve organizational complexity like automation, extension of operations, etc.

To improve human relations.

To effective manage change in job assignment e.g., promotions, and transfer.

Priority Areas in Today’s Training Agenda

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According to Human Resource Trends Survey, 2002. Work place training should

focus on certain key areas,

Priority Areas of Training

Areas of Training Level of Priority

Leadership \ Management Training 81%

Technical Training (computer, Software) 03%

Custom-Designed Training for special Needs 69%

Teamwork and Team Problem-solving 05%

Diversity Training 43%

Workplace Security \ Safety Training 42%

Sexual Harassment Prevention 40%

Conflict Resolution Training 34%

Quality Control \ Quality Management 25%

Basic skills (Math’s, Reading) 15%

Others 26%

Leadership | Management Training:

Leadership and effective management are the buzzwords in today’s business world.

There is a greater emphasis on training the ‘whole person’ and a focus on

relationships, communication and self-development. Thus, soft skills training and

leadership development have been the major areas of training.

Technical Training :

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Technical skilled employees are needed in every Industry. The lines of distinction are

gradually becoming invisible between manual labor, technical skills and professional

requirements. So, adapting the changing technology is under prome3 focus.

Custom-designed Training for Specific Needs:

These areas include industry-specific skills or special organizational needs at various

time-periods. Also downsizing and succession planning make cross-department

training more vital than ever.

Teamwork and Team Problem-solving:

As companies look to reengineering, the ideas and solutions will come more and more

from the workforce itself. Even the strategic decisions can consider the views and

suggestions from related persons in various fields within the organization through

teamwork and discussions only.

Diversity Training:

With the changes in the global economy and culture, diversity training becomes

important in various industries, especially in multinational organizations.

Workplace Security \ Safety Training:

HR continues to face OSHA requirements and internal safety standards. That is why

everyday security and safety training requires to be included in the organization’s

training schedule.

32

Sexual Harassment Prevention:

As the tensions and uncertainties of men and women together in the workplace

continue to become more complex, the need for sexual harassment prevention training

is cited by many of the companies. Managers need to be trained on how to avoid and

prevent employment litigation.

Conflict Resolution Training:

There is increased personal tensions in the modern work environment—tempers are

shorter, nerves, are frayed and employees need to tactfully handle issues and

situations before they become significant problems.

Quality control \ Quality Management:

While organizations are aiming towards profit making, employees are looking for

fulfillment of their own personal needs and career opportunities. Management must be

strict towards maintaining quality standards and controls. Various quality and other

certifications can help in the long run in survival of the company in this era of

competition.

Needs of an Effective Training Exercise:

To assess the need for training in a modern business set up a framework may be

prepared as given below. It shows shy training is needed for generating business

33

benefits and how it relates to organizational, group and individual performance

requirements. An effective training exercise is needed in an organization to benefit the

work process in terms of proper implementation of principles and techniques,

improving the existing methodologies and styles of operations and finally, doing new

and finer things through innovation, change and modernization. All these aim at

enhancing the skill sets and style of functioning for the organization, groups and also

for the individuals.

It is useful to consider two main sets of information that can help us to identify

training needs. These are:

Information about the current performance.

Information about future changes.

One may obtain data about current performance by using objective data or

quantifiable data, using feedback from others, and using self-assessment.

Information about future changes can be collected from information about changes in

the economy and technology; strategies taken up buy competitors, and brainstorming

and observation.

If the more of current operations and future possibilities of change in the business

process can be tapped, it becomes easy to analyze and identify the needs for training

in an organization and to answer the basic question as to why at all the training

exercise is essential in the current work scenario.

Classifying Training Needs at Work

34

Training needs at work may be classified into three groups based on the factors

leading to training needs. The group one training needs arise as result of changed

circumstances, which have been brought about by certain internal or external factors.

The group two training needs arise as work-related problems, which exist in the

departments and sections of the organization. These problems are investigated and

then assessed to find whether training can reduce or eliminate them and then the

training are determined. The group three training needs can be found out by

interpreting the manpower wastage date of an organization. Analysis of date gives an

overall view about how the organization attracts, selects and trains staff.

Training Needs vis-à-vis Change in Business Environment

Change can occur in any organization. It will not only affect the demand for specific

skills but also staffing levels. A training need is created whenever the activities

pertaining to a method of production or service are changed. New methods require a

new sequence of activities, which again require the staff to develop new skills and

attitudes.

Training needs resulting from changed circumstances can be further divided into

needs arising from changes which have occurred and those which are likely to occur

in the future. In the later case it is rather difficult to establish training needs but it is

very important to identify future training needs.

35

Four types of changes can be identified that modify the way in which the organization

is structured and manned thus causing a change in the type, quality and mix of skills

needed. These are technological changes, market changes, legislative changes and

manpower composition changes.

Technological changes like improvements in equipment, machinery process

And methods of working require that the person using the equipment must lean new

techniques, again knowledge, and develop new skills in order to use the new machine

and work with the improved processes. In order to cope with the demands of the new

technology the individual should also develop a new attitude.

Market changes are observed in the different sectors of the economy due to changes in

the composition, taste, fashion or values of the economic agent. The organization

which provided the goods or services in the economy must be prepared to change the

quality, quantity and mix of the goods and services in order to remain in the business.

The staff will need to acquire the new skills and knowledge to produce and distribute

new goods and services. This requires training for effective contribution to the

continuing success and relevance of the organization. Legislative changes with regard

to wage policy, industrial relation, industrial safety, etc, training needs for the

executives and managers who implement and administer them.

Manpower composition changes are changes in the type, age, quality and availability

of manpower. These create a large area of training needs. A major disadvantage of

analysis at this level is the prediction of the size, structure and training needs of the

future labor force.

Training needs vis-a-via Work Problems

36

In an organization when activities are below the acceptable level of effectiveness it

is seen that the staff who work and operate the procedures are not sufficiently well

developed and trained. It has been seen that the performance of such an organization

can be improved by proper training. In the short run, it is not possible to solve all

organizational difficulties through the development and training of the staff. An

example would be of organizational problems caused by capital constraint where the

solution would be an injection of capital. In the long run training and development

will be a solution to this type of problem where the people of the organization are

trained to improve the manner in which capital investments are made and hence such

a problem would rarely occur.

In problem-oriented training needs, detection of the work problem is difficult. The

managers and staff will not readily accept the problems, difficulties and inefficiencies

that they are responsible for as it implies their own performance is lacking.

Training Needs vis-à-vis Data on Manpower Wastage

The examination of manpower wastage data is an important area to drive corporate

training needs. Investigation of the causes of labor turnover can give important

insights to training needs within an organization. For example, the results of such an

analysis may indicate that a trainee is insufficiently trained and\or wrongly selected

for a job. This again indicated training needs for the person who recruited the trainee

and the trainee’s supervisor.

Interpretation of the training needs for manpower wastage data requires accurate

measure of the parameters of wastage acceptable to it for its overall effectiveness. The

37

difference between the current level of wastage and expected level of wastage and

expected level must be reduced through training and development.

There are six factors that lead to manpower losses. These are induction crisis, skill

and career development, recruitment and selection, interpersonal conflict and changed

work demands.

The induction crisis occurs in the first few days or weeks of employment when the

newcomer may have difficulty in adjusting to the physical, social and psychological

demands of the new job or organization and may leave to find another job. Skill and

career development is an important factor, which keeps an employee satisfied with his

current job. The lack of advancement opportunities in an organization or lack of

interest in the job leads a significant number of people to leave the job. Recruitment

and selection procedures of the organization must be adequate in order to place the

correct number of suitable job applicants. It is better for the job applicant to find out

his suitability the job before employment rather than afterwards. Interpersonal conflict

causes manpower wastage when an employee becomes dissatisfied and leaves a job

because of the stresses, arguments and problems, which he faces in the job. Changed

work demands cause manpower wastage when there are changes in the physical,

mental, social or psychological demands of the job. These changes may make it too

difficult or inconvenient for some existing employees to adapt to the new

requirements.

38

Assessment an Evaluation of Training Programmes

Post-training assessment and evaluation has three main purposes. They act as

feedback to help trainers understand the extent to which objectives have been met and

Identify Training Needs

Chalk Out Detailed Training Time Schedule

Identify and Nominate theTrainee

Identify and Correctly Select the Right Training

Program

Manage Resources

Conduct the Training Exercise

Evaluating Training Report Training Costs

Cost-benefit Analysis of the EntireTraining Exercise

39

to what extent the learning activities have been effective as a solid step towards

continuous work-forces improvement. They act as a control mechanism to make sure

that training policy and practices have been completely aligned with organizational

goals to deliver cost-effective solutions to situational issues. They also help to find out

faults, if any, in the whole program or in any of its related areas.

The out come of such evaluation may call for abandoning the training program,

redesigning the training process with new methods, new content, and new trainer,

redesigning the training materials, reorienting ways of communicating instructions or

even rescheduling the time, cost and frequency of the training.

Path of Assessment and Evaluation of a training Program

40

Employee Training -----How it Works in Practice

Two decades ago, the concept of technology had quite a different connotation than

what it is today. There was only a minimum need for IT skills. Today, the necessity

and use of technology, IT systems and modern methods of operations are the life

blood of every business house. It is for this reason that many companies like GE,

AT&T Educational Alliance, Taj Hotels, State Bank of India, Hutchison Telecom

Limited, Tata Consultancy Services, Reliance Telecom Limited, etc. Have come up

with innovative training initiatives, which aim at enhancing the employees skills in

handling modern technology and thereby preparing a new generation of competent

workforce.

The Last word

Has LearningTaken Place

Is this becauseLearning was not

Needed?

Is it because Training did not

Work?

Analyze cause and Redesign training

Is this because Learning was not

Relevant?

Has personal Performance

Improved?

Training has been Effective and Clear

Re-examine whether Learning has taken place

41

No matter where, when, why, how, and for whom the training program is conducted,

an effective training exercise must be a teaching method that advocates principles and

practices of learning as it core focus. Any training portfolio should consider the need

and importance of human learning. If training is the means, the concept of learning

should be the method for acquiring human, technical and interpersonal skills. The act

of training, by way of effective learning, should always work in a macro perspective

with a view to help employees acquire skills relating to basic knowledge and

expertise, skills to handle complex problems, departmental problems and

organizational problems as a whole. Every employee believes in seeing a better

tomorrow—and that is why a knowledge worker always seeks training opportunities

for career development and thereby, gain advantage in his area of specialization.

42

RESEARCH METHODOLOGY

INTRODUCTION:

43

Research has been defined as the manipulation of things, concepts or symbols for the

purpose of generalizing to extend, correct or verify knowledge, whether that

knowledge aids in construction of theory or in the practice of an art.

Research methodology is a general format of conducting a study. It gives about

simplified version of what is involved in doing research. It provides the researcher the

guidelines to go about conducting a full fledged study. It gives a logical and

systematic plan to carry out research. It is a flexible one allowing minor alternative

depending on the situation and need.

.

It is a strategy to merge extensive research projects and also it guides in collection

of data and later analysis them. The general components of research methodology are

nature of the study, geographical area of the study, where study is conducted,

sampling, tools of data pre-test etc.

SELECTION OF THE PROBLEM:

The researcher interested in the area of the training for research. Because in the

changing scenario, the need for systematic training is now felt in almost all

organization in order to cope with the changing requirements.

Training nourishes a person with full-fledged knowledge of job, industry which

results in the smooth running of the industry and high production. As a result, the

researcher cultivated an interest in investigating the training programme, effect of

those programmes and the feed back of the programmes given by the workers.

OBJECTIVIES OF THE STUDY:

44

The following objectives have been prepared by the researcher for the research study

1) To assess how far training help the employees in acquire knowledge in concerned

field.

2) To find out the change in the attitude and behaviour of employees through training

programmes.

3) The Role of training programmes in skill development of employees.

4) To evaluate the workers opinion about the functions of training programmes.

5) To make suggestions and recommendations.

PILOT STUDY:

The pilot study is the preliminary study of the universe to get idea about the universe

and about the study area. It is necessary for framing perfect schedule. It gives an idea

of different variables proved nature of the problem and based on this actual schedule

is formulated.

The purpose of the study is to find out the feasibility of conducting the study in a

particular field. The researcher after selecting topic, conducted study in the selected

area. The researcher analyzed the facts in the area and conditions in the industry and

response of the workers pertaining to the training programmes.

PRE-TEST:

45

The pre-test is used to find out the applicability, validity of the questionnaire, it

uses to finalize the skeleton of questionnaire. After the preparation of questionnaire,

the researcher checked the feasibility of the questionnaire in the questionnaire with the

help of the Research Guide.

AREA OF THE STUDY:

The area selected for the present study is, “Bell Ceramics Ltd Hoskote”.

RESEARCH DESIGN:

Research Design is nothing but a plan of study or a blue print for any study. A

researcher attending to solve his\her problem should necessarily prepare a plan to

achieve the goal. This plan is nothing but Research Design. The researcher has

adopted Descriptive Design to investigate and analyze the problem. The main

characteristics of this method are the research has no control and it denotes on what

has happened or what is happening. The design helps to analyze how far the training

programmes are helpful to the workers\trainees.

SAMPLING:

It refers to the investigation of the elements that are selected with the intension of

finding out something about the population from which they are taken.

The sampling adopted for this study is simple random sampling method which

enables the researcher to derive all the possible data required for the study. The

researcher has selected 50 respondents for this study.

RESEARCH TOOL:

46

The researcher prepared questions and follow the questionnaire schedule for the

data collection of this study. It consists of 34 questions.

DATA COLLECTION:

The researcher collected data from the selected respondents (from both primary

and secondary data) for this study by using questionnaire schedule. The researcher

referred various books and journals related to training for this study.

LIMITATIONS:

This research conducted for study purpose only so the duration was only semester

period which was not sufficient.

The study was conducted to 50 respondents only but the total strength was 250.

The information collected from the every employee will be kept in confidential.

CHAPTERISATION:-

The entire report is divided into 6 chapters,

1. Introduction:-

In this chapter the Researcher has introduced the topic very clearly.

Ex. The concept of training, definitions, objectives, training process, types and

distinction between training and development.

2. Review of literature:-

47

This chapter contains theoretical input of the research study. And also in include some

information of previous research studies.

3. Research Methodology:-

This chapter discuss about the methodology which is adopted in the study. It includes

statement of problems, objectives of the study, area of the study, sampling methods,

tools of data collection, and cauterization

4. Analysis of Interpretation:-

This chapter deals with the details of analysis and interpretation of the data collected

from the Respondents.

5. Findings, suggestions and conclusion:-

This chapter discloses the major findings which are found after analyzing the data and

also suggestions and conclusion.

6. Appendix:-

a) Bibliography,

b) Questionnaire.

ORGANISATIONAL PROFILE:

48

The ceramics industry in India was started in the late 1950’s with H&R Johnson

setting up its plant for the manufacture of the wall tiles at Thane near Mumbai, spartek

ceramics joined in 1985 the booming demand for floor tiles prompted the entry of

other players like Regency ceramics, Kajaria ceramics, Murdeshwara ceramics & Bell

ceramics. By basic product variation the tiles market has three component segments

mosaic, ceramics tile and natural stone. Mosaic tiles claim a 70% share. The ceramic

tile and natural stones share the rest almost equally. Natural stone in turn has three

segments granite, made and other stones including kotas stone.

The ceramic tiles are available in at least three variations; floor tiles, wall tiles and

vitrified tiles.

Size of the industry:

At present there are 14 units in the organized sector with an in stalled capacity of

12 lack MT It account for about 2.5% of world ceramic tile production. The ceramic

tile industry has grown by about 11% per annum during the last three years. In India

the per capita consumption is 0.09sq.m per annum as compared to 1.2sq.m per annum

in china and 5 to 6sq.m per annum in European countries. Its demand is expected to

increase with the growth in the housing sector. Indian tiles are competitive in the

international market.

Roles and Responsibilities:

49

Employees:

Work hard to achieve the goals

Take responsibility for their own professional development

Solicit, listen to and act on feedback.

Assess their performance objectivity.

Managers:

Set and clarify employee’s goals

Support employee development and possible career progression

Provide yourself frequent and candid feedback

Access employee performance fairly

Compensation and Benefits:

The salaries of the employees are based on performance, periodic performance

appraisals are conducted and the salary is fixed based on performance.

The following are the components of the compensation package:

Basic

Dearness Allowance

Statutory payment (PF, ESI, Gratuity, etc)

Efficiency Allowance

Annual benefit such as medical reimbursement, medical support scheme, LTA

Superannuation scheme

Social consciousness

Eco-friendliness

Organization Culture and Environment:

50

Motivation and moral of the employee

Inter-personal relation and team work

Recognition and appreciation of good work by superior officer

Transparency in transaction and decision.

MANUFACTURING SYSTEM OF BELL CERAMICS

Manufacturing of floor tiles at Hoskote plant is done in the state-of-the art plant

using Multinate dry process technology. The various raw materials like shale\clay\

chamotte are stored in the clay shed. Then the raw materials are fed into 5 feed into

hoppers. Each feed containing a particular raw material.

Raw materials, which are not very hard, are passed into PEG Mill where it is

crushed into small pieces are sieved and then stored in Silos. The hard raw material

then enters into the pendular mill where is it crushed into small powder form. Screens

sieve the powder where the particles, which are not crushed, are sent back to the

pendular mill. The fine dust is then stored into Silos each one storing different

components of raw materials.

The raw material now gets mixed on the conveyor belt and passes through the

bucket elevator and is sieved and again mixed properly in the screw conveyors then

the powder undergoes wetting in Silos and the resultant powder has moisture content

around 7.5% to 8%. The powder is presses in three presses where at one time four

tiles of 300mm*300mm or three tiles of 400mm*400mm can be pressed in one press.

The pressed tile passes through twisting unit and passes through the Dryer where 80 C

temperatures is maintained. The tiles are glazed in the glazing line by glazing

51

machines and then printed by roller printers. The glazed tiles enter the 126 meter long

kiln and are subjected to around 1140c. This results affordable Bell floor tiles are

Palletized and shifted to the warehouse and are ready to be dispatched by trucks to be

laid on the floor & wall at an affordable price. The system is shown diagrammatically

on follows.

52

1) Sl.Number of the Employee……

2) Age Groups of the Respondents.

Table No.1

53

Diagram No.1

Age group of the Respondents

0%

10%

20%

30%

40%

50%

Below 20 20-24 25-29 30-34

The above table No.1

Shows the distribution of the age group of the Respondents.40% of the Respondents

Belong to the age group of 20-24. 36% percent of the Respondents belong to the age

group of 25-29 percents .24% of the Respondents belong to the age group of 30-34

3) Qualification of the Respondents.

Table No.2

Sl.No Age

Group

Number of

Respondents

Percentage

A Below-

20

0 0%

B 20-24 20 40%

C 25-29 18 36%

D 30-34 12 24%

Total 50 100.0

54

Diagram No.2

Qualification of the Respondents

0%

20%

40%

60%

80%

100%

120%

S.S.L.C P.U.C I.T.I OTHERS

The above table No.2 shows 98% of Respondents belongs to other qualification that

means all belong technical education which is more essential to technically oriented

work at industries; only 2% belongs to P.U.C.

4) Marital status of the Respondents.

Table No.3

Sl.No Qualifications Number of

Respondents

Percentage

A S.S.L.C 0 0%

B P.U.C 1 2%

C I.T.I 0 0%

D OTHERS 49 98%

Total 50 100.0

55

Diagram No.3

Marrital Status of the Respondents

0%10%20%30%40%50%60%

Single Married Unmarried Widowed

The above table No.3 shows that among the 50 Respondents of total.56% belong to

married, 36% belong to single remaining unmarried. Most of the respondents are

married group

7) Present Job Performance:

Table No.4

Sl.No Perticulars Number of

Respondents

Percentage

A Single 18 36%

B Married 26 52%

C Unmarried 06 12%

D Widowed 00 00%

Total 50 100.0

56

Diagram No.4

Job performance of the Respondents

0%

20%

40%

60%

80%

100%

Very Good Good Bad Very Bad

Among 50 Respondent 18% of Respondents feeling Very Good about their Present

job performance remaining 82% feeling good about the present job performance.

Sl.No Perticulars Number of

Respondents

Percentage

A Very Good 09 18%

B Good 41 82%

C Bad 00 00%

D Very Good 00 00%

Total 50 100.0

57

8) Training is an element to change the attitude

Table No.5


Shows that 94% of Respondents accepts that Training is an Element to change their

attitude, but remain 6% percents has not accepted.

Diagrame N0-5

This table shows that 94% of the respondents accepted that Training is an element to

change the attitude of the employees, remaining 6% of the respondents responded that

training is not element to change the attitude of the employees.

9) Training foster authenticity, openness, and Trust.

Table No.6

Sl.No Particulars Number of Respondents

Percentage

A Yes 47 94%

B No 03 6%

Total 50 100.0

58

Training is Element to Change

the Attitude

0%

20%

40%

60%

80%

100%

yes No

Diagram No.6

The above table No.6 shows that 94% of Respondents accepted that Training foster

authenticity, openness and Trust. Remaining 6% Respondents have not accepted.

10) Attendance of training programmes outside the company:

Table No.7

Sl.No Particulars Number of

Respondents

Percentage

A Yes 47 94%

B No 03 6%

Total 50 100.0

59

Diagram No.7

Attended any Training Programmes outside the company

29 58%

21 42%

0%

50%

100%

Series

PercentageNo

Yes


Shows that 58% percentage of total Respondents responded as they attended training

programmes outside the company, Remaining 42% percents responded as they

couldn’t attended any training programmes outside the company

11) Training programmes on attitude change in the company


Respondents

Percentage

A Yes 29 58%

B No 21 42%

Total 50 100.0

60

Table No.8

Diagram No.8

Training Programmes in the company on Attitude Change

0%

20%

40%

60%

80%

100%

yes No


Shows that 94% percent of the Respondents responded as there is training

programmes on attitude change in the company, only 6% of respondents as there is no

training programmes on attitude change


Respondents

Percentage

A Yes 47 94%

B No 03 6%

Total 50 100.0

61

12) Performance after training programmes in group wise

Table No.9

Diagram No.9


Respondents

Percentage

A Improved

Group

24 48

B Non-

improved

Group

08 16%

C To be

improved

Group

18 36%

Total 50 100.0

62

Boss measure the performance of Employees

0

10

20

30

1 2 3 4

series

Per

cent

age Improved Group

Non-ImprovedGroup

To be ImprovedGroup


Shows that the evaluation of boss of respondents in the company and also it shows

that the present performance of the employees in group wise. 16% of the respondents

belong to improved group, 48% of the respondents belong to Non-improved group

and rest of the respondents belongs to be improved group.

13) Training Provide Avenue for growth in future:

Table No.10

63

Diagram No.10

Training Provide an avnue for growth in future

Yes100%

No0%

Yes

No

The above table No.10 shows 100% of the employees accepted that Training provide

an avenue for growth in future. It shows that the value or importance of the training

for each and every individual in the company.

14) Behaviour change after training programmes


Respondents

Percentage

A Yes 50 100%

B No 00 00%

Total 50 100.0

64

Table No.11

Diagram No.11

After training behaviour and attitude changed

Yes100%

No0%

Yes

No

The above table No.11 Shows that cent percent of the employees attitude is changed

after training programmes. It is an indication of growth and development.

15) Evaluation of Performance

Table No.12


Respondents

Percentage

A Yes 50 100%

B No 00 00%

Total 50 100.0

65


Shows that 32% of respondents accepted that while they were in group their behavior

and attitude is Very Good and rest of respondents 58% accepted that their attitude and

behavior while in the group is good.

16) Employees skill in concerned job is…………..

Table No.13


Respondents

Percentage

A Very Good 16 32%

B Good 34 58%

C Bad 00 00%

D Very Good 00 00%

Total 50 100.0

66


Shows that 28% percent accepted that respondents skills concerned to job is Very

Good. While the other 72% percent accepted that their skill concerned job is good.

17) Need skill development training Programs

Table No.14

The above table No.14 shows that 94% of respondents accepted that they need skill

development training programmes in their company rest 06% accepted that they no

need of skill development training at their company.

18) Attendance of Skill development progrmmes

Table No.15


Respondents

Percentage

A Very Good 14 28%

B Good 36 72%

C Bad 00 00%

D Very Good 00 00%

Total 50 100.0


Respondents

Percentage

A Yes 47 94%

B No 03 06%

Total 50 100.0

67


Shows that 72% of the respondents attended skill development training programmes

in the company remaining 28% of respondents not attended the skill development

training programmes in the company.

19) Skill development training programmes in your company.

Table No.16

The above table No.16 shows that 94% of the respondents accepted that they skill

development training programmes in their company remaining 06% accepted that they

no need of skill development training programmes in their company.

20) Training programmes on new machineries.

Table No.17


Respondents

Percentage

A Yes 36 72%

B No 14 28%

Total 50 100.0


Respondents

Percentage

A Yes 47 94%

B No 03 06%

Total 50 100.0

68

The above table No.17 shows that 22% of respondents accepted that Very Good and

78% accepted good while introducing new machineries in training programmes.

21) Training programmes role to manage job related crisis.

Table No.18

The above table shows that 92% of respondents says that training programmes would

helpful to manage job related crisis. While 06% respondents accepted that training

programmes would not helpful to manage job related crisis.

22) Improvement in interpersonal skills.

Table No.19


Respondents

Percentage

A Very Good 11 22%

B Good 39 78%

C Bad 00 00%

D Very Good 00 00%

Total 50 100.0


Respondents

Percentage

A Yes 46 92%

B No 04 08%

Total 50 100.0

69

The above table shows that 94% of respondents interpersonal skills are improved and

only 06% accepted that training does not improved interpersonal skills.

23) Knowledge about training.

Table No.20

The above table shows that 94% of respondents know about training programmes.

Only 06% of respondents does not know about training programmes.

24) Training Progrmmes on Knowledge management.

Table No.21


Respondents

Percentage

A Yes 47 94%

B No 03 06%

Total 50 100.0


Respondents

Percentage

A Yes 47 94%

B No 03 06%

Total 50 100.0

70

The above table shows that 90% of respondents accepted that they had training

programmes for knowledge improvement and remaining 10% of respondents

responded that they did not have any training programmes on knowledge

improvement.

25) Training programmes into practice.

Table No.22

The above table shows that 90% of respondents kept training programmes in to

practice. Remaining 10% of respondents not kept in to practice of training programmes.

26) Role of training in knowledge improvement.

Table No.23


Respondents

Percentage

A Yes 45 90%

B No 05 10%

Total 50 100.0


Respondents

Percentage

A Yes 45 90%

B No 05 10%

Total 50 100.0

71

The above table show that 96% of respondents accepted that training programmes

improve the knowledge and rest of 4% of respondents accepted that training

programmes does not improve the knowledge.

27) Present knowledge of handling machine parts.

Table No.24

The above table shows that 18% of respondents responded that they are very good at

handling machineries remaining 41% responded that they are good in handling

machineries.

28) Kind of training programmes respondents prefer….

Table No.25


Respondents

Percentage

A Yes 48 96%

B No 02 04%

Total 50 100.0


Respondents

Percentage

A Very Good 09 18%

B Good 41 82%

C Bad 00 00%

D Very Good 00 00%

Total 50 100.0

72


Shows that 58% of respondents are interested in internal training programmes. And

42% of respondents are interested in external training programmes. Maximum number

of respondent have interested to go for different training programmes (ASK concept

means Attitude, Skill, Knowledge).

29) Number of Training Programmes attended

Table No.26

The above Table N0.26


Respondents

Percentage

A Inter

Training

29 58%

B External

Training

21 42%

Total 50 100.0


Respondents

Percentage

A Below-5 27 54%

B 5-10 23 46%

C 10-15 00 00%

D 15-20 00 00%

Above-20 50 100%

73

Shows that 54% of respondent attended Below-5 times of training programs. Rest of

the 46% of respondents attended 5-10 training programmes. But no respondents from

group C, group D and above that.

30) Performance after having training programmes.

Table No.27

The above table shows that 16% of respondents accepted that they are very good after

having training programmes and rest of the 84% of respondents good after having

training programmes.

31) Inter personal relationship with boss and colleagues.


Respondents

Percentage

A Very Good 08 16%

B Good 42 84%

C Bad 00 00%

D Very Good 00 00%

Total 50 100.0

74

Table No.28

The above table shows that 26% of respondents have very good inter personal

relationship with their boss and colleagues and 37% of respondents have good

relationship with their boss and colleagues

32) Additional jobs engaged.

Table No.29

The above table shows that 42% of respondents engaging in additional job and 58% of

respondents are not engaging any additional training programmes after having training

programmes.

33) Training increases the versatility and adoptability of employees.


Respondents

Percentage

A Very Good 13 26%

B Good 37 74%

C Bad 00 00%

D Very Good 00 00%

Total 50 100.0


Respondents

Percentage

A Yes 21 42%

B No 29 58%

Total 50 100.0

75

Table No.31

The above table shows that 98% of respondents accepted that training would increase

the versatility and adoptability of employees. And remaining 02% responded that

training would not increase the versatility and adoptability of employees.


Respondents

Percentage

A Yes 49 98%

B No 01 02%

Total 50 100.0

76

FINDINGS:

77

The majority of (40%) the respondents belong to the age group of 20-24 while the

minority 24% of the group belongs to age group of 30-34 and there are no respondents

from the age group of below 20 years.

Only 2% of respondents belong to female and rest of respondents belong male

group.

52% of the respondents are married. 36% of respondents are single and 12% are

unmarried.

82% of respondents feeling good about their present performance while 18%

respondents feeling Very Good.

94% of respondents accept that training is an element to change the attitude. And

rest of 06% of respondents responded that training is not element to change the

attitude.

94% of respondents accepted that training foster the authenticity trust and

openness. While 06% of respondents accepted that training does not foster the

authenticity trust and openness.

42% of respondents have got trained from outside the company remaining 52%

have not gone outside the company for training programmes.

94% of respondents accepted that training programmes are there on attitude change

in bell ceramics remaining 6% accepted there are no training programmes.

78

According boss measurements 48% belongs to Improved Group 16% Non-

Improved Group and 36% belong to be improved group.

Cent percent of respondents accepted that training provide an avenue for growth in

future.

Cent percent of respondents accepted that after having training programmes their

attitude and behaviour changed.

When they were in group 32% of respondents feel? Very Good, and 68% feel

Good.

28% of respondents feel Very Good skill in present job. Remaining 72% feel good.

94% of respondents accepted that they need skill development training

programmes in their company remaining 06% or respondents they do not want skill

development training programmes in their company.

72% attended skill development training programmes. Only 28% have not attended

skill development training programmes.

78% of respondents feel good while introducing computer training programmes

and 22% responded Very Good while introducing computer training programmes.

79

92% of responded Training Progrmmes helpful in managing job related crisis.

Only 8% responded training programmes are not helpful in managing job related

crisis.

94% accepted that training improved interpersonal skills and 06% do not accepted.

94% accepted that training programs improves the knowledge on job, only 06%

have not accepted.

90% of respondents had training on knowledge improvement. And 10% have not

had training on knowledge improvement.

Present knowledge about handling the machineries and tools are 18% Very Good

and 82% responded No.

29% of respondents accepted for internal training programmes. 21% of

respondents responded for External training programmes.

27% attended below 5 times training Programmes. And 23% attended 5-10 times

training programmes.

16% accepted Very Good in the present job performance after having training

programmes.84% accepted that they Good in the present job performance after having

trainings.

80

26% are Very Good in Inter personal Relationship with boss and colleagues and

74% are good in Interpersonal Relationship with their boss and colleagues.

42% engaging additional job and 58% not engaging any additional jobs after

having training programmes.

92% accepted that Training programmes would helpful to manage job related

crisis. And remaining 08% have not accepted.

98% accepted that training programmes would increase the versatility and

adoptability, while 2% have not accepted.

81

Suggestions

The training programmes mostly attended by age group of 20-24 and 25-29 so the

company needed to emphasis on the age group of 30 and above age group.

The trainees may be motivated to come forward voluntarily to attend the training

programmes on their accord.

The duration of the Training programmes may be extended.

The management may encourage both the internal and external training

programmes, because most of the respondents interested in both the training

programmes.

.Most of the respondents prefer of the internal training programmes. The company

may increase the quality of Training center at the company.

Most of the respondents expecting more training programmes for skill Development

Company need to plan for more training programmes so that employees can inculcate

suitable skills.

82

CONCLUSTION

The study dealt in detail the various factors that are linked with training. The prime

importance of training for workers has been well realized by this study. The study

conducted also revealed that majority of the workers satisfied with the training

programmes conducted by the industry in spite of that the employees are very eager to

involve in more training programmes.

Today’s industry is a technologically advanced one, so the training is an essential

one in modernized industries. The industrialist should realize the importance of

training given to the workers.

83

CJCHCHCCCCCC

BIBLIOGRAPHY :

84

Magazines:

P.Subba Rao, Essentials of Human Resource Management and Industrial Relations,

Second Edition, Himalaya Publishing House, 1999.

Rolf P Lynton and Udai Pareek, Training for Development, Second Edition, Vistaar

Publications, 1990.

Indian Management, Various Issues.

The Economic Times and The Times of India, Various Issues.

H.R.M Review November-2004 Orgnisational Knowledge,

The H.R. frame work.

H.R.M Review Monthly digest of Human Capital

June 2003 (Discrimination at work Place)

Books:

85

Shashi. K. Guptha

Roshy Joshi. 2005 Human Resource Management

C.B. Mamoria &

S.V. Gankar. 2002 Personal Management

David Joy. 1996 The Essential Personnel Source Book.

Appannaiah

Reddy

Aparna Rao. 2005 Human Resource Management

Shivarudrappa

Ramachandra

Gopal Krishna 2005 Human Resource Management

Subba Rao. 2003 Personnel and Human Resource Management

Internet and different websites.(Google.com, MSN.Com, Articles.Com, Yahoo.Com,

RediffMail.Com).

86

A STUDY ON TRAINING FOR THE EMPLOYEES OF BELL CERAMICS LTD HOSKOTE.

Respect sir | Madam,

I am Suresh Babu studying in M.S.W. in Kristu Jayanti College, specializing in

Human Resource Management and pursuing research “A STUDY ON TRAINING

FOR THE EMPLOYEES’’ in your organization. I request you to spend few munits

to fill my questionnaire.

I assure you that date collected from you will be used for academic purpose only.

Thanking you

(Suresh Babu)

87

A STUDY ON TRAINING FOR THE EMPLOYEES OF BELL CERAMICS LTD HOSKOTE.

Personal data:

1. Sl.No.of the employee……..

2. Age…..

a.Below -20 [ ] b.20-24 [ ] c.25-29 [ ] d.30-34 [ ] e.35-39 [ ]

3. Qualification. a.S.S.L.C [ ] b.P.U.C [ ] c.I.T.I [ ] d.Others [ ]

4. Marrital status a.Single [ ] b.Married [ ] c.Unmarried [ ] d.Widowed [ ]

6. Designation………………

88

Objective-1Training in attitude change 7.How do you feel about your present job performance ? a.verygood [ ] b.good [ ] c.bad [ ] c.very bad [ ]

8. Do you feel that training is an element to change your attitude ? a. yes [ ] b.no [ ]

9. Does training foster authenticity openness and trust according to you? a. yes [ ] b.no [ ]

10. Have you attended any other training programmes outside the company ? a. yes [ ] b.no [ ]

11. Is there any training programmes on attitude change in your company? a. yes [ ] b.no [ ]

12. How is your boss measured your performance after training programmes by keeping you in the categories of, a. Improved group [ ] b.Non-improved group [ ] c.To be improved group [ ]

13. Do You think that training provides an avenue for growth in your future? a. yes [ ] b.no [ ]

14. Do you think that your behaviour and attitude is improved after training? a. yes [ ] b.no [ ]

15. How do you evaluate your attitude and behaviour while you were in the group? a.verygood [ ] b.good [ ] c.bad [ ] c.very bad [ ]

89

Objective-2

Training in skill development

16. Do you feel that your skill in concerned job is…… a.verygood [ ] b.good [ ] c.bad [ ] c.very bad [ ]

17. Do you need skill development training programmes in your company? a. yes [ ] b.no [ ]

18. Have you attended any skill development training programmes? a. yes [ ] b.no [ ]

19. Do you have skill development programmes in your company? a. yes [ ] b.no [ ]

20. How do you feel about the training programmes conducted while introducing new machineries such as computer etc? a.verygood [ ] b.good [ ] c.bad [ ] c.very bad [ ]

21. Do you believe that training programmes would be helpful to manage job related crisis? a. yes [ ] b.no [ ]

22. Apart from your basic skills does training improved your interpersonal skills? a. yes [ ] b.no [ ]

90

Objective-3

Training in knowledge improvement 23. Do you know about training? a. yes [ ] b.no [ ]

24. Do you had any training programmes for your knowledge improvement? a. yes [ ] b.no [ ]

25. Did you put training programmes (theory) into practice? a. yes [ ] b.no [ ]

26. Do you think training programmes improve your knowledge? a. yes [ ] b.no [ ]

27. How is your present knowledge about the job\handling the tools\machine parts after having training programmmes? a.verygood [ ] b.good [ ] c.bad [ ] c.very bad [ ]

28. what type of training programmes your prepare….. a.Internal training programmes [ ] b.External training programmes [ ]

91

Objective-4

Evaluation of training programmes

29. How many training programmes you have attended? a.Below-5 [ ] b.5-10 [ ] c.10-15 [ ] d.15-20 [ ] e.Above-20 [ ]

30. How is your performance after having training programmes? a.verygood [ ] b.good [ ] c.bad [ ] c.very bad [ ]

31. How is your interpersonal relationship with your boss and colleagues after having training programmes? a.verygood [ ] b.good [ ] c.bad [ ] c.very bad [ ]

32. Are you engaging any other additional job after having training programmes? a. yes [ ] b.no [ ]

33. Do you believe that training programmes would be helpful to manage job related crisis? a. yes [ ] b.no [ ]

34. Do you agree that training would increase the versatility and adoptability of employees? a. yes [ ] b.no [ ]

35. Any suggestions ……….

92

training and devolpment (2)

Documents

term training

employee training

type of training

training courses

development efforts

edwin flippo training

increased performance

technical knowledge